Independent Station Whip Around: IndependentStationWhipAroundArtifact.pdf

 
 
 
DeviceExpectations.pdf
Student Handout
 
 
Adherence to this independent contract is partially what I'm looking for in my Independent Station Whip Around. Full understanding probably isn't happening if these guidelines aren't adhered to.
  • IndependentStationWhipAroundArtifact.pdf
  • IndependentStationWhipAroundArtifact.pdf
Student Handout
 
 
Adherence to this independent contract is partially what I'm looking for in my Independent Station Whip Around. Full understanding probably isn't happening if these guidelines aren't adhered to.
 
Instructional Closings

Independent Station Whip Around

There are times when the work being completed at the independent station is not designed to be completed in one session. I noticed that, while I could get an accurate pulse of the small-group session and collaborative station, assessing the independent station was more challenging. My students are expected to account for the work they did or did not complete during the independent station by commenting on their progress or by talking about something that was interesting or challenging. This is an extremely powerful accountability strategy and also an opportunity for my students to practice their speaking and listening skills.

Strategy Resources (2)
Student Handout
 
 
Adherence to this independent contract is partially what I'm looking for in my Independent Station Whip Around. Full understanding probably isn't happening if these guidelines aren't adhered to.
 
Student Handout
 
 
Adherence to this independent contract is partially what I'm looking for in my Independent Station Whip Around. Full understanding probably isn't happening if these guidelines aren't adhered to.
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Quick
Subject:
Social Studies
Grade:
Eighth grade
Similar Strategies
Assessment & Data
Microgrouping

The grouping algorithm employed by School of One assigns students a new lesson every day based on the student's most current learning needs. The algorithm actually learns the students' needs from the previous day's exit ticket. One of the learning styles or lesson types, Live Investigation, assigns students to me who are ready for whatever the assigned skill is. However, within that group, there are still varying levels of ability. I can see all of this on my data report and then I can group within my group. I call this micro-grouping.

 
Small-Group Instruction
Personalized Small Group Instruction

During Personalized Small Group Instruction, I work closely with a small group of students while other students are engaging in activities independently at different stations. Based on my learning objective, I group my students differently for Small Group Instruction every day. Sometimes students are grouped homogeneously, according to specific needs, and sometimes they are grouped heterogeneously. This strategy, which is enabled by my station rotation blended model, allows me to spend individual time with each student on a regular basis.

 
Stakeholder Collaboration
School of One Collaborative Planning

Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study. 

 
Something went wrong. See details for more info
Nothing to upload
details
close