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.
I use the School of One online dashboard on my computer to monitor real-time student progress on digital content. When I notice patterns of errors and/or clear misconceptions, I approach specific students for one-on-one Targeted Interventions. This strategy allows me to correct misconceptions in real time.
Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study.
A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Aaron’s mindsets have helped to shape his blended instruction.