The EduGals Podcast

Opening Routines For a Mastery-Based Classroom - E135

• Rachel Johnson, Katie Attwell • Episode 135

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This week, we are talking all about how we start out using various opening routines in our mastery-based classrooms. Specifically, we will share how we set up our courses and some daily activities you can use with your students to get them ready for learning.

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**For detailed show notes, please visit our website at https://edugals.com/135**

Opening Routines For The Semester/School Year:

  • Unit Zero - 2 to 3 lessons long to learn about the logistics of a mastery-based classroom and learning
  • Diagnostics - first 2 to 3 weeks, works well for ELL learners (oral, reading, writing skill levels)
  • Focus on getting to know you activities and building classroom community as the premise to learn about the mastery-based learning model
  • Use mastery-based learning terminology: lesson classifications, guided notes, etc
  • Google Slides and YouTube for getting to know you activities, lessons etc
  • Use of conferencing with students
  • Lots of opening, whole class activities throughout the first few weeks of school
  • Thinking classrooms, game-based learning (GimKit for example) are great ideas to engage students in whole class activities and build classroom community

Daily Opening Routines For The Classroom:

  • Regular conferencing
  • Group-based work based on STEP levels (ELL learners)
  • Whole class lessons with all levels modelled (helps to set high expectations for all learners and builds motivation)
  • Thinking Classrooms model (but not in a traditional sense) - use randomized groups of 3 (Flippity Random Name Picker), at the whiteboards, solving 1-2 problems related to on pace lessons, use mastery as checks for understanding
  • Mix approaches up - other collaborative activities, demos, thinking classrooms, other whole group activities to set the tone, etc
  • Do Now or Check-In (goal setting and/or SEL check-in) - can be done daily, weekly, more sporadic (end of unit/module)
  • Weekly agenda slide deck
  • Progress Tracker for informal check-in and goal-setting
  • Modern Classroom Project: Guide to Opening and Closing Routines
    • Accountability groups
    • Tell me something good - students can share announcements and good news

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Rachel:

In this episode, we are talking all about how we start out in our mastery based classrooms.

Katie:

We will share how we set up our courses and some daily activities you can use with your students.

Rachel:

Let's get started. This week, Katie and I are talking all about mastery based classrooms and sort of how to start class and what those opening routines might be in your mastery based classroom.

Katie:

And I think it's also worth mentioning not only how to start class, but how to start a course. And so when you're diving into it, how to get those students prepared and into the mindset of, Okay, we're doing something a little different here. And how they can kind of make it work.

Rachel:

Yeah, it does take a little bit more sort of strategizing and thinking about and being really, really kind of intentional in your planning as you're starting out in a mastery based learning model.

Katie:

and find it takes a little bit longer to dive into content, if that makes sense. Because it's like getting the kids used to some of these routines and this change of direction in some ways.

Rachel:

Yeah, so let's start out talking about how we start out a course. I think that's, that's a good place to start and then we can get into the daily sort of grind of how we start class every single day and some of the different sort of ideas that you can do. So I think basically the way I kind of lay out My course and get started is I spend time doing what I like to call my unit zero and So it's not very long. I say unit but it's two or three lessons long. So we're maybe spending a day or two three at most on this particular unit, but it's learning about all of the logistics of my mastery based classroom before we get into curriculum. So doing mastery checks, grabbing and watching videos, doing guided notes, like it kind of guides them through all of those different pieces of my mastery based classroom in a very sort of low stakes way because it's not curriculum based.

Katie:

Yeah, and I usually take the first two weeks as kind of like a diagnostics. So, my mastery classroom looks a little bit different because they all have different course codes and different English levels. So, disclaimer, what it looks like in my English as an additional language class is going to be a little bit different from... Say, like a straight through grade 11 or 12 chemistry course or whatever else. But yeah, so my first two weeks are, you know, I have this report that has been provided to me by the board or different teachers that tells me that snapshot in time that they saw in terms of English skills. And it's my job to see where it fits in, if it does fit in and each of the different skill levels they have and can demonstrate at the beginning of a course.

Rachel:

Yeah, and I think you do have a pretty unique situation in that you really do need to sort of assess your students and, and see where they are starting at, because those assessments are not always spot on, are they?

