drandall
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drandall
ParticipantI have my room split into table groups and each table group is assigned a suit from a deck of cards. On the board it explains how each group should move through the stations. When it is teach-led, they come to my back table.
ParticipantI’ve done station rotations before using all of these options. I ran up against a time constraint with our short class periods though, but I’m excited to try them all again next year now that we have longer class periods.
ParticipantI like task cards so it’s not overwhelming to the students, and I can see quickly where they stand.
ParticipantHyperdoc on combining like terms
https://docs.google.com/document/d/1wfWPiNw45OtNUcqv5uWOhDSs3-UXDjmST4j3_PTl-Og/edit?usp=sharing
ParticipantI have used playlists extensively in the past and really enjoy them. After seeing some other examples of hyperdocs, however, I think I might give those a try too. I always imagined them to be very rigid and boring, but I saw some neat things being done with them.
ParticipantI didn’t find many actual examples of completed hyperdocs or playlists, but I did find a lot of valuable resources and ideas for HOW to create them and different formats to try. My favorites were the ones that were flow charts and incorporated questions to help guide students to make the best next choice for an activity rather than just picking all the easiest options.
“If you are ready to extend your knowledge, choose from here” or “if you need some more practice choose from this box or sign up for small group instruction”
ParticipantMy flipped lesson is in Canvas and EdPuzzle. Here is the lesson plan:
Students watch a video at home introducing the vocabulary of quadratic graphs. They answer questions in EdPuzzle to monitor engagement.
In-person time: we review the most missed questions and then make a flip book with visual references for all the important vocabulary for quadratic equations/graphs and word problems.Students then either complete IXLs, and a word problem packet to practice, or choose to attend a small group where we work through some of the problems together/answer further questions.
As an extension, students can write their own word problem given an equation – work backwards.
You can see that there are different levels of thinking incorporated with the video, flipbook reference, IXLs vs. the packet, and the extension project.
ParticipantI have already implemented a flipped classroom. I broke my lessons up into small pieces and recorded videos that were under 10 minutes each. I then created a playlist of activities for students to complete in class using their notes.
It is hard to manage students who choose not to watch the videos. It is sometimes hard to come up with enough equal activities for an engaging playlist.
ParticipantI have attached a picture of my playlist/tracker from Canvas. Each of my units is laid out this way according to The Modern Classroom Model and students work their way through the unit.
I teach middle school math.
ParticipantI already use different methods of instruction: 1:1, small groups, and whole group. I also already use playlists.
I would like to start using more choice boards or other activities that allow students too choose.
ParticipantI would rate myself a 4. I have been using blended learning for 2.5 years in my classroom. I define blended learning as using various synchronous and asynchronous activities – usually with technology – to provide individualized education. It is different than just a tech-rich classroom. I really enjoy how blended learning frees me up to provide more individualized instruction and meet students where they are.
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