Instant Feedback, my method for conferencing with students on a daily basis, is one of the strategies I use each day to help my students progress through the content in my largely self-paced course. I also use Instant Feedback to gauge my students' understanding of the material we are covering. As I walk around the room, I'm constantly looking at what students have written and am asking them to explain their thinking. If I need to learn more about their thinking, I ask additional questions until I identify the source of their confusion or misconceptions or until I am convinced that they are on the right track. This year I have begun to experiment with a protocol called "SE2R" (Summarize, Explain, Redirect, Resubmit) to structure some of my Instant Feedback to my students and to help them identify their next steps.
Small Group Sessions are used for student sharing or to conduct small-group direct instruction. Students within these groups are usually working on the same content in the level or are struggling with the same topic/skill and need further instruction from me. Small Group Sessions allow me to gauge a student's understanding of content and promote the importance of sharing and talking about learning. During Small Group Sessions, I actively listen to students talk about the content we are discussing. I also use this time as an opportunity to question their thinking and formatively assess their understanding of the material. In the days after a Small Group Session is over, I work one-on-one with students who have yet to master the material.
Battling the Boss is a formative assessment strategy I use at the end of almost every level in our academic game. It's a process that allows students to prove that they understand the material covered in each level. Battling the Boss usually consists of me asking the student who has indicated that s/he is ready to "battle" one or two questions that require the student to demonstrate the skills I'm looking for them to develop in the level. If students prove that they understand the material, I let them move onto the next level. The students then put their names on the next level's poster, which is a public demonstration of each student's progress in the course. If students are not successful, they have the opportunity to do additional preparation and Battle the Boss when they have mastered the content.
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 Jessi plans for instruction in her blended classroom.