Katie:

No, no, no, no. And, and I find that um, I don't know what the difference is, but for some reason, how elementary teachers perceive step level in the elementary context is different than how we see it in secondary, so there tends to be some pretty significant differences. Which I always find interesting, and I'd love to be on a fly on, a fly on the wall when they're doing them, or, or be there to have a conversation about how they see it. but yeah, so it does take some time, because I need to make sure that I know their individual skill levels for oral, reading, and writing. Because that is how we are running our courses. Mm hmm.

Rachel:

Yeah, I, it, definitely a lot different than what I do with my classes, but my classes tend to be, you know, that academic track kind of student where, yes, I might have a few mixed in students who are English language learners or those with IEPs and, and stuff like that, but usually it's It's pretty academic and we can get into curriculum a lot quicker than taking a couple of weeks and so I've kind of structured out my unit zero with all my getting to know you kind of activities because I find that's fun and then that's an easy way to teach them how we're going to be learning this year and about the model without having to Stand up in front of my room and say, this is how learning's going to work this year because he wants to do that on the first few days of school. That is so boring. And, uh, so most of the time my lesson zero, what my first lesson's called getting to know you and I have a video in there where I talk a bit about myself and who I am as a person and educator, both inside and outside of the classroom. And, uh, I give them a little challenge of, okay, now you've watched the video, come up and ask me one question so that you can get to know me better. And then when they do that, I usually ask them a question as well to get to know them a little bit better. So it tries to, like, what I'm really trying to do there is alleviate any of that stress of, Oh my god, I gotta go talk to the teacher, right? I want them coming and asking me questions. So this is my first sort of push into, you know, it's okay. Like, come ask me anything. And they're super shy when they do that.

Katie:

Yup.

Rachel:

And then my sort of mastery check for that lesson is just getting them to fill out my About Me form. So, you know, I, I do that and then once they filled it out, I can check it off on their progress tracker and they can see themselves moving ahead, so like, they get super excited about that.

Katie:

That is awesome.

Rachel:

and then my, my second sort of lesson goes into, okay, now we need to get to know the course and we need to get to understand what are, you know, the structures and all the things in place. So, got a couple of videos that leads them through. Brightspace, our learning management system, some of the other important details, and then I usually do a little digital mastery check just to make sure that they're on the right track.

Katie:

That's awesome.

Rachel:

Yeah, I think it works quite well, too. And, and so they, they get to know the lingo, right, and the terminologies. So I'll use must do, should do, aspire to do for my different tasks. So they start to get a feel for what all of those mean. They understand what a mastery check is. And They understand what videos you know how to go through and watch a video how to take guided notes. So we, we kind of take care all of all of those basics right off the bat.

Katie:

Yeah, I like it. It's efficient. Kids are done.

Rachel:

Yep. Now, as, as I've kind of said in the podcast, you know, in the past few episodes, what was great about this year's I taught all the kids last year. So I still had that introductory lesson, but I shortened it down to just. One lesson and sort of compiled everything together that I needed them to do so it was good You know I still collected data About my students like I still had them fill out an about me survey because who knows what's changed over the past year and it was Really neat because they they shared different things about themselves that they knew they hadn't shared last year So I feel like I just got an even deeper understanding of who they are

Katie:

There's something to be said about following them through or teaching that same cohort next year.

Rachel:

Yeah, it's so cool.

Katie:

Yeah, and that classroom dynamic already exists. So it's not like you're trying hard to make sure, like, you can build that kind of relationship with them and get them comfortable.

Rachel:

It was two different classes, and I do have different mixes of the kids from the different classes, so there is like a little bit, bit of difference in terms of dynamics, but it's still, it's, it's really, really neat.

Katie:

So we spend tons of time on like the community building and we do it like single classroom. So me and the ones who are like assigned to my physical classroom. But then we also do it like mixed group because we do so many things as like a big whole program. And it's such an important time. Because of the fact that a lot of my English language learners tend to be nervous and anxious and super quiet because they're afraid of making mistakes or not sounding confident Like their English is great, et cetera. So there is so much time that we've been putting into getting them comfortable in the classroom, getting to know us sharing a bit about us as like human beings outside of a classroom, so that they know we're not just a scary teacher, because some countries... The teacher can be a really scary authority figure so it's been successful though, because at one point a vice principal was walking down the hall and he's like, what's going on in here? Because we had so many students in my classroom and they were all super loud and laughing and joking. And I was like, oh, it's just. This is our ESL program, that's all. But um, you know, there's something to be said about getting them to a point where they're comfortable talking with each other and laughing and joking and, and sharing, like we had them share their favorite song in a slide. So, you know, learning how to use Google Slides, how to insert videos, which. I don't know if you've tried this year, but Google and YouTube do not interact well anymore.

