My Lighthouse journey reached new heights when I combined flipped learning, formative assessment, and small group instruction to move students towards a summative assessment on identifying direct objects. Yes, the lesson took time to plan, but once in the classroom, activities flowed seamlessly and students’ reflections noted how “awesome” and “helpful” they found the aforementioned methods in helping them meet the lesson’s objective. The night prior to this lesson, students watched an Office Mix I created reviewing subjects, verbs, and prepositional phrases and introducing direct objects. Students’ learning took place in the individual space, so students were ready to apply direct objects the next day. When students entered the classroom the next day, they engaged in a Kahoot so I could formatively assess who was ready to move on and who still needed my help with direct objects. Kahoot then made it quick and easy to group students; I downloaded the results and created groups in the time it took students to put away their devices. As the period progressed, students’ who grasped the grammar concepts followed step-by-step instructions in small groups and applied the “ask three before me” procedure to complete their task in labeling sentences and then composing their own sentences that included direct objects. While some students worked in small groups, I was able to target students who were struggling with identifying direct objects. Eventually all students met at the end of the lesson and were summatively assessed on the same objective, but their methods of reaching that goal differed. As one student stated, “I liked that the people who knew what they were doing weren’t bored waiting for the others to catch up!”
RSS Feed
