## The Raffle: InvestmentLayers.docx

InvestmentLayers.docx
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.

# The Raffle

Everyone loves tickets! When students earn tickets during the Vocab Blitz, Bull Boards, and other moments, students drop them into the raffle jar. On Fridays we pull out a few names for Nerddy prizes like pens and highlighters.

Strategy Resources (3)
Teacher In Action

Strategy Explanation

This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Teacher In Action

Strategy Explanation

This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL

Prep Time:
Moderate
Subject:
Math
##### Similar Strategies
Small-Group Instruction

This is where the magic happens. Using my formative assessment data, as well as online content data, I pull students from Workshop to Tutoring each day. This targeted lesson allows me to reinforce ideas, and fix misconceptions as well as give an opportunity for students to feel like they are getting from me what they need. Branding is important to me, and Tutoring seemed like an ideal way to frame the station for the students. In reality, that is exactly what it has become, with students asking questions and embracing their past mistakes as opportunities for growth.

Collaborative Student Groups

Rotations for Practice is a way to deliver new content in small, controlled doses in a station rotation context. Unlike Workshop, where students are more fluid and learning at their own pace, Rotations for Practice is done with groups that cycle to various stages of understanding of a concept. These stations always include a collaborative product, teacher led instruction, and practice or learning on technology.

Feedback Systems

Since my students use several different online platforms to personalize their learning, it is crucial that my students review outcomes and trends in their technology usage. Once a week, the class meets to celebrate achievements by "shouting out" students with high performance and also hold students accountable by "calling out" students who have not spent enough time doing problems correctly. Topics that show lower levels of mastery are reviewed and explained, and upcoming assignments are previewed. This is also the time when I respond to the questions my students have asked via the platforms' messaging systems.