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.
Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.
My classroom space is broken into five distinct areas based on students’ needs. The areas are named in accordance with the storyline in our academic game: (1) presentation area (also known as the shelter), (2) lounge area (the beach), (3) counter area (the lookout), (4) teacher area (crash site), and the (5) table area (the jungle). Each area was set up with a distinct vision in mind. The shelter was set-up with two futons and a coffee table all located around the SmartBoard at the front of the classroom. I envisioned this area as a place where student groups could share their learning and present content using their iPads and our Apple TV. The beach area was created to help those students who do better lounging on a couch or in a non-traditional chair while working. I wanted my room to represent the traditional as well as the “non-traditional” student. The lookout area was specifically set-up for students who enjoy to look outside and see nature as they work. It also works well for those who use scenery as a reset in an environment that is often controlled chaos. The crash site was created as a result of the storyline where all students became Plane Crash Survivors (PCSs). The name makes it okay to have a messy desk! It’s also used as a space to separate distracting students from the attention of others in the classroom. Finally, the table area was made for the more traditional student who likes to work at a table or desk or likes to have a hard surface to work on. Throughout class, students can be seen moving throughout the room in accordance with their needs as a learner at that particular moment. I feel the incorporation of the different areas of the classroom helps to build a culture of learning acceptance and risk. It opens up the classroom to being more than just a sit and get environment. It helps to personalize and shape students’ learning. See also Jessi's Overview Model.
QR codes are simple and easy to make codes that allow classroom resources, like videos, websites, and assignments to be accessed with little effort. These codes can be made easily using the Chrome extension goo.gl URL shortener or a website like qrstuff.com. They can be displayed on an interactive whiteboard, printed on an assignment, or printed and taped to a wall at a station or on a lab desk. QR codes take away the barrier of typing in long URLs or shortened website links, and get students to resources quickly.