Rachel:

Really? I haven't had any issues.

Katie:

We keep getting errors.

Rachel:

Huh.

Katie:

play any YouTube videos on a slide this year. Which was like, rude awakening for me, because I'm like, what is happening?

Rachel:

it's really interesting because all of my instructional videos are in YouTube, and then inserted into Google Slides, so,

Katie:

But are they ones that you created?

Rachel:

They are ones I've created,

Katie:

I wonder if that's the difference.

Rachel:

Hmm. Interesting.

Katie:

Uh Huh, so we learned that the hard way. So it was like, yes, this slide looks great. Video doesn't work, let's just go ahead and copy paste the link.

Rachel:

Huh.

Katie:

But um, it was good learning for me anyhow. But no, it was awesome. We've had so much fun, and they're comfortable, and, you know, we set those conversations about step levels versus levels and I got them comfortable with the idea that it's not going to stay the same. As their language moves up, we're moving them. So, they're all shocked, they're like, What? What? And I'm like, yeah, so you're gonna talk to me a lot because we're gonna be doing conferencing. And they're like, is it, are we gonna get in trouble? I was like, no, it's not trouble, it's just let's talk about your language.

Rachel:

Heh.

Katie:

So, it's been a funny startup, but it's a lot of fun, I really enjoy it.

Rachel:

Mm

Katie:

You know, I'm always anxious for school year to start, and then I get in the classroom, and I'm with the students, and I'm like, Oh, this is what, this is what we're back to. I can do this.

Rachel:

yeah, there, it, it is a special place. Now, I don't only do those lessons. Like, I, don't want it to just be, hey, come in, let's sit down, you work on videos, and just, like, that's all you do. So, in the first sort of few weeks of class, I intentionally really make sure we're doing a lot of, like, opening whole class activities together. And so, like, for example, the first couple of days of school, I think the first day of school, I did a, well, what can we remember from chemistry last year, and let's just do a big brain dump on the board, and it was so funny to watch them, because they're like, yeah, I think there was something with, like, moles, and, like, this, and, and they were really, they were trying so hard, and it was, it was quite funny to watch, and So had them all up at the whiteboards doing that. And then I took pictures of everything that they remembered and posted that on our learning management system for them, just as like, uh, Hey, this is where we're starting from this year. And you know, you can kind of take a look at that as we. Learn and and grow together. I also did We started out with nomenclature and and doing a review of that. So I did a GimKit game which got so loud It was amazing If you haven't tried GimKit like I I really do love it. They have a few free modes each month now and you can play with larger classes. So I think it's great. It's so quick to set up a game because you can import questions from all other people and so I can, I can set one up within, you know, maybe five minutes and then we we start playing and uh, it's a lot of fun because they can sabotage each other and stuff like that too. It can, I don't know. Get a little nasty, but it's fun. And then, uh, I, I always have this like. Who captured the chemist or who kidnapped the chemist kind of logic puzzle. I told, I, I did who captured the chemist with them last year and then this year I did who kidnapped the chemist. I'm like, you know, we're, we're increasing the level of crime here. They're like, well, what's next? Who killed the chemist? I'm like, well, that's for your university profs to figure out.

Katie:

I like that they went immediately to that. Who killed the chemist?

Rachel:

I'm like, maybe we'll have one for semester two. Who knows?

Katie:

Yeah. Oh, that is so funny.

Rachel:

Yeah. But just playing lots of games, making things fun, getting to know each other, especially like that I have different mixes of kids, I still like to do all those kind of getting to know you activities, even though I know the kids. Mm

Katie:

hmm. No, it's still important. It kind of gives them that breathing room as they're getting used to new courses and new learning, et cetera. And it really does get them comfortable, even if they know you, right? It's, it's, you've had some time away from each other. Everybody's had summer break. Everybody's grown and learned different things. So it makes sense.

Rachel:

So why don't we chat now about opening routines on a day to day basis? Like, what do we do to start out a mastery based classroom? Because you don't really want to just, like, like I said earlier, you don't want to just go, hey, welcome to class, let's just go into our, you know, individual self pacing lessons.

Katie:

So for me, it's a lot of um, so I have to do very regular conferencing, which is one of my goals to get better at this year because it's so easy to have that fall away. But, um, Conferencing so they know and then, big lessons but like individualized work in the sense that they're working at their step level. So we actually do a lot of group based work in the sense that they go into their step groups for an activity. And then I usually deliver a whole class lesson which seems crazy because they're all at different step levels. I've established the routine of, hey, if you're step two, this is what I'm looking for, and I model it. Step three, this is what I'm looking for, etc. But I'd like to model all of the step expectations because I find that my lower step levels can see how the next step does as well. And so it actually motivates them to, you know, get really good at what they're doing and then try the next, if that makes sense.

Rachel:

It's transparent. And I think that's what's great is that you're giving them that opportunity to see like, what, what is the next step? And actually it's, it's kind of setting higher expectations for them, right?

Katie:

Yeah, and that's what I found, especially like my step one twos, for them to see what like the step fours are doing, they're like, Oh, and the step threes are like, Oh, I'm almost there. Okay, I can do this. And then It made a really big difference for a lot of my lower learners in terms of their, skill acquisition and, and development. And they don't really question marks when, when we get to that sort of conversation because they know along the way. they're supposed to be doing and where they're supposed to be headed. I don't know, it, it's, it's made a difference and, and I think that everybody kind of gets it and they love it and there's a lot of kids who are really motivated. They just want to be like, okay, I want to get to the next one. What, how can I improve? And I'm like, okay, let's talk about that. And so I like that it's an improvement conversation.

Rachel:

Yeah. I love, I love how transparent that is and how, I guess it is. It's very motivating for the kiddos to see, you know, well, this is where I could be.

Katie:

Mm hmm. Yeah, and this is what they're doing, but I'm so close. I just need to get better at this part of it.

Rachel:

Yeah.

Katie:

Yeah, so, I mean, I think it works, and, and, am I perfect at it? No, not at all. I'm a human being, and um, this is really our second year of trying this format. But I think it's making a difference. I think the kids and the families notice the difference. And, yeah, no, we, we've actually had some students request our school for optional attendance for ESL.

Rachel:

Oh, that's amazing.

Katie:

and that's a step in the right direction and not where it was. So, I think me and my colleagues have been working very hard and I think it, we can start to see some of that.

Rachel:

Yeah, that's, that's so awesome.

Katie:

Can I share one more thing? I got a phone call from another school in a different school board and they're like we heard that you you made this book Is it still for sale? Can I get a copy for our library? Yeah, so We're we're making changes and I think it's working and I think people are really picking up on it and enjoying it. So forging ahead

Rachel:

I'm a big fan of using thinking classrooms as my warm up activities. And so, I don't do thinking classrooms in a traditional sense. I'm just gonna lay that out there because in a traditional sense, if you're not familiar with thinking classrooms, essentially, It's a teaching strategy that you do whole group where you have students working at whiteboards and then you use Something they call thin slicing so changing the problems that you give the students like a little bit at a time so that they are basically discovering the skill or knowledge or content or whatever on their own working in groups

Katie:

Mm

Rachel:

so I don't do it in that traditional sense because I have, I have some very strong opinions about that, especially when it comes to science, like I, I can see how it would apply really nicely in math if, you know, say students knew how to do things with an equation in one way and then you're just like layering on little bit, little bit at a time. I could see it working really well, but science I don't know. Anyway, I'm digressing. But, I like to still use some of the principles. So, I like the principle of getting students into randomized small groups of about three students. I love using Flippity, the random name generator is so cool and makes, you know, making those groups super, super easy. I usually just say to my kids, Hey, call out a number. And then I randomize it that many times and whatever groups show up, that's what we're working in. And then I'll put a problem or two on the board related to either the lesson that's on Pace that day or the one that was on Pace the day before so that You know, even if they're not quite there. they can, like, they're still working in groups, and so the ones who are maybe a little bit behind pace can learn from the ones that are a little bit stronger with the problem, and then the ones that are ahead of pace can help the ones behind, and so on, so it's, it's very sort of collaborative, and so we'll do a problem or two like that, and then Thank you. Thank you. Students call me over and get me to check their work and once they have mastered it, so I like using mastery and that sort of aspect too, then I will tell them to go sit down and get started on their flexible pacing work.

Katie:

And I love that you're going back, even if it's the day before on track, it still gives those an opportunity to see, hey, this is what it should have been, and et cetera. So you're still letting them look back or look forward, depending on the kiddo and where they're at.

Rachel:

Yeah, so I, like, I don't do that every day, though. I feel like if I did that every day, it would get very monotonous, and the kids would just be like, blah, right? Like, oh, we're doing this again. So, I like to... Mix things up quite a bit. Some of the other things, like I'll do other collaborative activities. Sometimes I might do demos if they're related to the lesson for the day, like, hey, let's do this demo together and let's go through the what do I see, what do I, or what do I think, what do I observe, what do I, and how can I explain it? And we'll often go to the whiteboards and do that sort of explanation piece together, too, in groups. And then, just those sort of, whatever kind of whole group activity I can do to set the tone. Because I find setting the tone settles the students down into them being able to get into the work that they need to do. Now, I know, and I, I've tried this before, and I've done this before, you could, you could also do some sort of do now, or like a form of a check in, kind of goal setting, or SEL, like social emotional learning, kind of based check ins, or it could be a combination of both, and yeah, that's it. I was doing that on a daily basis, and I found it got very repetitive, and the responses that I was getting from those daily check ins was going kind of downhill.

Katie:

so how often do you do your check ins? Is it weekly?

Rachel:

I went from daily, and then I went to weekly, and I did weekly last year. I called it my Friday Reflection, and so that's what we would start out with every Friday, is like, okay, let's start with our Friday check in, like, and, and it was just simple questions. in terms of what lesson are you working on? Are you behind pace, ahead of pace, on pace? What were your goals for the week? How did you achieve them? You know, those sort of, those sort of kind of questions. And I even found They didn't even love doing it on a weekly basis. I don't know if it's just the reflection or if it's, I don't know. So I haven't fully kind of instituted any sort of routine with it now. I think I'm just going to do them a little bit more sporadic this year.

Katie:

Yeah, I and I wonder if that's see part of me is like I get why weekly for kids would be like Oh, we're talking about this again. Have I really changed that much in a week like really? But it is finding that that balance that it can't be too far in the future But it also can't be too soon. And it's a tough balance. Like, I'm aiming for every two weeks where I do conferencing. But conferencing also takes time. So I'm like, we'll see how that goes. But I have to start with something a little more rigid so that I stick to it.

Rachel:

Now I do have, the way I'm structuring my course, I am structuring smaller modules. I'm calling them modules instead of units because they're, there really are just kind of modules. They're pieces of what I would call a traditional unit in the course. I would take a traditional unit and break it down into two or three different modules. So I might do check ins. At the end of each module just to see, like, how it went and have that sort of reflection piece. I think then that's, it's a little bit, again, it's not that routine of doing it every single Friday. It's just, okay, we've done a module like let's reflect on how it went. And let's check in with ourselves and reset ourselves for the next one now and figure out where we're going to go.

Katie:

Yeah.

Rachel:

I think another thing I do, though, is I always, I have a weekly agenda slide that I put up at the beginning of class. And so it shows... every day of that week, and here are the lessons, and here's where all the on pace lessons are, here's what we're doing each day, and where you should be at, as well as some reminders for students on important deadlines or dates or stuff like that that's coming up. And so that gets a little repetitive, but I do review that every single day at the beginning of class. And then I also Right away after that put up our progress trackers so that we can take a look and see where where our on pace lesson is And everyone can do that quick sort of like informal check in as to where they are compared to where they should be

Katie:

No, and I love the agenda. I've seen a couple of your agendas. You've shared them before.

Rachel:

I got a new one this year

Katie:

Ooh, new template or like new formatting?

Rachel:

new colors

Katie:

Oh, nothing wrong with that. I'm sure new font.

Rachel:

No, not new font. I love Poppins still I'm still in love with Poppins.

