We don't use text books in our class, we make them. Each student is given a binder at the beginning of the year. The binder becomes a reference book for the students as they fill it up with the lessons they have completed. Many standard textbooks have become a diluted hodepdoge of information, hard for most students (and even myself) to decipher. This binder allows me to create a resource tailored to my students.
Keeping students motivated is very important in a self-paced course. Scholar Dollars is a strategy I developed to reward my students for working hard and making progress in the course. The concept of Scholar Dollars is pretty simple. Every time a student passes a Mastery Quiz, they receive five Scholar Dollars. Students receive 15 Scholar Dollars for passing a Level Test. Scholar Dollars can be used to buy school supplies, snacks, or even a pizza party. On random days, I switch up the payouts on Scholar Dollars - doubling the amount given, only paying for 100s on Mastery Quizzes or Level Tests, or giving all the Scholar Dollars earned on that day to one lucky student picked by lottery at the end of class.
A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.
The flipped mastery model gives students loads of time to work independently, so every few weeks we like to bring the class together to play a game. Pop The Bubble, which my coteacher Mr. Elizondo came up with, is hands down the students' favorite. Each team of students gets 5 bubbles, and when they get a question right, they can pop another teams' bubble. The last team with bubbles remaining wins the game. It's a great twist on the traditional Kahoots quiz game.