Student-Led Homework Review
Student-Led Homework Review is a form of differentiation, where students with the same level of homework collaborate and review their homework assignment from the prior night. Since it would take too long to have teacher-led reviews for each group, we have students share their answers and help each other figure out the correct answers with their peers. Though I sometimes give them answer keys, I push students to discuss problems and figure out the correct solutions through their reasoning skills. This process encourages collaboration and accuracy in students' homework practice.
The Vocab Blitz is a visual strategy used to teach concepts through the use of math vocabulary. Students answer deep questions about the relationship between words and math and earn tickets. They place these in the Raffle Jar, which we pick from on Fridays for a small prize. Math vocabulary just for the sake of knowing academic language is good, but the Vocab Blitz explicitly asks students to apply the terms, which allows me to build more rigorous questions and connect ideas (i.e. how volume connects to science). For example, by knowing what the dividend actually is, we have a shared language that we can use when trying to figure out if a problem is asking us to multiply or divide, and to connect to improper fractions' numerator when converting them.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Daniel communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.
I group my students into three proficiency groups - Mild, Medium, and Spicy. This is a system of general differentiation that allows me to easily assign practice or even homework. Students know their level and know that the assigned practice is likely best for them. Their level is also assigned to them based on various factors, including benchmark assessments, formative assessments, and informal observations made in class on a daily basis. I encourage my students to challenge themselves to try a "spicier" level when they're ready. This gives students the flexibility to try harder material and excel at an appropriate and personalized pace.