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
Students set weekly goals via Google Forms every Monday and reflect on if they meet these goals at the end of each week. This is a reflective process where students are asked questions that allow them to understand what factors contribute to their success or failure in the class. It also gives me a document I can refer to if I see students are consistently not meeting their own goals.
I was spending an hour every day filing students' graded quizzes when we realized, "Why are we doing all this filing? Students could easily do this themselves." Since the number one thing we are trying to get students to do is take ownership over their learning, we decided to have students file their own papers, cutting down on a lot of menial work for us and giving students a chance to see a physical record of what they had and had not mastered.
The Class Website is one of the most essential tools in providing my students 24/7 access to class content and information. The Class Website hosts all of my videos, lesson packages, answer keys, and correctional assignments, as well as any other relevant information I want to disseminate. The Class Website decentralizes the teacher as the holder of knowledge and empowers my students to access content whenever and wherever they need it.