To take a quick pulse of the class I may do a fist to five (students hold up a fist if they had difficulties or were unable to get in synch with the rest of class to a five which means they felt successful and are ready to transition to the next station). This Likert scale type voting gives me the opportunity to be responsive to specific student needs and quickly ascertain which students need my immediate attention or which student’s work/submissions I should review. There are also times when I feel it is appropriate to hear from students and give them the opportunity to exercise their student voice. During this exercise I take both volunteers and non-volunteers to give me their “thrills and chills/roses and thorns/high and lows of the day”. I think it is important for students to see me receive critical feedback or praise and be able to appropriately respond. It is extremely powerful for students to make a suggestion on how our class should operate and see it implemented almost immediately.
Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study.
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 Tanesha plans for instruction in her blended classroom.
There are times when the work being completed at the independent station is not designed to be completed in one session. I noticed that, while I could get an accurate pulse of the small-group session and collaborative station, assessing the independent station was more challenging. My students are expected to account for the work they did or did not complete during the independent station by commenting on their progress or by talking about something that was interesting or challenging. This is an extremely powerful accountability strategy and also an opportunity for my students to practice their speaking and listening skills.