[bondelm]

in reply to: Establishing Relationships #15325

In addition to the resources shared in this chapter, share an activity you have successfully used to build relationships in your classroom. Be sure to include the necessary steps, resources, and any helpful pointers.

I’ve found teambuilding activities (e.g. straw towers, cup towers, card houses, etc.) to be helpful in building relationships with students. These activities allow students to collaborate in a non-threatening, light-hearted way, and it isn’t tied to specific content knowledge so all students can participate and feel like they’re contributing.

In thinking about establishing relationships, what I think is extremely important is taking time to also share about yourself. It models vulnerability and conveys to students that you too are interested in sharing about yourself.

[bondelm]

in reply to: Learning Communities and Engagement #15324

How might you create new opportunities so that each student begins to actively drive their own learning?
What connections do you see between John Hattie’s advocacy for teacher learning communities and Amy Berry’s Engagement Continuum?
What is the connection between collective teacher expertise and empowering active student engagement?

My biggest take away from Chapter 1 was the intentional shift that needs to occur as students transition from participating to investing and investing to driving. If students are going to get to the level of driving their learning, there needs to be an intentional planning that supports students’ metacognition. We’ve focused a lot on structures for discourse and collaboration, which support many of the manners of engagement (social, physical, etc.); structures that support metacognition are just as important. I can create opportunities for students to actively drive their own learning by incorporating consistent structures for goal setting, self-monitoring, and reflection. I see a connection between Hattie’s research on collective efficacy and Berry’s engagement continuum in that both maintain the important of the learner driving the learning.

[bondelm]

in reply to: Expanding Your Tech Toolbox #15153

I hadn’t heard about whiteboard.fi before. I could see it being used for quick checks for understanding and formative assessments. I could also see it beign used to provide additional scaffolds to students who need them. Also, since our district has turned off our ability to chat with students, I think it also could serve as a way for students to signal to the teacher that they need additional assistance or clarification. Some students are more comfortable chatting than raising their hand and asking questions aloud.

[bondelm]

in reply to: Practicing Blended Learning #3014

We currently use Canvas not only for content but for student submissions and feedback. I think we could better prioritize student interactions. Our face to face periods are very short and take place every other day, so I think we sometimes feel rushed to get through content and don’t provide enough opportunity for students to collaborate, share their learning, and provide feedback to one another.

[bondelm]

in reply to: Blended Learning Models #3013

The model our school is currently using is a split A/B model. What I like about this model is that the smaller number of students on campus really help us get to know students well and engage with them in a way that would not be possible if the number of students was significantly larger. I also think it provides a lot of opportunities for individualized feedback and support. I do think though some of our classes are so small, it is sometimes difficult to get good group conversation going. Our school focuses a great deal on workplace readiness and career development, so this model also provides the flexibility for our students work, participate in internships, pursue additional technical training, or even attend the community college.

Within this model, what I would expect to see and hear is student participation in discussions, engagement in lab activities and applications of their learning, writing workshops, one-on-one conferences with teachers, and student-led activities.

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