"Making Our Brains Grow Bigger"
The "Making Our Brains Grow Bigger" Rubric is a kid-friendly rubric that supports and aids students in self-monitoring how quicky and efficiently they are working in their learning modality. Students use this rubric as a guide for what behaviors are expected during their blended rotation and also use it to self-rate themselves. "Superhero Brains" are celebrated in the class and can act as "peer supports" on the computer.
This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.
At Aspire Titan Academy, we use a rotational model where some students engage with interactive software, enabling small group lessons for others. Our students have 90 to 120 minutes of individual computer time daily. Our rotational model is currently evolving to use more programs and create more rotations. The goal is to increase the opportunities for small group instruction where we can better meet individual needs.
Number of Students: 26 students
Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)
Length of Class Period/Learning Time: 60 minutes--two 30 minute rotations (Math Block)
Digital Content/Ed Tech Tools Used on a Regular Basis: DreamBox
Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)
Key Features: station rotation; student agency
There are two feedback practices within this strategy video. The first half shows us setting up the expectations and granting randomly assigned roles for the feedback session. Prior to dismissing I try to have students point where they are going to clear up any confusion. The second half shows students using our teamwork rubric sentence stems to write down comments. Students know they are going to use different color markers to write on team posters and give a glow and or a grow for the other team.