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.
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 Jeff 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.
The Demo Discussion is a strategy I use to provide an interesting and memorable in-class demonstration of complex concepts that my students will learn about in class on a given day, using a variety of digital resources. The Demo Discussion is an excellent way to promote student curiosity about scientific phenomena. The "demos" provide access points for my students to witness and wonder about complicated chemical processes that they will eventually explore and understand at a much deeper level. By leveraging additional physical and digital tools, I can facilitate in-depth analysis and support the development of models to explain the science behind the demo. This strategy also allows me to surface my students' questions and interests about the day's Learning Targets (please see the "Learning Targets" strategy video), to which I can refer and make connections throughout our exploration of that content.
By allowing my students to assess other students' work and then providing them with a Student Lab Development Rubric to evaluate their own work, they learn to design and refine high-quality experimental procedures. The Student Lab Development Rubric is one of the tools I use to help students build the experiments they've created and then display results and lab analyses. When students are the ones dictating how they will conduct their experiments, they invest more fully in the activity and come to realize that science involves constant critical analysis and reiteration. I like to move conversations away from "right" and "wrong" and more towards how we can improve each component of our lab activities. Initially, some students feel uncomfortable identifying that their work isn't up to the high standards of the rubric, but over time most come to realize that this process helps them improve their final products and understand the underlying purpose behind labs.