Jessi'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 her school. Check out how Jessi communicates and collaborates with both her colleagues at school and her students' families and how her methods of communication and collaboration have evolved over time.
Voxer is an application I use in my classroom to incorporate verbal collaboration. Voxer is a walkie-talkie type app where teachers can assign students to groups, pose questions, and have students verbally discuss the questions with a virtual audience. When Voxer is being used by students, they are switching between verbal and written communication. Most groups will verbally respond to questions and other students' will type their answers. Voxer is a great application for connecting students virtually with students their own age with limited bandwidth use.
Grade Contracts are a strategy I use to assess my students' progress towards mastery of defined sets of content and skill objectives and to provide feedback on their development at the end of each level in my blended learning class. Students review the mastery requirements for each level and decide whether they will pursue an "A," "B," "C," or "D" contract; in so doing, they understand and commit to what they must know and be able to do in order to earn the letter grade of the contracts they have chosen. Grade Contracts eliminate the superficiality of number grades on individual assignments and focus my students' attention on authentic demonstrations of mastery over time. This strategy also empowers my students to challenge themselves and to monitor and take responsibility for their own learning, which is an essential mindset shift in my largely self-paced class.
My classroom space is broken into five distinct areas based on students’ needs. The areas are named in accordance with the storyline in our academic game: (1) presentation area (also known as the shelter), (2) lounge area (the beach), (3) counter area (the lookout), (4) teacher area (crash site), and the (5) table area (the jungle). Each area was set up with a distinct vision in mind. The shelter was set-up with two futons and a coffee table all located around the SmartBoard at the front of the classroom. I envisioned this area as a place where student groups could share their learning and present content using their iPads and our Apple TV. The beach area was created to help those students who do better lounging on a couch or in a non-traditional chair while working. I wanted my room to represent the traditional as well as the “non-traditional” student. The lookout area was specifically set-up for students who enjoy to look outside and see nature as they work. It also works well for those who use scenery as a reset in an environment that is often controlled chaos. The crash site was created as a result of the storyline where all students became Plane Crash Survivors (PCSs). The name makes it okay to have a messy desk! It’s also used as a space to separate distracting students from the attention of others in the classroom. Finally, the table area was made for the more traditional student who likes to work at a table or desk or likes to have a hard surface to work on. Throughout class, students can be seen moving throughout the room in accordance with their needs as a learner at that particular moment. I feel the incorporation of the different areas of the classroom helps to build a culture of learning acceptance and risk. It opens up the classroom to being more than just a sit and get environment. It helps to personalize and shape students’ learning. See also Jessi's Overview Model.