Blended Learning
I have found ways to incorporate technology into many aspects of the classroom. Through a grant from DonorsChoose.org, my classroom has seven Chromebooks, as well as the ability to check out more from a fourth grade Chromebook Cart.
Literacy
During Readers' Workshop, students use iPads and Chromebooks to read on Reading A-Z and Compass Learning. Both of these programs are set to the students' personal reading levels, and give me valuable feedback on strategies and skills the students are excelling in and where they need more scaffolding.
NearpodNearpod is a great resource to pre-teach material and see where students need the most direct instruction. Because I create these presentations, the students are still receiving my instruction, and these can be completed at home or at school as morning work or during our Word Study time while I am with another small group. Using these presentations has kept student engagement high, even while they are not with me.
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Google Classroom
Students use their CMS Gaggle accounts to log into Google Classroom. With Google Classroom, I am able to create Writing assignments, Social Studies presentations, instructions for interventions in both Reading and Math, then monitor students' progression and comment on their work right from my own iPad or computer. Google Classroom has allowed me to teach technology skills while reinforcing standard writing skills, and students are highly engaged, as they can share their ideas through the Classroom Stream!
Students use their CMS Gaggle accounts to log into Google Classroom. With Google Classroom, I am able to create Writing assignments, Social Studies presentations, instructions for interventions in both Reading and Math, then monitor students' progression and comment on their work right from my own iPad or computer. Google Classroom has allowed me to teach technology skills while reinforcing standard writing skills, and students are highly engaged, as they can share their ideas through the Classroom Stream!
Math
As Pinewood as begun to implement personalized learning, we have tried various math programs to supplement and support instruction. My favorite has been Front Row. The feedback the program gives me is incredible, and the students seem to really have fun!
Personalized Learning
Students in my math class have autonomy in their learning. They are set up into three groups, and over the course of the hour go through three rotations: Teacher Time, Independent Time and Learning Path.
Teacher Time: This is when students get the grade-level, planned mini-lesson. Students have the opportunity to get a more interactive, small-group lesson with me. I also have the chance to catch up with my students, see where they are on their learning paths and what they have been doing during independent time. Students have the opportunity to clarify any uncertainties they have encountered during their time without me.
Independent Time: Students may use this time to review mini-lessons posted on Google Classroom. If they are not doing this, they are completing our "MATH" choice boards (see below). They must complete two problems from each column by the end of the week. These choice boards ensure the students are completing rigorous spiral review throughout the year. If they have completed these activities, they may use this time to get onto Front Row.
Learning Path: The Learning Paths are the follow-up work to Teacher Time. Each unit has a learning path I have created with lots of file-folder activities. The students may choose 2 activities in each section to complete before taking the quiz for that section. This allows students to choose activities that are within their learning style as well as practice independently. If students struggle with a certain area, they are welcome to bring that file folder to Teacher Time and we will do a few problems together.
Teacher Time: This is when students get the grade-level, planned mini-lesson. Students have the opportunity to get a more interactive, small-group lesson with me. I also have the chance to catch up with my students, see where they are on their learning paths and what they have been doing during independent time. Students have the opportunity to clarify any uncertainties they have encountered during their time without me.
Independent Time: Students may use this time to review mini-lessons posted on Google Classroom. If they are not doing this, they are completing our "MATH" choice boards (see below). They must complete two problems from each column by the end of the week. These choice boards ensure the students are completing rigorous spiral review throughout the year. If they have completed these activities, they may use this time to get onto Front Row.
Learning Path: The Learning Paths are the follow-up work to Teacher Time. Each unit has a learning path I have created with lots of file-folder activities. The students may choose 2 activities in each section to complete before taking the quiz for that section. This allows students to choose activities that are within their learning style as well as practice independently. If students struggle with a certain area, they are welcome to bring that file folder to Teacher Time and we will do a few problems together.