Learning Apps

Jeff's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Jeff uses specific digital content and ed tech tools!

Strategy Resources (1)
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Instructional Closings
Quick Write Summary

Truly understanding science requires my students to think in ways they might not have experienced before. Conceptualizing something that our eyes can't always see is difficult, and so it's valuable to provide graphic organizers, visual models, and other support tools as resources that my students can access while diving into content. One of the richest ways to get students to build their own methods and approaches to solving problems is to allow them to think on paper. Lessons involving direct instruction are always broken into small segments with short, casual writing periods built into the end of each one. These Quick Write Summaries are meant to focus on content construction and are free of structural analysis. I don't grade them, but I'll always help students put together their thoughts and present them with questions that guide them to the answer. Writing-to-learn strategies like the Quick Write Summary help visual learners with long-term comprehension of scientific terminology and sets the stage for students demonstrating their knowledge through writing in future assessments. 

 
Blended Learning Model Overviews
Jeff's Model Overview

I would describe my classroom model as a tweak on a flex model of instruction. I start each class period by giving students a problem I want them to solve, such as “How would you use the gas laws to explain how popcorn pops?” Students then have the opportunity to create their own learning paths by accessing a variety of curated online and offline resources and activities. I determine if a student has achieved mastery on a given concept by evaluating the online and offline work products they have produced during class and by administering more traditional assessments. However, if a student fails an assessment, he or she can always go back and re-take it. My classroom is 1:1 with a mix of MacBooks and iPads, which have become the vehicle for my students to move at their own pace through difficult chemistry content.

Number of Students: ~ 36 students/period

Number of Adults: one teacher

Length of Class Period/Learning Time: 120 minutes (M, T, Th, F); 45 minutes (W)

Digital Content/Ed Tech Tools Used on a Regular Basis: CK-12 BrainGenie; Google Apps for Education; eduCanon; Formative; YouTube; Screencast-O-Matic; Wikispaces; Weebly; Versal; Common Curriculum

Hardware Used on a Regular Basis: MacBook computers (1:1); 2nd Generation iPads; SMARTboard; Surface Pro 3 (for teacher)

Key Features: competency-based; content in multiple formats; problem-based; gamification; student agency

 
Instructional Planning
Jeff's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Jeff plans for instruction in his blended classroom.


 
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