Stephen's Model Overview
In my school, students use a lab rotation system where they go to a computer lab for set amounts of time to work on online content through sites such as Lexia and ST Math. In my own class, I also use a station rotation system, where groups of students spend time learning in different ways. Online sites like Khan Academy and FrontRow help to differentiate the content, collaborative skills make learning social, and teacher interventions help me to address misconceptions. My students gain valuable digital and character skills while they manage their own learning. My model has fostered perseverance and independence among my students that I know will help them to be successful in their lives.
Number of Students: 17 students per class
Number of Adults: one teacher; one paraprofessional (20 minutes per period)
Length of Class Period/Learning Time: 90 minutes with teacher; 90 minutes in Learning Lab
Digital Content/Ed Tech Tools Used on a Regular Basis: Khan Academy; Google Classroom; Google Forms; Front Row; ST Math (in Learning Lab); DreamBox (in Learning Lab)
Hardware Used on a Regular Basis: Chromebooks (1:1 ratio); SMARTboard
Key Features: station rotation; lab rotation; student agency;individualized learning paths
I begin every Math class with a high-energy strategy called Threshold. Students line up outside the classroom door "dressed for success" in their uniforms with their shirts tucked in. After a group greeting, a Math chant (practicing our multiples), and instructions for entering, my students walk to the door, shake my hand, enter the room, and immediately begin a Math warm-up. Threshold ensures that all of my students transition from their previous class smoothly and that their minds are ready for Math instruction.
A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Stephen’s mindsets have helped to shape his blended instruction.
CSI Time is an inquiry based strategy where students must solve a "math mystery" that introduces a concept that we will learn. They have until the end of the week to collaboratively (with their detective partner) discover the clues and work their way to the "criminall". In just 10 minutes, students have worked themselves into a frenzy to grapple with content they may not already know what to do with. This desire to problem solve pushes students during the lesson that follows to learn the skills they need to solve the mystery.