Activity Reflection: Activity Reflection

 
 
 
Activity Reflection
Students In Action
 
 
Students In Action
 
 
 
Feedback Systems

Activity Reflection

At the end of each activity, the class comes together, evaluates, and gives a percentage for how we performed during the activity. We keep in mind several factors - how we did in progressing towards mastering the objective at hand, our participation as a group, and the extent which we meet behavioral expectations overall. At the end of the class, we average our percentages, and reflect on our performance in the day. This ensures that the students understand their performance as well as work as a team to push their percentage higher.

Strategy Resources (3)
Students In Action
 
 
Poster
 
 
This tracker, designed to match our "Around the World" theme, gives students weekly feedback on how their class is doing. We track our expectations percentages, our formative assessment averages, and our benchmark assessment averages.
Strategy Explanation
 
 
This class agenda shows the activities we go through in a single class period. Next to each activity, we write our evaluations for our class performance, based on mastery and on task behavior. At the bottom of the board, we record averages for each class period throughout the week.
Students In Action
 
 
Poster
 
 
This tracker, designed to match our "Around the World" theme, gives students weekly feedback on how their class is doing. We track our expectations percentages, our formative assessment averages, and our benchmark assessment averages.
Strategy Explanation
 
 
This class agenda shows the activities we go through in a single class period. Next to each activity, we write our evaluations for our class performance, based on mastery and on task behavior. At the bottom of the board, we record averages for each class period throughout the week.
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


 

About this strategy

Prep Time:
Quick
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Blended Learning Model Overviews
Stephen's Model Overview

In my school, students use a lab rotation system where they go to a computer lab for set amounts of time to work on online content through sites such as Lexia and ST Math.  In my own class, I also use a station rotation system, where groups of students spend time learning in different ways.  Online sites like Khan Academy and FrontRow help to differentiate the content, collaborative skills make learning social, and teacher interventions help me to address misconceptions. My students gain valuable digital and character skills while they manage their own learning.  My model has fostered perseverance and independence among my students that I know will help them to be successful in their lives.

Number of Students: 17 students per class

Number of Adults: one teacher; one paraprofessional (20 minutes per period)

Length of Class Period/Learning Time: 90 minutes with teacher; 90 minutes in Learning Lab

Digital Content/Ed Tech Tools Used on a Regular Basis: Khan Academy; Google Classroom; Google Forms; Front Row; ST Math (in Learning Lab); DreamBox (in Learning Lab)

Hardware Used on a Regular Basis: Chromebooks (1:1 ratio); SMARTboard

Key Features: station rotation; lab rotation; student agency;individualized learning paths

 
Collaborative Student Groups
Rotations for Practice

Rotations for Practice is a way to deliver new content in small, controlled doses in a station rotation context. Unlike Workshop, where students are more fluid and learning at their own pace, Rotations for Practice is done with groups that cycle to various stages of understanding of a concept. These stations always include a collaborative product, teacher led instruction, and practice or learning on technology. 

 
Collaborative Student Groups
Student-Led Homework Review

Student-Led Homework Review is a form of differentiation, where students with the same level of homework collaborate and review their homework assignment from the prior night. Since it would take too long to have teacher-led reviews for each group, we have students share their answers and help each other figure out the correct answers with their peers. Though I sometimes give them answer keys, I push students to discuss problems and figure out the correct solutions through their reasoning skills. This process encourages collaboration and accuracy in students' homework practice.

 
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