Station transitions occur multiple times in a blended classroom. During station transitions, the team or group that’s coming out of the computers lines up and collects the materials ready to go into the whole group lesson on the rug. At the same time, the group that was just on the rug is now going to the computers and collecting their materials for the computers. We give each students 30 seconds to transition, after which we positively praise 3-4 students for making good transitions.
This strategy is a biweekly problem solving investigation on recently learned content. Typically students will be given sample scanned answers that I have hand selected. These problems have been previously solved. Students meet on the carpet for the mystery problem reveal. We also cover what the goal of our session will be using a checklist/success rubric. They are then dismissed to investigate in teams. The students select manipulatives to discuss, develop an agreed upon idea, and critique which student(s) response they agree with/why. If a team finishes early they can work on they "Step ahead" which is harder differentiated task. Finally they use the checklist to self reflect if they were successful during the mystery problem session.
Council is a time for my students to share their highs and lows related to academics, and to share what's successful and struggling for them in the class. It is a non-hierarchical forum for discussion. This is important in my classroom because it gives us a powerful practice to understand more fully and appreciate the diverse backgrounds, experiences, and opinions of our classroom. It is a process that continually evolves with each group and in each time in our own developments.
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 Freddy plans for instruction in his blended classroom.