Blended Learning Peer Data Reflection: BL Data chat T-chart concerns.solutions1.22.15.pdf

 
 
 
BL Data chat T-chart concerns.solutions1.22.15.pdf
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
  • BL Data chat T-chart concerns.solutions1.22.15.pdf
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
 
Feedback Systems

Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

Strategy Resources (4)
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Reflection Questions
Questions to think about when implementing the strategy
  • What could be challenging about this strategy, and how could you address any challenges in advance?

  • How could you modify this strategy for your students?
 
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Instructional Openings
Math Fact Fluency

My students engage in a strategy called Math Fact Fluency for a few minutes each class period. They use a dry erase marker to fill in a blank multiplication table inside a plastic sheet protector according to a specific rule (by 2s, by 5s, etc.). I use this strategy to help my students notice patterns within the multiplication table and to develop a deep conceptual understanding of multiplication.

 
Assessment & Data
Freddy's Use of Assessments and Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Freddy utilizes Assessment and Data here.

 
Assessment & Data
Multiple Sources of Data

Since we use a preselected curriculum for math, the majority of data is collected and analyzed using the highlighted resources. Being a blended learning school we know it's important to look at multiple sources of data and consider where our students are at at that time whether at the start, midpoint, or end of a unit. Using each assessment as a snapshot of where students are at in order to plan/prioritize for both online and offline instructional strategies/steps is my main focus. (See screencast for further information) 

 
 
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