Jessi's Approach to Collaboration & Communication
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 her school. Check out how Jessi communicates and collaborates with both her colleagues at school and her students' families and how her methods of communication and collaboration have evolved over time.
Battling the Boss is a formative assessment strategy I use at the end of almost every level in our academic game. It's a process that allows students to prove that they understand the material covered in each level. Battling the Boss usually consists of me asking the student who has indicated that s/he is ready to "battle" one or two questions that require the student to demonstrate the skills I'm looking for them to develop in the level. If students prove that they understand the material, I let them move onto the next level. The students then put their names on the next level's poster, which is a public demonstration of each student's progress in the course. If students are not successful, they have the opportunity to do additional preparation and Battle the Boss when they have mastered the content.
The storyline of our academic game gives meaning to the students' presence in the game. It enhances the importance of the curriculum and gives students a goal to work toward. The theme our storyline is based around is a deserted island. In the game, students are elite plane crash survivors (PCSs) who must learn to live on the island after not being rescued. Throughout the levels, students are asked to build fire, build shelter, find food, filter water, and survive unexpected storms. By mastering each level, students complete the tasks and move onto the next scenario in the game.
Instant Feedback, my method for conferencing with students on a daily basis, is one of the strategies I use each day to help my students progress through the content in my largely self-paced course. I also use Instant Feedback to gauge my students' understanding of the material we are covering. As I walk around the room, I'm constantly looking at what students have written and am asking them to explain their thinking. If I need to learn more about their thinking, I ask additional questions until I identify the source of their confusion or misconceptions or until I am convinced that they are on the right track. This year I have begun to experiment with a protocol called "SE2R" (Summarize, Explain, Redirect, Resubmit) to structure some of my Instant Feedback to my students and to help them identify their next steps.