Embedded Files
Written by Beth Filiano | beth.filiano@uamaker.nyc
Problem
The broadness of the Living Environment curriculum can be both a benefit and a challenge for student engagement. Because of the wide range of topics- ecology, genetics, immunology, evolution - I’ve found that most students will make connections or find interest in at least one of the topics. The challenge is that there isn’t always enough time for students to deep dive into that area of interest once they find it. Additionally, the class moves quickly, so for students who may take are absent or late to class, it can be difficult to catch up.
Increasing student independence should provide a structure to support different students wherever they are as learners.
Hypothesis
Planning a self paced unit, with additional resources. This will enable me to support targeted students who are struggling, while providing more challenging work for students as they develop skills and content knowledge, and enable students to further explore topics they find interesting.
Providing a self-paced playlist will improve student completion rate, and student benchmark grades for MP5 by:
Developing a greater sense of student ownership of learning
Supporting a shift from teacher-driven to student-driven learning
Enabling teachers to differentiate and support students at different stages in the learning process- struggling, developing, and advanced students
Target group
I planned to implement the playlists in all 3 sections of Living Environment.
Support students who may have missed school (absences, lateness); provide clear structure for them to catch up
Support students who may need additional processing time- they can work at their own pace; provide clear structure for students to review & work more independently at home to review work
Support students who are on track, pushing & challenging them to deepen their understanding beyond regents curriculum
Provide enrichment opportunities & deeper dives for students to explore a topic they find interesting in the unit.
Planning & resources
Initially: Cult of Pedagogy on Blended Learning Models
Second iteration: Modern Classroom Project (Summer goal for myself is to complete their self-paced learning module to further explore this strategy)
Teacher Made Materials
Each playlist will have a series of Genetics understandings, with comprehension check points, leading to a benchmark. There will be additional resources for extensions for students who complete the playlists faster.
Playlist one:
Key vocabulary and Introduction
DNA structure and replication
Transcription
Translation
Mutations
Benchmark: Pocket Mouse Genetics
Playlist 2- Biotechnology
Key vocabulary and introduction
Cloning
Genetic Engineering
CRISPR
Regents Benchmark
Data collection
Data collection
Baseline data
Baseline data will be collected using jumprope- we are currently completing a performance task for unit 4- I will compare completion rates and scores for Unit 3 P/T, unit 4 P/T, and unit 5 BMs and P/T (planned with self-paced blended learning).
Measuring success
I looked at completion of benchmarks in Units 5 & 6 - measured by weather the number of students who turned in an assignment scored a 1 (incomplete or not enough work complete to measure their understanding or progress).
Overall findings & impact
Benefits/success:
This did provide a structure and supports to enable students who struggled with attendance to catch up when they were in class.
Students did take notes! We were able to support students in developing and improving a skill that the science department has discussed and seen a need for improvement in.
Accountability- the pacing calendar/flowchart tool was a way for students to see where they were relative to where they should be in the unit in a way that had student buy-in (they made sure that they were moved on the tracker as they completed each understanding.
Clear deadlines and calendar
Groupings
We were able to use small group reading protocol to catch struggling students up with key vocabulary and concepts needed for them to work more independently on later understandings (using the AIS group reading protocol)
The number of students who turned in work at the “1” level did decrease over the 2 units where we used the playlist strategy, and several (but not all) students who had been failing marking period 5 were able to pass the course.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Planning student check-ins, both individual, and whole group. This is to identify misconceptions, ensure that students are comprehending the material and not just going through the checklists.
Clear communication about deadlines and expectations- we used a calendar with the playlist, as well as a pacing calendar flow-chart
Teacher sign- off on the checklist before students move on- this is a structured check-in that was very effective.
Page updated
Report abuse