Blended Classroom Deep Dive

• Teacher shares her why of BL ...“Data proves we are meeting the needs of all our students..."

• Teacher describes her BL journey… “Always been data driven…BL was the missing piece … had to make it my own.”

• Teacher explains changing the classroom structure from teacher to student-driven and iterating her approach. 

• Teacher describes TEKS bins refinements based on "trial and error". 

• Teacher describes revamping initial plan, providing better onboarding and reintroducing BL elements.

• Teacher describes setting high expectations for STAAR meets and masters for herself and students.

• Teacher shares cultural norms around using academic vocabulary and understanding TEK objectives.

• Teacher prioritizes a culture of strong relationships and daily celebrations of student success.

• Teacher shares her hope that students extend goal setting skills and hard work to life beyond school.

Whole Group 

Grade-Level Instruction

Teacher Describes: 

• Daily grade-level math instruction to reinforce a "weekly focus skill" based on unit assessment results and explains teaching students about TEKS and readiness standards.

In Action: 

• Student explains using unit assessment data to determine the TEK "focus skill(s)". 

Teacher Describes:

• Wearing a "crown" to remind students not to interrupt.

• Starting Teacher Table time with individual student progress check-ins.

In Action: 

• Small group instruction launches with short 1:1 progress “check-ins.”

• In action: small group lesson demonstrates multi-sensory and inquiry-based strategies along with academic vocabulary.

Teacher Describes:

• Three SMART Path levels which students select based on unit assessment results.

• TEK bins with differentiated practice activities aligned to grade-level skills and standards.

• RIT bin practice activities (at, below and above grade level) aligned to skills measured on NWEA MAP assessment.

• Celebrations for RIT bin growth and supporting high achievers to progress.

In Action: 

• Student shows SMART path and describes the benefit of self pacing.

• Pair of students describe earning “peer collaboration” and advantages of working together on TEKS bins.

• Pair of students describe a project based learning activity aligned to the weekly focus skill.

• Student describes posting MAP results and identifying RIT bin activities based on scores.

Teacher Describes: 

• Students having access to individual and class data; and, learning to consistently look at data to set and achieve goals.

• SMART folders turned in daily to allow for frequent grading and rapid feedback. 

In Action:

• Student steps through TEK bin process and explains different pages of SMART folder.

• Small group lesson demonstrates multi-sensory and inquiry-based strategies along with academic vocabulary.