School of One Mastery-Based Model
In 2011, my school was awarded a grant that brought the School of One mastery-based blended learning model to MS88. School of One allows students to learn at their own pace in a totally redesigned, open classroom that can fit well over 100 students in different centers of the room. Students are assessed at the beginning of the year and given a “learning trajectory” for the entire year. Every day, each student is assigned new individualized lessons in different parts of the classroom in one of seven different learning modalities: virtual instruction/reinforcement, independent practice, small group/peer-to-peer collaboration, live investigation, and task projects. At the end of each class, we use an “exit slip” to evaluate and regroup students based on their progress. They are required to demonstrate mastery in each skill or concept before they can move onto new skills and concepts.
Number of Students: ~300 students
Number of Adults: six teachers; one Operations Technology Associate; SPED teacher(s) and/or paraprofessionals (as needed)
Length of Class Period/Learning Time: 92 minutes (divided into two 36 minute sessions)
Digital Content/Ed Tech Tools Used on a Regular Basis: proprietary web-based software; IXL, LearnZillion, VirtualNerd, Khan Academy, MangaHigh, Math XL, TenMarks, I Can Learn, Khan Academy, Engrade, Educreations, Padlet, Remind, Weebly, Google Apps for Education
Hardware Used on a Regular Basis: student laptops (1:1), iPads for teachers, SMARTboards
Key Features: competency-based; student agency;individualized learning paths; project-based; innovative use of time; innovative use of talent; co-teaching
During Live Investigation and Task sessions (both teacher-led), I often use a whole group discussion format just like a traditional classroom. Blended or not, there is no substitute for discussion.
Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.
Formal transitions happen twice during a double-block period. My students have to move from one section of my extra-large classroom (3 classrooms merged into one) and move to another section for a new lesson with a new teacher. My students have two minutes to transition from session to session, and we play a variety of interesting music on the surround sound stereo system to keep it fun.