Independent Student Learning

Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

Strategy Resources (3)
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
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When I am the teacher-artist, I consider the personalities and work ethic of students. If there are chatty students or students who are going to end up in a conflict, I cannot put them in the same group because of the nature of not being able to facilitate all of the students at once. In this instance, it is more important to create groupings that promote a harmonious learning environment. There are times when I form groups based on pre assessment or skill deficits. When the instructional focus is writing or the writing process, I found that grouping students with the same instructional need for that particular set of writing prompts has produced the most gains. These homogeneous groups allow students to practice a skill with their peers and for the small group instruction to be more targeted and specific to the needs of the learners. There may be a group of students who are struggling with the thesis statement for a particular prompt or may have difficultly connecting the content to writing process. These students would be placed in the same group.

 
Assessment & Data
Aaron's Use of Assessments of 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, 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 Aaron utilizes Assessment and Data here.


 
Independent Student Learning
Independent Performance Task

Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.


 
 
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