Launch is a quick and efficient way for students to prepare themselves to start working on digital content in my blended classroom. This strategy is a student-led process that includes passing out usernames and passwords on paint chips and issuing devices. Student helpers handle the devices and also provide light technical assistance to their peers as they get their assigned devices. Having a student-led Launch process helps to build a culture of student ownership and responsibility in my blended classroom. It also frees me up to complete other last-minute tasks before the beginning of each class.
- How would you modify this strategy for your students?
- What might be challenging about this strategy?
I frequently have my students play games as part of their learning sessions. Many students only want to play the games and do not think of creating a written records of the problems they are solving or notes on their learning. I ask my students to "split the difference" and go 50/50 on playing and note-taking. It's kind of a misnomer since there really is no "difference" to split, but the strategy makes it clear that my students should be splitting their time equally between playing a game and taking notes during that game.
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.
Opening Bell is a strategy I use to start class every day. I start by asking students to "clamshell" their computers--closing their devices almost all the way--and then I give a whole-class greeting. We spend the next two minutes checking the review section of the class agenda and preparing for the whole-class mini-lesson, announcements, and/or administrative tasks. Given that my students spend a significant portion of each class working independently or in small groups, Opening Bell gives us the opportunity to come together as a whole-class community before students start working on their own.