Group Interventions: Group Interventions

 
 
 
Group Interventions
Teacher In Action
 
 
Teacher In Action
 
 
 
Feedback Systems

Group Interventions

A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.

Strategy Resources (2)
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Tenth grade
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