[jneberly]

in reply to: 1.6 Streamlining Your Digital Workspace #10241

I have become a big fan of Screencastify. It took me a bit to start using it, but now that I have started it makes so much sense. This is especially helpful in my classroom, because the students can follow along and work as they watch the video. The visual aspect helps my students who lack executive functioning skills.

[jneberly]

in reply to: Discussion Post Topic: Visions and Actions #10008

How will you prioritize relationship building?
By continuing to utilize celebrations and concerns, the “family wall”, and getting to know you activities.
How will you establish a positive learning community?
I like the idea of creating rules and guidelines together, having peer feedback opportunities, and genuinely caring about students.
How will you bring your curriculum to life for your students?
Utilizing technology and implementing ways for students to get more immersive experiences, such as VR.
How do your assessment and grading practices align with your vision for learner engagement?
I provide students the opportunity to choose the way they best express understanding. I provide extra time based on student circumstances. Students need to know they are more important than the work they are completing or turning in.

[jneberly]

in reply to: Feedback and Student Agency #10005

How might utilizing a peer feedback routine increase student engagement?
I feel like at the high school level, peer feedback could motivate students to do better on work because their peers will be looking at it. They also might become more engaged because they enjoy interacting with peers and giving feedback.
What is the connection between feedback and student agency in learning?
Students become part of the learning community when they are actively giving feedback.

[jneberly]

in reply to: Expanding Your Tech Toolbox #9969

I think using Gimkit could be beneficial in my classroom. I like the idea that this is a game, students can use their devices, they see the same content over and over and it promotes mastery. Teachers can also use this for independent work and it is graded for you. There is even an option where students can create the questions asked. I can see me using this in my classroom to promote mastery and offer additional choices.

[jneberly]

in reply to: Establishing Relationships #9943

At the high school level I use a version of “morning meetings”. We do celebrations and concerns. We have time to talk about anything the students want to celebrate as well as anything they are concerned about. These things can be school related or not school related. My students really open up during this time. They often talk about their families, upcoming birthdays, work, weekend plans, and accomplishments. It is a great way to get to know students.

[jneberly]

in reply to: Learning Communities and Engagement #9762

I love the idea of giving students choices. I do think this is easier said than done. I try to allow students to show their understanding through multiple means (writing, video, podcast). I feel like giving choices when demonstrating understanding is easier than giving choices when initially learning the material. What kinds of choices do you allow during the initial learning phase?

[jneberly]

in reply to: Learning Communities and Engagement #9747

I think that utilizing Universal Design for Learning is a great way to create new opportunities for students to be actively driving their own learning. This gives them options, several ways of engaging with material, and multiple ways to show understanding. I believe that both, Hattie and Berry, want what is best for students and they do this by informing educators; informing them about student engagement levels and about working as a group for the greater good of students. By looking at student data, teachers are able to discuss and implement the best options for the learners, these options will hopefully motivate students to drive their education.

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