By its very nature, learning in a self-paced classroom with digital resources can be an isolating experience for some students. While I want my students to take personal responsibility for and ownership of their learning, I also want them to learn essential collaboration skills and to leverage social learning to grow as people and as students of Mathematics. Buddy Time is a grouping strategy that requires my students to collaborate with peers working on the same lesson at a prescribed point in each lesson. During Buddy Time, students can collaborate or discuss their work with other students at their tables and they can use their collective knowledge and skills to help each other move towards mastery.
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 Ben’s mindsets have helped to shape his blended instruction.
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Jeff plans for instruction in his blended classroom.
Keeping students motivated is very important in a self-paced course. Scholar Dollars is a strategy I developed to reward my students for working hard and making progress in the course. The concept of Scholar Dollars is pretty simple. Every time a student passes a Mastery Quiz, they receive five Scholar Dollars. Students receive 15 Scholar Dollars for passing a Level Test. Scholar Dollars can be used to buy school supplies, snacks, or even a pizza party. On random days, I switch up the payouts on Scholar Dollars - doubling the amount given, only paying for 100s on Mastery Quizzes or Level Tests, or giving all the Scholar Dollars earned on that day to one lucky student picked by lottery at the end of class.