Observation charts are a type of inquiry chart that stimulate students’ curiosity. They build background information while providing teachers with a diagnostic tool. And they provide opportunities for language support from peers. During an observation chart, I use real pictures or paintings attached to white poster paper or butcher paper that contain a theme (e.g., food from a culture, ways of transportation, games a culture plays, etc.). My students walk around from observation chart to observation chart and write down either a question they're wondering about, a comment they'd like to make, or just an observation (i.e., statement of fact).
One way we bring authenticity to our lessons is by making explicit connections or real world hooks to what we're learning. What I particularly enjoyed about our persuasive writing unit is that we were able to identify real problems in our own school community and to think of solutions. It then brought about real change in our school, and in this case brought about getting more magazines into the classroom which was an identified need of our class.
At our blended school, we value data in all forms, whereby we seek to meet both the academic and behavioral needs of our students. In the elementary school setting, where we assess reading levels every six weeks, we also assess student growth and mastery in each student’s blended learning every quarter and assess behavioral trends on a monthly basis.
This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve?
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.