angel.jackson
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angel.jackson
ParticipantCHOICE BOARD:
https://docs.google.com/presentation/d/1l1q0Ll9ygRU8Zl9mfbbr6Vc8WddO03ehNr-CORtuN-E/edit?usp=sharingThis is for grade 11 students while reading The Crucible. This offers many options based on learning style and allows students to choose what fits them. The activities are accessible for all students.
ParticipantI really like all the options you offer and the cute pictures that grab your attention. It looks fun and do-able that all students can find success in
ParticipantI agree with you that many of the built-in accommodations with technology are useful, but do not address every need. Sometimes I want to modify certain questions for specific students or change the format, or wording on particular questions, but there is no easy way to do this without having multiple versions of the same test, which is then a headache in itself. The difficulty lies in leveling the playing field for students who need it
ParticipantAs a special education teacher, to help combat this, I have started meeting with students on my caseload and reviewing their accommodations with them and handing them a notecard with their listed accommodations. Still, many struggle with going up to a teacher and asking for accommodations or even knowing what accommodations would help them when given certain assignments. They would have to first know themselves as a learner, which many are still in the process of discovering.
ParticipantFor me, the biggest challenge with supporting diverse learners is knowing where they struggle. To know this means knowing the student and many times, working one-on-one with them to see where they have difficulty. After that, it’s adapting the material to meet their individual needs, which also takes time.
ParticipantAs a co-teacher, getting students comfortable with asking/receiving help takes some finessing. It can be frustrating because it doesn’t happen right away. It definitely helps when some students are already familiar with you from previous years. It takes time, trust, and consistency.
ParticipantI’m also seeing so many students “give up” at this point. They do as little as possible and have stopped trying. To change this takes time, trust and a gradual release of responsibility. The frustrating part is having gotten to this point only to be the end of the school year and then they move on to a new teacher.
ParticipantWhat trends are you seeing with your students?
One trend I am noticing is that many of the strategies used to support struggling students are beneficial to all students and are becoming best practices. For examples, having written directions that are repeated verbally along with hand gestures and body language helps all students with understanding instructions.
What recurring successes or struggles do you see?
A recurring struggle I see across the board is writing ability. I’m hoping with the new focus on reading, writing, speaking, and listening, this will improve. These four domains are what English Learners focus on and again, I’m seeing this becoming a common practice for all students.
ParticipantTo add to this, I love attending games and other events to see students in a different spotlight. This gives us something to talk about and deepens our connection.
ParticipantI love the postcard idea! Emails are great too but the extra effort of sending something in the mail adds a nice touch. This might be something I’d like to try.
ParticipantI think Padlet would be a good one for this. You could designate a tab for each amendment and have students add statements, pictures, links to the corresponding amendment.
ParticipantThis reminded me of an activity one of my fellow teachers does every year with having her students give her step-by-step instructions on how to put together a peanut butter and jelly sandwich. It might be something to try. Instead of having the students cook virtually, you do the physical activity of cooking, but have students tell you the steps to take, one by one. You do not move unless they tell you precisely what to do from washing hands to making a quesadilla.
ParticipantHelp make this in-person activity virtual:
In groups, students are given several slips of paper with character actions and/or quotes. They then have to discuss which character they believe matches their slip of paper and stick it to that character’s chart paper (I have them hanging around the room)
ParticipantI teach direct English grade 11. We don’t have a regularly scheduled huddle time, but I ask questions about their favorite things, weekend plans, what their perfect day would look like, etc, as a way to learn about them and build rapport. I also incorporate forums during specific units throughout the year that ask students to share their personal experiences and then comment on another classmate’s response. I found these helpful in building class community.
ParticipantOne of my favorite strategies to make those student connections is (I believe it’s called) the 5-2 strategy. This is a conscious effort on my part to spend the first five minutes of each class talking to two different students about anything on a personal level. We all fall into the comfort bubble of talking to our regular students, so this gives me a way to purposely branch out and talk to students that maybe aren’t so open or don’t naturally gravitate towards me.
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