October 18, 2016
So we are now in the thick of it, and I am already learning a lot about the needs of the students in regard to pacing and instruction with this new format. After one week of introducing the new concepts back to back, it came to my attention that there needed to be some processing time between introduction of concepts. Based on student feedback, I have decided to space out the introduction of new grammar concepts with group guided practice. This will help them get a better idea of how well they are understanding the material and receive effective feedback from me about what they may be doing wrong.
While students are working on their Choice Boards (see my previous post about that here), I am meeting with them to have individual conferences. I ask them four basic questions: What do you feel your strengths are for this chapter? What do you feel like you need work on? How much progress have you made with your Choice Boards? and Do you have any questions for me? As I talk with the students, I’m making a Google Doc recording their answers. I expect to have 2 meetings with them per chapter to monitor their progress and see how they have progressed in their understanding of the concepts.
When students hand in their Choice Boards, it will be a combination of handing it in digitally via Google Classroom or sharing it with me in Google Docs or doing various speaking activities with me in person. They will check in their workbook pages with me in person during their second Individual Conference. I am still not sure how I will evaluate the speaking activities done in person. I included a rubric with the Choice Board in Google Docs, but I’m not sure if it would be more effective to print out a hard copy or make notes to myself on paper and later fill in their rubrics digitally when they turn them in via Google Classroom.
In meeting with the students individually, one thing has stood out to me: The higher students often do well and don’t need a lot of one-on-one attention help, but it’s the lower students that need more structure and less independent work. This was one thing I did not consider when I originally made this plan. I know it seems fairly obvious now, but the details and logistics seem to escape you when you’re planning a general overall schedule. This became apparent when I went to meet with one of my students in my homeroom, who expressed a lot of concern with this less-structured setup. I told him that after I finished the initial round of Individual Conferences I would be able to work with him one-on-one and answer any questions he had or re-explain anything he needed me to. He seemed relieved and determined to be successful, which I appreciate. I like that I can get individual time with each student and they can give me some very good constructive criticism that will ultimately become a better teacher.
I think overall this will be a good plan. But, like any good plan, there needs to be tweaks and changes to make it as successful as possible. I think together my students and I are finally finding our groove that works for everyone.