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 her school. Check out how Tanesha communicates and collaborates with both her colleagues at school and her students' families and how her methods of communication and collaboration have evolved over time.
Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own.
Initially, the writing product was the major focus in my classroom. I noticed the products overall were not meeting grade level standards. Therefore the focus shifted to the writing process and doing each part of the process well. Giving students the opportunity to choose not only the place but also the pace at which they complete a prompt significantly changed the learning outcomes and products. A self-paced writing prompts give students the option to choose the order in which they will complete the writing prompts assigned for a unit of study. Making the writing prompts self-paced also gives students the freedom and latitude to simultaneously grapple with content and the writing process to produce a quality product.
During an Independent Learning Zone session, every student in my blended classroom is working independently on a different set of problems. It's impossible for me to be an answer key for 25 different students doing 25 different problem sets, so I print out their respective answer keys in advance and give each student his or her about 5-10 minutes into the period. This empowers them to monitor their own academic performance and self-correct as they are completing their assigned task.