SMART House Rules
My co-teachers and I use a simple set of three rules to guide our blended classroom: 1. Respect all people, property, and ideas; 2. Follow directions the first time; and 3. Be prepared. The consistency of these rules is really important for middle schoolers and creates a great culture of learning in our House. We share these rules with students at the beginning of the year in a community-wide Town Hall Meeting.
Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.
The students' Digital Content Notebook is where Pencil and Paper Notetaking occurs. It is exactly what it sounds like. No frills. But it is even more essential in a blended format. My colleagues and I did a lot of note-taking style modeling at the beginning of our year to set the expectations in our blended classroom.
My students respond well to kinesthetics. Popping up for an answer choice or when they are ready to move on to the next topic is a way to keep the students engaged and also check for understanding. Turn and talk - students turn to talk to their neighbor about a question/problem/scenario that was posed. One of the partners then reports out by either being chosen from the equity sticks or by volunteering by putting their thumb up. I use Shoulder Partner strategy to give students the opportunity to talk, share and explain content to each other. This strategy is good to increase the accountable talk in classrooms and to practice speaking and listening skills.