Data Review is a strategy I use to keep my students motivated to master our Math skills. Every day before class, I place a check mark by the names of students who have mastered a skill according to the previous day's Exit Ticket (please see the "Daily Exit Tickets" strategy video). During class I call out the names of students who have made progress towards mastery (only focusing on positive feedback), and we publicly celebrate those students who have reached mastery on skills that we're focusing on in that particular week. This quick cheer gives students a sense of gratification and success for their previous day's work. As for my students who haven't yet reached mastery, they hear about their peers' successes and consequently feel motivated to work harder to get a check mark for the following day. Because of the power of this quick public feedback, my students are invested in the work that they do throughout the day and the Exit Ticket they take at the end of each class. Data Review helps them see the connections between their daily effort and progress and the achievement of their overall goals.
I encourage my students to evaluate their peers whenever they are involved in discourse--both in side conversations as well as in class discussions. I implemented a system of Peer Evaluations, a process that involves students using silent hand signals, in order to give my students more voice in class. Some of my students want to say what they think and exert their opinions, but there isn't enough time for every student to share. Other students easily get distracted and need physical engagement to stay focused. Through Peer Evaluations, my students can share their thoughts and are pushed to stay focused throughout student discourse.
Remedial small group instruction is a strategy used to address the needs of students who are behind. In order to support students in mastering foundational skills, I pull small groups of students who all require practice with a same skill. We go through a mini-lesson, sometimes using added supports like technology or manipulatives, working to master the skill and allow the student to fully access content taught to the whole group. This strategy is really important for my blended classroom, as I can thus deliver personalized lessons based on the skillsets that students have.
I use the Turn and Talk strategy to get my students to discuss mathematical concepts. Given the shift to using technology (both in and out of the classroom), my students are becoming more and more used to sitting behind a screen and only interacting with the virtual world. I utilize Turn and Talks during lessons to build conversational and interpersonal skills. These quick conversations help students explain their thoughts and practice their articulation skills.