Thumbs Up, I Get This!: Thumbs Up! Self Monitoring CheatSheet.docx

 
 
 
Self Monitoring CheatSheet.docx
Poster
 
 
This sheet is posted above the whiteboard where direct instruction happens so that my students are able--either independently throughout the lesson or with teacher prompting--to provide instant feedback on how the lesson is going for them. This strategy allows for a quick way to assess formatively how students are understanding the lesson or directions in the classroom.
  • Thumbs Up! Self Monitoring CheatSheet.docx
Poster
 
 
This sheet is posted above the whiteboard where direct instruction happens so that my students are able--either independently throughout the lesson or with teacher prompting--to provide instant feedback on how the lesson is going for them. This strategy allows for a quick way to assess formatively how students are understanding the lesson or directions in the classroom.
 
Assessment & Data

Thumbs Up, I Get This!

I make sure that my students have heard the directions I've given using this simple but effective check for understanding strategy. Having students repeat directions or an expectation provides them with an opportunity to re-state or clarify their understanding. For example, if a student responds incorrectly, I don't just move on to another student all the time. I ask the same question in a different way so that my student who initially responded incorrectly, unclearly, or incompletely has another opportunity to answer with more clarity. Thumbs Up, I Get This! is another way to hold students accountable during their independent time. 

Strategy Resources (2)
 
Poster
 
 
This sheet is posted above the whiteboard where direct instruction happens so that my students are able--either independently throughout the lesson or with teacher prompting--to provide instant feedback on how the lesson is going for them. This strategy allows for a quick way to assess formatively how students are understanding the lesson or directions in the classroom.
 
Poster
 
 
This sheet is posted above the whiteboard where direct instruction happens so that my students are able--either independently throughout the lesson or with teacher prompting--to provide instant feedback on how the lesson is going for them. This strategy allows for a quick way to assess formatively how students are understanding the lesson or directions in the classroom.
Raul Gonzalez
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
First grade
Similar Strategies
Blended Learning Model Overviews
Rotational Model for First Grade

The model we have today is designed to increase the quality of small group instruction. We focus our instruction for core subjects with smaller groups so we are better able to individualize learning to meet their needs. For the first grade, we use a rotational model in both math and ELA, which provides students about 90 minutes of individual computer time daily. During teacher-led instruction we encourage students to sit in pairs or small groups and use think-pair-share strategies to lead their own conversations and engage with the material being presented. 


Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 90 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency


 
Stakeholder Collaboration
Blended Learning Coordinator Support

My school's Blended Learning Coordinator was hired to provide blended learning support. He is provided with our schedules so that he can monitor usage and provide support if needed. While this does not mean that he is present in the classroom daily throughout the use of BL, he does try to walk around and address immediate concerns that students may need addressed. If immediate action is required a quick text can be sent to him and he'll make his way towards the classroom as well. 

 
Stakeholder Collaboration
Raul'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 his school. Check out how Raul communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.


 
 
Something went wrong. See details for more info
Nothing to upload
details
close