Returning to Blended Learning

Returning to Station Rotations

In November 2021, our students returned to the school building. Students were able to be in the classroom until June.

In August 2021, our students once again returned to the school building.

What will we do this year to ensure that station rotations will be successful?

Students will rotate safely throughout the classroom through the below ways:

Teacher goes to students (students stay at their own desks, at a safe distance)
Students come to teacher ( students come to teacher at communal table, that is wiped down after each group attends)

Procedures and routines that will be introduced to students to continue ensuring safety:

Clean surfaces after use
Clean supplies after use
Masks worn inside
Individual Student Supplies

Student A

Holistic Assessment

Evidence of Student Conference- Pre conference notes pictured to the left.

Student conferencing is of utmost importance. I generally keep conferences with students short and brief. We discuss in what ways we want to grow in school, and in what ways we are doing an awesome job! ( strengths).

Collaborative Staff Culture

What's great about our staff culture...

Having a collaborative staff culture is of utmost importance. St. Catherine of Siena has a wonderful collaborative culture. We always come to staff meetings prepared and ready to share. We are in constant communication with one another and are always bouncing ideas off of each other. We meet daily as a staff for morning prayer and announcements. Staff always offers help and is available! Additionally, every month we just to rotate and visit each other's classroom. We give positive feedback as well as ask one question. This is extremely helpful to watch other teacher's in action!

Lesson Plan ABL Website

ELA Blended Learning Literacy Lesson

Lessons plan ( leveraged by technology) to address one of the 5 essential reading strategies

Math Lesson 3.10

Blended Learning Math Lesson

Computational Thinking Math Lesson

Blended Learning: Inquiry and Storytelling

Leprechaun Traps!

STEP 1: All engineer-design tasks begin with a problem. I set up a prank ( green footprints) and the problem became one of trying to catch a leprechaun that is loose in our classroom! We first read the story " How to Catch a Leprechaun". I then asked students for ideas on how we could solve this problem and there was lots of enthusiasm around the idea of creating a trap.

STEP 2: Before children set off to build their trap, we first spent time getting to know the traits and habits of their leprechauns. We also viewed examples and demonstrations of traps via websites and videos, so children could begin to picture what they eventually would build. I had children draw sketches of a few of the model traps they viewed. This helped them look closely at the features and details of each design.

STEP 3: Once children had seen many different trap designs, I gave them each a piece of graph paper and invited them to draw a design sketch of the trap they would build. I encouraged them to label the parts and draw arrows to show the path that the leprechaun would take.

The children then shared their leprechaun trap designs with a partner and explained how it worked. The partner was encouraged to ask questions and give feedback about the design.

STEP 4: To simplify the building process, I gave each child the same base to begin building from. Each student received the same supplies, and were tasked to build a trap!

DESIGN PROCESS

BUILDING PROCESS

Global Citizenship

Next year (2022-2023 School Year), I plan to implement Project-Based learning and focus on Global Citizenship. I plan to have students visit our local park, and find ways it can be improved. Students will write letters to local community members.

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