Jeff's Model Overview:

 
 
Teacher Reflection
 
 
Teacher Reflection
 
 
 
Blended Learning Model Overviews

Jeff's Model Overview

I would describe my classroom model as a tweak on a flex model of instruction. I start each class period by giving students a problem I want them to solve, such as “How would you use the gas laws to explain how popcorn pops?” Students then have the opportunity to create their own learning paths by accessing a variety of curated online and offline resources and activities. I determine if a student has achieved mastery on a given concept by evaluating the online and offline work products they have produced during class and by administering more traditional assessments. However, if a student fails an assessment, he or she can always go back and re-take it. My classroom is 1:1 with a mix of MacBooks and iPads, which have become the vehicle for my students to move at their own pace through difficult chemistry content.

Number of Students: ~ 36 students/period

Number of Adults: one teacher

Length of Class Period/Learning Time: 120 minutes (M, T, Th, F); 45 minutes (W)

Digital Content/Ed Tech Tools Used on a Regular Basis: CK-12 BrainGenie; Google Apps for Education; eduCanon; Formative; YouTube; Screencast-O-Matic; Wikispaces; Weebly; Versal; Common Curriculum

Hardware Used on a Regular Basis: MacBook computers (1:1); 2nd Generation iPads; SMARTboard; Surface Pro 3 (for teacher)

Key Features: competency-based; content in multiple formats; problem-based; gamification; student agency

Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Instructional Closings
Quick Write Summary

Truly understanding science requires my students to think in ways they might not have experienced before. Conceptualizing something that our eyes can't always see is difficult, and so it's valuable to provide graphic organizers, visual models, and other support tools as resources that my students can access while diving into content. One of the richest ways to get students to build their own methods and approaches to solving problems is to allow them to think on paper. Lessons involving direct instruction are always broken into small segments with short, casual writing periods built into the end of each one. These Quick Write Summaries are meant to focus on content construction and are free of structural analysis. I don't grade them, but I'll always help students put together their thoughts and present them with questions that guide them to the answer. Writing-to-learn strategies like the Quick Write Summary help visual learners with long-term comprehension of scientific terminology and sets the stage for students demonstrating their knowledge through writing in future assessments. 

 
Learning Apps
Correctional Assignments

Correctional Assignments provide another layer of practice for my students who fail a quiz before re-attempting to master the topic. The process is simple - my students complete the Correctional Assignment and then re-take the mastery quiz. My students can follow this process as many times as needed until they pass the quiz and achieve mastery. For this reason, I use IXL.com and Kuta Software for Correctional Assignments, which both generate infinite sets of practice problems. 

 
Stakeholder Collaboration
Jeff's Approach to Collaboration & Communication

Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Jeff communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close