There are two feedback practices within this strategy video. The first half shows us setting up the expectations and granting randomly assigned roles for the feedback session. Prior to dismissing I try to have students point where they are going to clear up any confusion. The second half shows students using our teamwork rubric sentence stems to write down comments. Students know they are going to use different color markers to write on team posters and give a glow and or a grow for the other team.
At our blended school, we value data in all forms, whereby we seek to meet both the academic and behavioral needs of our students. In the elementary school setting, where we assess reading levels every six weeks, we also assess student growth and mastery in each student’s blended learning every quarter and assess behavioral trends on a monthly basis.
This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve?
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.
Buddy Reading is a research-based fluency strategy I use with readers who lack fluency. In this strategy, my students read aloud to each other. More fluent readers can be paired with less fluent readers, or students who read at the same level can be paired to together. Buddy Reading can be used with any book since students can take turns reading by sentence, paragraph, page, or chapter.