My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.
At the end of every class, my students must take a computer-based exit slip. This is an essential part of my blended program because these exit slips tell me whether or not my students are ready to move on to the next skill. If a student gets 4/5 or 5/5, he or she can move on. If not, he or she will be assigned a different type of lesson on that skill the next day.
Since I work with 3 large cohorts of 6th, 7th, and 8th grade students (100+ students in each cohort) my colleagues and I developed a Town Hall Meeting for the beginning of the year to explain our Rules, Routines, Procedures, and Consequences to the entire cohort at once. Having all of my students on the same system has provided tremendous consistency and stability and created a solid community foundation. Town Hall Meeting is a place where students not only hear the expectations but are encouraged to ask questions or make comments to the entire community. Delivering this presentation once to the entire cohort helps to set the culture in an efficient way.
Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own.