1:1 Interventions: 1:1 Interventions Online Teacher_to_Student_Feedback.png

 
 
 
Teacher_to_Student_Feedback.png
Student Data
 
 
Here I can give real-time feedback on an inquiry a student might have. This allows me to then address the issue in a 1:1 Intervention.
  • 1:1 Interventions Online Teacher_to_Student_Feedback.png
Student Data
 
 
Here I can give real-time feedback on an inquiry a student might have. This allows me to then address the issue in a 1:1 Intervention.
 
Individual Instruction

1:1 Interventions

During small group, I am able to give individualized feedback to my students. I want small group to be a safe place where my students can share, ask questions, and be able to learn content and skills authentically. This also gives me the opportunity to clarify misconceptions, to reinforce key learnings by giving my students one-on-one attention and support.  

Strategy Resources (2)
Teacher In Action
 
 
 
Student Data
 
 
Here I can give real-time feedback on an inquiry a student might have. This allows me to then address the issue in a 1:1 Intervention.
 
Teacher In Action
 
 
Student Data
 
 
Here I can give real-time feedback on an inquiry a student might have. This allows me to then address the issue in a 1:1 Intervention.
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Moderate
Subject:
Social Studies
Grade:
Eighth grade
Similar Strategies
Stakeholder Collaboration
Tanesha's Approach to Collaboration & Communication

Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at her school. Check out how Tanesha communicates and collaborates with both her colleagues at school and her students' families and how her methods of communication and collaboration have evolved over time.

 
Routines and Procedures
Launch

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.

 
Instructional Closings
Synopsis

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.

 
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