Like It, Love It, Gotta Have It: Like It, Love It, Gotta Have It

 
 
 
Like It, Love It, Gotta Have It
Students In Action
 
 
Students In Action
 
 
 
Independent Student Learning

Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

Strategy Resources (3)
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
Similar Strategies
Routines and Procedures

Formal transitions happen twice during a double-block period. My students have to move from one section of my extra-large classroom (3 classrooms merged into one) and move to another section for a new lesson with a new teacher. My students have two minutes to transition from session to session, and we play a variety of interesting music on the surround sound stereo system to keep it fun.

 
Blended Learning Model Overviews
Tanesha's Model Overview

I implement a station rotation model in my classroom. On a typical day, following brief whole-class direct instruction, my students will rotate through three blended learning stations: small group instruction, collaborative learning, and independent work. At each station, students work either with a teacher, a group of their peers, or individually towards content mastery. The key levers of my model are student self-pacing and small-group instruction. Through a mix of student choice and teacher facilitation, I have been able to activate my students’ learning and accelerate them towards higher academic achievement.

Number of Students: ~25 students

Number of Adults: one teacher; one paraprofessional

Length of Class Period/Learning Time: 45 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: Kahoot!; Plickers; PBWorks; Blackboard; Newsela; Edmodo; BrainPop & BrainPop Jr; Discovery Education Techbook; Padlet; Vimeo; Today’s Meet

Hardware Used on a Regular Basis: 25 ASUS T100 laplets with charging cart (1:1); Promethean Board

Key Features: station rotation; student agency

 
Academic Culture
SMART House Rules

My co-teachers and I use a simple set of three rules to guide our blended classroom: 1. Respect all people, property, and ideas; 2. Follow directions the first time; and 3. Be prepared. The consistency of these rules is really important for middle schoolers and creates a great culture of learning in our House. We share these rules with students at the beginning of the year in a community-wide Town Hall Meeting.

 
 
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