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Balance With Blended Learning

Balance With Blended Learning
Partner With Your Students to Reimagine Learning and Reclaim Your Life

248 pages | Corwin
Chapter 1: The Problem with Traditional Grading Practices
#1 Traditional Grades Do Not Necessarily Reflect Mastery of Grade-Level Skills  
#2 Traditional Grades Are Used Like Carrots to Get Students to Complete Work  
#3 Traditional Grades Place the Focus on the Product Not the Process  
#4 Traditional Grades Do Not Clearly Link the Grades Entered Into the Grade Book with Specific Skills  
#5 Traditional Grading Practices Do Not Provide an Incentive to Revisit and Improve Prior Work  
#6 Traditional Grades Do Not Require Students to Think About Their Learning  
#7 Traditional Grades Happen to Students  
My WHY  
Grades are Hotly Debated in Education  
If We Cannot Throw Out Grades Completely, What Can We Do?  
Blended Learning to the Rescue  
Book Study Questions  
Chapter 2: Embracing a Partnership Model with Blended Learning From Hierarchy to Partnership
Partnership Principles for Teachers and Students  
Built on Mutual Respect and Trust  
Shared Purpose and Goal Setting  
Grounded in Reciprocity  
Prioritizes Honest and Open Communication  
Relies on Regular Feedback to Improve the Partnership  
Balances Power to Ensure Each Partner has an Equal Voice and Choice  
Committed to Learning Together  
How Can Blended Learning Support a Teacher-Learner Partnership?  
Book Study Questions  
Chapter 3: Who Is Doing The Work In Your Classroom?
Lack of Time and Exhaustion are Barriers to Innovation  
Who is Doing the Work?  
Reframe the Way You Think About Your Work  
Flip the Workflow in Your Classroom  
Traditional Teacher-led Workflow for a Written Assignment  
Student-led Workflow for a Written Assignment  
Traditional Teacher-led Workflow for Math Homework  
Student-led Workflow for Math Homework  
Book Study Questions  
Chapter 4: Encouraging Metacognition in Your Classroom
The Power of Metacognition  
5 Strategies Designed to Develop Metacognition in the Classroom  
#1 Plan Your Attack
#2 Learning Log: Guided Reflection  
#3 End of the Week Exit Ticket  
#4 Think-aloud Video Reflection  
#5 Track Your Progress with Ongoing Self-Assessment Documents  
Building a Metacognitive Practice Into the Classroom with Blended Learning  
Book Study Questions  
Chapter 5: Setting Learning Goals & Conferencing with Students
Motivating Unmotivated Students  
Goal Setting Strategies  
Provide a Goal Setting Strategy  
Model Goal Setting  
Provide Time in Class for Students to Set Goals  
Set Aside Time to Conference with Students about Their Goals  
Book Study Questions  
Chapter 6: Real-time Feedback in a Station Rotation Lesson
Troubleshooting Challenges with Traditional Approaches to Feedback  
Spotlight Blended Learning Model: Station Rotation Model  
Using Your Teacher Led Station for Feedback  
Tucker Time Feedback Station  
Real-Time Feedback Tips  
Tech can Make Giving Feedback Easier  
Deciding on the Feedback Format that Fits  
Mark Barnes’ SE2R Strategy for Providing Students with Narrative Feedback  
John Hattie: Where am I going? How am I going there? Where to next?  
Book Study Questions  
Chapter 7: Flip Learning with Videos
The Benefits of Using Videos with Students  
Video is Versatile  
Whole Group Rotation with Video Instruction  
Station Rotation with Video Instruction  
Playlists with Video Instruction  
Addressing Concerns about Using Video in School  
Creating Your Own Video Content  
Curating Video Content Online  
Book Study Questions  
Chapter 8: Rubrics for Learning
Rubrics As Roadmaps  
Rubric Design: Avoiding Common Mistakes  
Align Your Criteria with Standards  
Limit the Number of Criteria  
Use a Mastery-based Scale  
Include Clear, Student-friendly Descriptions  
Using Rubrics to Further Student Learning  
Rubrics Can Guide Students as They Work  
Rubrics Can Encourage Self-assessment  
Rubrics Support Reflection and Metacognition  
Rubrics Support Reflection and Metacognition  
Tip: Enter Each Skill as a Separate Score in the Gradebook  
Single Skill Rubric: Less is More  
Book Study Questions  
Chapter 9: Side-by-Side Assessments
Ask Yourself, Why Am I Grading This?  
Select a Blended Learning Model and Design Your Lesson  
Select Specific Grading Criteria for Your Side-by-Side Assessments  
Prior to Side-by-Side Assessments, Ask Students to Complete a Self-Assessment  
Preparing for Side-by-Side Assessments  
Set Up a Space in Your Classroom for These Conversations  
Make Paper Copies of the Rubric  
Decide How Many Minutes You’ll Spend with Each Student  
Use a Timer  
Select a Strategy for Quick Transitions  
Set Your Timer  
Explain the Process  
Think Out Loud  
Stay Focused  
Complete the Rubric  
Keep Explanations Brief  
Ask Students If They Have Questions  
Book Study Questions  
Chapter 10: Students Communicate Directly with Parents about Their Progress
It’s Unrealistic for Teachers to Communicate with All Parents Regularly  
Email Updates  
Publishing Student Work  
Digital Portfolios  
Digital Notebooks  
Student-led Conferences  
Preparing for Student-led Conferences
Virtual Student-led Conferences  
Book Study Questions  
Chapter 11: Grade Interviews
Students Become Active Agents in Grading Process  
Apply for a Grade Interview  
Preparing for Grade Interviews  
Conducting Grade Interviews  
The Possibilities of a Partnership Model  
The Goal: Achieving Balance  
Book Study Questions  

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ISBN: 9781544389523