At the end of any collaborative activity, each student makes a copy of this Teamwork Evaluation Rubric and fills out the boxes with his/her thoughts on the overall quality of their group's teamwork. The rubric includes multiple indicators of high-quality teamwork and encoruages discussion about how to improve future iterations. Indicators include noise level (framed as concern for other group's ability to work effectively), quality of work produced, overall teamwork, and level of grit. Students assess their own contributions to their collaborative assignment as well as their teammates' contributions. Students can insert glows and grows where they explicitly discuss their feelings regarding their own work and the work of their peers. I frame this activity as a team-building exercise. Evaluating collaborative assignments can be complicated. The Teamwork Evaluation Rubric allows me to collect a good deal of data about individual student's contributions from multiple perspectives, which is both a fair and thorough way to assess individuals and the team as a whole.
Students in my self-paced blended classroom work in groups every day to complete a series of activities we call "Learning Stations." Learning Stations provide multiple ways in which my students can demonstrate mastery and build a digital portfolio of content to draw on throughout the year. By creating groups in which my students are paired up according to their supported reading and lexile levels, I foster a collaborative culture in which students don't feel singled out and high quality products can be produced by all groups. To alleviate the stress that sometimes accompanies engagement with highly targeted, rigorous activities, I allow my students to choose Station activities that most appropriately address the Learning Targets (please see the "Learning Targets" strategy video) they might struggle with or want to improve in. Reinforcing Station Expectations with explicit instructions at the beginning of each class is a strategy that ensures that my students understand what is expected of them during the period.
Flipped Mastery is a new model for not only the students, but for me as well - so I went into the year knowing that there needed to be a process for feedback and refinement. I created a monthly survey for students to take, what was working for them and what needed to be improved. The surveys were created on Google Forms and were made accessible on the class website home page. Based on the survey results, I made adjustments to the class structure throughout the year. When students saw their suggestions impacted how the class was run, it made them feel their voices were valued, which helped with the individual buy-in of many students.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Jeff communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.