One of the most powerful benefits of my school's blended learning model is the amount of time it creates for me to work individually with my students on their literacy development. One strategy I use often is a Writer's Workshop Conference, which consists of my having a targeted conversation with each student during which I am able to give feedback about his or her writing. I work hard at the beginning of the year to establish a classroom culture in which all students, regardless of the activity they are involved with at any given moment, understand how important it is that I be able to provide focused, uninterrupted support to each of them. This makes it possible for me to focus on one student's writing for three to five minutes every day while other students are working individually or in small groups.
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Mark plans for instruction in his blended classroom.
My students engage in a strategy called Math Fact Fluency for a few minutes each class period. They use a dry erase marker to fill in a blank multiplication table inside a plastic sheet protector according to a specific rule (by 2s, by 5s, etc.). I use this strategy to help my students notice patterns within the multiplication table and to develop a deep conceptual understanding of multiplication.
As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).