[JACQUELINE BRASSEUR]

in reply to: 5.6 Choice Board Peer Review #18289

Link to Choice board for a high school anatomy class.

[JACQUELINE BRASSEUR]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18288

What is, or what do you think will be your biggest challenge when it comes to supporting ELL, IEP, and 504 learners in your online classroom?
I know I personally struggle with understanding all of the accommodations for each student but I think the biggest challenge is making sure not only are students using their accommodations but that they become advocates for themselves.

[JACQUELINE BRASSEUR]

in reply to: 5.2 Supporting Diverse Students #18287

What trends are you seeing with your students?
A trend I have seen is that students seem want everything given to them or need me to check their work at every step. They are not truly “active” learners.

What recurring successes or struggles do you see?
One struggle is student resilience- when things get difficult they often give up rather than learning from their mistake and trying again or even asking for help. I hope that by creating strong relationships early on it will help them advocate for themselves and become better problem solvers.

[JACQUELINE BRASSEUR]

in reply to: 4.6 Classroom Meeting Activities #18286

I teach high school science classes. One thing I do to build rapport is we have fun Fridays which are non-academic related kahoots over random trivia. My favorite ones are about childhood games, or tv shows or trends- these invoke memories from the students that are fun to hear and they get so excited to share stories!

[JACQUELINE BRASSEUR]

in reply to: 4.4 Fostering Student Relationships #18285

I foster relationships with students by trying to make them feel comfortable talking and answering questions in class. One of the activities I use is an inside/outside circle. As students rotate around the circle they have a 1:1 conversation with a classmate; expectations are given on how to greet their classmate, I identify which student will answer the question first by having them find out who is older or who has the most pets, etc. After each partner shares, I then give them a parting phrase to share with their classmate before rotating to the next partner. I received very good feedback from my students this year in regards to this strategy- I use it both as team building and also as curriculum review. Another thing that I think is very important is greeting each student by name and asking them how they are doing. When doing elearning I use google forms as a way to check-in. Students rate themselves according to a scale of pictures 1-9 that describes how they are feeling; often times I have them explain why they feel that way and if there is anything they need from me. When looking at the responses I pay the most attention to what they need from me- most say “nothing- but thanks for asking”, while others may ask about missing work or share something they are struggling with. I had one student this year who asked for a “fist bump” when I get back to school- the surprise and smile on her face when I gave her a fist bump the next day was priceless!!

[JACQUELINE BRASSEUR]

in reply to: 4.7 Creating Engaging Virtual Activities #18284

Help Make this In- Person Activity Virtual
Students rotate through stations to learn about the components of blood. They need to learn the functions of each component of blood, identify them under a a microscope and then perform a blood typing lab.

[JACQUELINE BRASSEUR]

in reply to: 4.7 Creating Engaging Virtual Activities #18283

You could perform the flower dissection for them to watch and then have a scavenger hunt where the students either find the parts of the flower or something that represents a part of the flower because it has the same function.

[JACQUELINE BRASSEUR]

in reply to: 4.3 Remote Learning Matrix #18282

Here is my remote learning matrix adapted for our pace academy.

[JACQUELINE BRASSEUR]

in reply to: 3.5 Your Hyperdoc #18281

My lesson is about the anatomy of the eye, it is used to introduce the parts of the eye as well as their functions. It is also used as a pre-lab for a cow eye dissection. By completing the first part of the assignment they should be able to identify the parts in the dissection and then explain how they work.

How the Eye Works Hyperdoc

[JACQUELINE BRASSEUR]

in reply to: 2.9 Digital Lesson and Reflection #18280

Here is a lesson I used in my Human Body system class during covid.

What part of your live lesson went well? Why?
I think the lesson went well because students enjoyed using an action figure or doll or stuffed animal to have some fun in applying the lesson. Their homework from the previous day was to come to class with their favorite action figure/doll/stuffed animal but they didn’t know why.

What part of the lesson could go better? Why?
It is sometimes difficult to get students to answer out loud- I usually get better responses through the chat.

Identify 1-2 areas you think you can improve. What would you do differently next time?
It was difficult to make sure each student was pointing to the correct location on their dolls and I have to remember to give enough wait time before pointing to the correct location on my doll. Next time I think I would call on students individually to point out a location and then ask the class if they thought it was correct.

[JACQUELINE BRASSEUR]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18279

I use both blooket and kahoot; my students seem to prefer blooket. I like kahoot for in class test review because it gives me the opportunity to go over the correct answers and hopefully help the students with some test taking strategies. I like assigning blooket for homework or elearning assignments as I can not only see how well each student did on it but also can analyze which questions they struggle with the most. A challenge I find is that many of the features of both blooket and kahoot are only available through a paid subscription.

[JACQUELINE BRASSEUR]

in reply to: 2.4 Your Digital Home Base #18209

Our school uses Schoology as its learning managment system. Each month I embed a folder for that month. Here is a screenshot of whay my calendar looks like. The notebook, lunch box and PLTW logo on the calendar are links to documents and sites that students need to access frequently. The days of the week are links to that daily folder. (second image) I have found this to be an easy way for students to access the information they need. Addtionally my course syllabus and important course information is always posted at the top of my schoology course page.

• This reply was modified 1 week, 1 day ago by JACQUELINE BRASSEUR.
• This reply was modified 1 week, 1 day ago by JACQUELINE BRASSEUR.

[JACQUELINE BRASSEUR]

in reply to: 1.8 Challenges of Teaching Online #18200

What I find most challenging about online teaching is the lack of “personal connection” that you have with in person teaching. It is difficult to make a connection when often times you are simply talking to a screen because students are reluctant to be seen on screen. A tool I use for virtual teaching is including check-in memes as part of a google form where I simply ask questions to see how students are doing. My last question on the form is always “do you need anything from me?”.

[JACQUELINE BRASSEUR]

in reply to: 1.6 Streamlining Your Digital Workspace #18199

A tool I use that helps both myself and my students is an embedded calendar in Schoology, our learning management system. Each day of the month is linked to the daily folder which gives the objective, agenda and homework for that day. This is especially helpful for students when they are absent and want to know that they missed or when they are on vacation and want to keep up with what we are doing in class. Additionally, I have really started to use the schedule send feature in email to send myself reminders.

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