Friday Review is a one-day activity designed to address specific needs and growth areas for each student. Using very recent data (from Exit Tickets or formative assessments), I identify specific skills that each student needs reinforcement with. Throughout class, students rotate through either small group lessons with me or individualized activities at their tables. When students work with me, they work on remedial practice to make sure they fill in any gaps in their understanding. While working independently, students work on various activities, including targeted online practice, practice worksheets, and hands-on activities, all selected and designed based on assessment data. Though my students work with their peers at times, they rotate through activities based on their individualized schedules, working towards their personal goals. At the end of the block, all of my students take an Exit Ticket (please see the "Daily Exit Tickets" strategy video) to measure their mastery. This allows me to track their growth and to plan how to support students who need additional practice.
A blended teacher’s personal mindsets shape her decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Daniel’s mindsets have helped to shape his blended instruction.
Digital Content Connection ensures that students, while engaged in online practice, work on targeted skills that will help them achieve their individual goals. Through various forms of data (Exit Tickets, formative/summative assessments, online learning programs, etc.), I identify the skills that each student needs to practice. I will often group my students into homogenous levels and assign them the same practice. Other times I assign my students individual lessons to meet their needs. Through this process, my students receive practice that is tailored to their needs, allowing them to master a skill before moving on to the next level of content.
Bull Boards is an instructional strategy to practice a computational or fluency skill throughout the week. The skill should be scaffolded, with simple questions building towards more rigor. I found that a main objective of this should not be to get bogged down with long problems (i.e. long division) but rather to check a thought process. For example, asking what a decimal is when rounded to the tenths, or which place value would be a hundred times bigger. The same skills cycle back throughout the year as a way to keep content fresh and allow us to connect currculum quicker.