Flipped Mastery Model
I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz. There is no failing in my class. Either you know something or you’re still learning how to do that thing, but there’s no in-between.
Number of Students: ~22-28 students
Number of Adults: two teachers (co-teaching model)
Length of Class Period/Learning Time: 110 minutes
Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms
Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)
Key Features: flipped-mastery; competency-based; student agency; co-teaching
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 Jeff utilizes Assessment and Data here.
Keeping students motivated is very important in a self-paced course. Scholar Dollars is a strategy I developed to reward my students for working hard and making progress in the course. The concept of Scholar Dollars is pretty simple. Every time a student passes a Mastery Quiz, they receive five Scholar Dollars. Students receive 15 Scholar Dollars for passing a Level Test. Scholar Dollars can be used to buy school supplies, snacks, or even a pizza party. On random days, I switch up the payouts on Scholar Dollars - doubling the amount given, only paying for 100s on Mastery Quizzes or Level Tests, or giving all the Scholar Dollars earned on that day to one lucky student picked by lottery at the end of class.
Truly understanding science requires my students to think in ways they might not have experienced before. Conceptualizing something that our eyes can't always see is difficult, and so it's valuable to provide graphic organizers, visual models, and other support tools as resources that my students can access while diving into content. One of the richest ways to get students to build their own methods and approaches to solving problems is to allow them to think on paper. Lessons involving direct instruction are always broken into small segments with short, casual writing periods built into the end of each one. These Quick Write Summaries are meant to focus on content construction and are free of structural analysis. I don't grade them, but I'll always help students put together their thoughts and present them with questions that guide them to the answer. Writing-to-learn strategies like the Quick Write Summary help visual learners with long-term comprehension of scientific terminology and sets the stage for students demonstrating their knowledge through writing in future assessments.