Collaborative Student Groups

Peer Support on Computers

In my class, students are allowed to offer peer support on the computers. My students identify what is a problem or a need they have and it is my job to identify who might be their support. This has helped my students offer guidance and help in a structured way. Peer support on the computers has helped with increasing academic discourse and social interactions as well as give a structured place for students to provide assistance to each other. Cooperative learning and reciprocal teaching are benefits to this strategy as well.

Strategy Resources (3)
Students In Action
 
 
This is a video on a student coach helping another student. The Peer Support on Computers strategy has been an excellent way to encourage students to persevere on challenging content on DreamBox. I have allowed all students to utilize this strategy on the last 10 minutes of each 30 minute math block, in order for our student experts to still work on their own content for the first 20 minutes.
Poster
 
 
This chart reminds students of a couple strategies to do before asking for peer support on the computers. Place them near the student computers so they can refer to them while working on their math programs.
Students In Action
 
 
This is a video on a student coach helping another student. The Peer Support on Computers strategy has been an excellent way to encourage students to persevere on challenging content on DreamBox. I have allowed all students to utilize this strategy on the last 10 minutes of each 30 minute math block, in order for our student experts to still work on their own content for the first 20 minutes.
Poster
 
 
This chart reminds students of a couple strategies to do before asking for peer support on the computers. Place them near the student computers so they can refer to them while working on their math programs.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Assessment & Data
Using Multiple Sources of Data to Inform ELA Instruction & Grouping

As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).

 
Blended Learning Model Overviews
Rotational Model with Two Groups

We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
Assessment & Data
Mark's Use of Assessments and Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class period, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Mark utilizes Assessment and Data here.

 
 
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