Katie:

Very nice. I do like pop ins. It's cute. But no, agenda slides and agendas in general are really great for kids to kind of see where they're going and what they should be doing and that's another form of transparency that I think is really fair for the classroom.

Rachel:

I think it's a nice informal way of getting the kids to set goals, even if you don't say hey. Let's set a goal for ourselves and you don't make it super apparent that that's what you're doing. Just by putting that up, it is, I think they're internalizing it and automatically kind of setting their own goals for themselves because they'll see it and they'll be like, oh my gosh, I'm behind pace. I need to catch up. Today, I am going to finish this lesson and do this mastery check. You can see them, either the wheels turning, right, and they're thinking about this, or you can actually hear their conversations with the people that they're sitting around with and saying, yeah, like, yeah, I need to do this today.

Katie:

Yeah, no, and it keeps them honest, right? They can't say they didn't know.

Rachel:

And no, I know I get a little bit annoyed when they're like, what are we doing in class today? I'm like, dude,

Katie:

come on!

Rachel:

come on.

Katie:

It's right there.

Rachel:

I also post that in my Brightspace too, so I can just be like, Hey, go check out the weekly agenda slides in Brightspace and uh, you can tell me what we are doing today.

Katie:

Yes, why don't you tell me? I forget.

Rachel:

Now we do have this one resource from Modern Classrooms that we'll post in our show notes, but there are some other good little ideas for opening routines. One that I really like, and I think you almost kind of do that by putting your students in step level groups, they, they talk about accountability groups. So having students meet in small groups to discuss and talk about their goals. and what they're setting for that day, that week, whatever. And then also how they can support each other. I think that's such a neat idea.

Katie:

Yes, and it's something that you don't find in a traditional classroom because I find more traditional settings to be so competitive. Whereas, you know, this type of classroom where we're like, no, like, let's work together, let's develop together, ask each other, lean on one another. And this more collaborative environment, it, it's like they take responsibility for one another in some ways and they want to help lift each other up.

Rachel:

I think that one's worth a try. I haven't tried it personally, but I think that's a really sort of neat idea. Another one they have here is just a really quick, tell me something good. So, at the beginning of class, bringing them together and having students share any sort of announcements or good news or anything like that. I do ha I did have that on my check in form. It's just at the very bottom uh, tell me something you, you're really excited to share with me. And I got some really neat things last year, but I think it would also be kind of fun to bring that into the classroom and hear everybody's, like,

Katie:

Yeah.

Rachel:

and what they want to share.

Katie:

And then you find, hey, a lot of my students have things in common that they wouldn't have heard about before. And so it's another way to kind of build those relationships and comfort level with one another. And maybe you have a peer, like a student in your classroom who doesn't have a lot of friends, and so that could be a good connection.

Rachel:

Yeah, so there's some, there's some really good ideas for opening routines in this resource. And like I said, we'll stick that in the show notes. There's actually great ideas for closing routines too, but I think that is another episode.

Katie:

Yes, and like, let's be honest, like, my closing routine is typically, oh no, the bell's about to go!

Rachel:

For me as well, that, that ends up happening with me all the time too. I'm like, where did the class go?

Katie:

Yeah, it flies.

Rachel:

guys. See you tomorrow.

Katie:

Yeah, so I'm just like, oh my goodness. So yeah, closing routines, that would require me to actually recognize it's the end of class.

Rachel:

Yeah, pretty much. But there's some great ideas on closing

Katie:

Yes. It is a great resource. There's lots there for you to check out.

Rachel:

So I think that wraps up our conversation here today on our mastery based classrooms and how we start out a semester and also start out our classes every day. And so what we'll do is it will include any of the links or resources we talked about here today in our show notes. You can access our show notes for this episode at edugals. com slash 135. That's edugals. com slash 135.

Katie:

And if you like what you heard today, feel free to share it with a colleague or a friend. And don't forget to subscribe on your favourite podcast app, so that you don't miss out on any future content.

Rachel:

And as always, we'd love to hear from you. So if you have different ways that you open up your classroom, whether it's mastery based or not, we would love to hear it. And so you can go on to our flip at edugals. com slash flipgrid and leave us a video message there. Or you can go on to our website at edugals. com and leave us a written reply.

Katie:

Thanks for listening, and see you next week.