Student Binders: IMG_0583 1.JPG

 
 
 
IMG_0583 1.JPG
Strategy Explanation
 
 
The binders are color coded by class and kept in the classroom at all times. If students want to take lessons home, they need to remove them from the binder. The reason is, if they lost their binder then they are going to be in trouble every time a level test comes around, which are all cumulative. (The laptops in the photo are for student to sign out when they forgot their personal tablets).
  • IMG_0583 1.JPG
Strategy Explanation
 
 
The binders are color coded by class and kept in the classroom at all times. If students want to take lessons home, they need to remove them from the binder. The reason is, if they lost their binder then they are going to be in trouble every time a level test comes around, which are all cumulative. (The laptops in the photo are for student to sign out when they forgot their personal tablets).
 
Routines and Procedures

Student Binders

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.

Strategy Resources (2)
Strategy Explanation
 
 
Organization is key in a self-paced class. More importantly, useful organization is key so students can go back and review the class material effectively.
 
Strategy Explanation
 
 
The binders are color coded by class and kept in the classroom at all times. If students want to take lessons home, they need to remove them from the binder. The reason is, if they lost their binder then they are going to be in trouble every time a level test comes around, which are all cumulative. (The laptops in the photo are for student to sign out when they forgot their personal tablets).
 
Strategy Explanation
 
 
Organization is key in a self-paced class. More importantly, useful organization is key so students can go back and review the class material effectively.
Strategy Explanation
 
 
The binders are color coded by class and kept in the classroom at all times. If students want to take lessons home, they need to remove them from the binder. The reason is, if they lost their binder then they are going to be in trouble every time a level test comes around, which are all cumulative. (The laptops in the photo are for student to sign out when they forgot their personal tablets).
Benjamin Siegel
New Visions Charter High School for the Humanities II
Bronx, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Tenth grade
Similar Strategies
Routines and Procedures
Scholar Dollars

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.  

 
Feedback Systems
Group Interventions

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.

 
Assessment & Data
Pop The Bubble

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.


 
 
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