A Gooru Collection is a strategy I utilize frequently in my blended classroom to personalize learning for my students. Students log into our class on the Gooru site to access a curated "digital playlist" of engaging resources that I have found online or created myself. These different "texts" can be videos, images, articles, websites--basically anything that can be accessed online. Students interact with the resources in the Collection at their own pace, and I make time in each class period to check in with each student while they are engaged in the Collection (this is facilitated by my students' use of headphones). Students can review an uploaded resource multiple times if necessary to gain understanding. I include questions after every resource to prompt my students' thinking and/or to assess what they are learning from the resource. Given the media-driven world in which we live, it is important for my students to have this opportunity to synthesize their understanding of concepts and literary elements through multiple text formats.
As with the Warm-up activity that gets the brain going at the beginning of class, my students end class with an activity that lets them feel closure with the lesson and their work for that day. The activity is almost always an online reflective journal or survey, and the purpose is to have an impact on and inform my planning for the next class. Sometimes we end the period with a whole-class conversation instead, especially after a Socratic Seminar day, because we use the conversation to debrief and think metacognitively about our discussion process as a whole group. Students should develop metacognition skills as a way of understanding how they learn. The debrief looks at the learning process for the day and is that opportunity for me to point out how different students learned well because they have certain strategies they used effectively. In this way, more students can benefit from that reflection. Literacy development requires so many strategies that operate differently given the text. When my students can benefit from understanding how they each learn, a strong sense of community and collaboration develops.
I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.
Number of Students: ~15-25 students
Number of Adults: one teacher; one student teacher
Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)
Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts
Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)
Key Features: project-based; innovative use of time; student agency
A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed.