When we transitioned to six-period teaching day, it was difficult for me to keep up with grading for so many classes especially since I've never taught in a six-period day. I struggled because I wanted to check and provide feedback to most assignments as I used to in block schedule, but this approach was not sustainable for me.
Now, a second year in, I am better at identifying what is critical to grade and why. That's why I want to share this post by Catlin Tucker, a blended learning expert and author, who explains how to prioritize grading. In addition to this post, I'd like to add that I like to use the feedback I give students and data I collect from the "Work Towards a Product" stage to pull students into small groups for targeted instruction. If you're interested in learning more about station teaching, then here's another of Catlin's post. Finally, her recent post explains how to use stations for real-life feedback for written assignments, a strategy I want to implement after SBAC testing.
I recommend you consider following Catlin on Twitter because she's an expert in small group instruction, station teaching, and blended learning; strategies and methods that we can implement in 1:1 classrooms.
In my next blog post, I will provide examples on how I group students for small group instruction, and how I create stations to target specific skills.