In order to track students' progress, along with goal sheets, I make one sweep of the classroom at the beginning of class to check to make sure students know what they are working during the class period. Sometimes I write it on an online spreadsheet. Other times, I track it using a paper spreadsheet and clipboard to make sure they have started working on what they need to be working on. This gives me a chance to talk to all of my students and help motivate those students who are slowly getting to work. I particularly like rounds because it helps me gauge students' emotions for the day. This gives me an idea of how far I can push them academically during the period.
Doctopus is a widget you can use in Google to distribute documents. I use Doctopus because it's the only tool that I know of that will allow me to distribute a copy of a document to each student in view only mode (Google Classroom at this point only allows for edit only mode). I use Doctopus to distribute the Quest Contracts to students so that each student has access to the document (please see my "Model Overview" to learn about Quest Contracts). I have viewing and editing privileges, whereas each student only has viewing privileges. This widget allows me to update my students' Quest Contracts on my iPad after they have mastered an activity. The student can then go into the same document and view what they have completed and what they still need to complete. Doctopus also works with Google Classroom to allow me to important Google Classroom rosters.
Partner Labs are investigatons that require more than one student in the group. These labs require my students to work together to come up with a solution to a problem or to conduct an experiment. Some of my favorite activities to do with my students are The Virtual Thinking Project (PBL), and the Solar Oven and Cooler design projects. These projects require students to work collaboratively together, often in the lab, to engineer solutions to problems or to perform experiments.
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.