Daniel's Model Overview
At any given time at my class, student grouping is fluid and ever-changing. A brief whole group lesson focuses on collaborative lessons and reviewing concepts. Students self-assess to determine how they will practice new skills, and what level of support they need. I also employ a model of individualized learning paths that I named Workshop, where students choose the way in which they will learn. Students who need help are grouped for that day in Tutoring, while others have their pick over a variety of websites such as IXL, FrontRow, and TenMarks, online re-assessments, collaborative activities, projects, and more. Student reflection is essential to making that much choice, work.
Number of Students: 26 students
Number of Adults: one teacher
Length of Class Period/Learning Time: 90minutes (Math Block)
Digital Content/ Ed Tech Tools Used on a Regular Basis: i-Ready; IXL; MangaHigh; Website; FrontRow; Kahoot!; BrainGenie; Poll Everywhere; TenMarks; Google Apps for Education
Hardware Used on a Regular Basis: five iPads; five desktop computers; five laptop computers; two Galaxy Tabs; SMARTBoard
Key Features: competency-based; student agency;individualized learning paths; online homework; gamification
At the end of each class period, we spend time celebrating the soft skills students exhibited throughout class. Rather than focusing on academic achievements such as tests, we shout out students who show our core values, such as persistence, responsibility, or empathy. This way students get a chance to recognize one another for their support throught class. This ritual also positively reinforces these values, as students feel successful when they get a shout out.
Since my students use several different online platforms to personalize their learning, it is crucial that my students review outcomes and trends in their technology usage. Once a week, the class meets to celebrate achievements by "shouting out" students with high performance and also hold students accountable by "calling out" students who have not spent enough time doing problems correctly. Topics that show lower levels of mastery are reviewed and explained, and upcoming assignments are previewed. This is also the time when I respond to the questions my students have asked via the platforms' messaging systems.
Rotations for Practice is a way to deliver new content in small, controlled doses in a station rotation context. Unlike Workshop, where students are more fluid and learning at their own pace, Rotations for Practice is done with groups that cycle to various stages of understanding of a concept. These stations always include a collaborative product, teacher led instruction, and practice or learning on technology.