I noticed that students both needed and wanted a quick and engaging introduction to content. Instead of simply asking what do you know about this topic students prior knowledge is activated through a often funny yet very informative video segment on a topic. These videos are great for introduciing Social Studies content because they take often large and abstract topics and make them accessible for students.
My colleagues and I use a variety of hand signals in our classroom to avoid unnecessary disruptions and maintain focus and time on task. Three common hand signals: a signal to use bathroom; a signal for needing scrap paper; and a signal for asking a presenter to speak louder. We introduce all of the hand signals to students at the beginning of the year in a community-wide Town Hall Meeting.
The grouping algorithm employed by School of One assigns students a new lesson every day based on the student's most current learning needs. The algorithm actually learns the students' needs from the previous day's exit ticket. One of the learning styles or lesson types, Live Investigation, assigns students to me who are ready for whatever the assigned skill is. However, within that group, there are still varying levels of ability. I can see all of this on my data report and then I can group within my group. I call this micro-grouping.
At the end of every class, my students must take a computer-based exit slip. This is an essential part of my blended program because these exit slips tell me whether or not my students are ready to move on to the next skill. If a student gets 4/5 or 5/5, he or she can move on. If not, he or she will be assigned a different type of lesson on that skill the next day.