Fluency is important, and finding the time to practice it in class can be tough. Fortunately, my students and I came up with Face Off, a simple, gamefied way to practice multiples and other fluency. 3 students must participate, where two students meet eyes and count off multiples until one makes a mistake. The third person moderates with an answer sheet. This can be modified to practice multiplication facts, division, or fraction operations. I create official FaceOff times where we actually play a "season" and work through a tournament style competition, with students advancing as they defeat their peers. This investment is great, but the fact that it runs itself is even better for me! Students often can be seen Face-ing Off in line in the Cafeteria, on the way to Specials, or in the neighborhood.
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.
1:1 interventions take place with students who are far below grade level. Though we try to keep them exposed and practicing grade level content, I need to meet with these students additionally to spiral in remediation support so they can better access the content we learn as a class.
This collaborative strategy is simple but effective. Students roam the room finding new questions to answer together, and scan the code with an iPad to check their work. Then, they put all the answers together to unlock a secret code. The use of QR codes in class has greatly improved the effectiveness of student work because of their ability to stop and check their answers. Their enthusiasm for this activity is clear, and making it into a competition of sorts makes it all the more fun. I utilize the QR codes in everything from directions to links to activities. Still, my favorite use is monitoring groups during QR code breakers.