[karamina.mohamedeen]

in reply to: Tracking Student Progress #3393

I would track students grasp of the content using both formative and summative assessments.I really like the Phonological Awareness Chart. I teach 5th Grade and I like to use word fixes and guided word searches for vocabulary exercises. I also like to use guided reading specifically tailored to test decoding skills.

[karamina.mohamedeen]

in reply to: Intro to Science of Reading #3064

My three main takeaway is that everyone learns the same way.. Reading instruction must be systematic and explicit. Reading instruction begins with letter recognition and sound and builds to form words.

[karamina.mohamedeen]

in reply to: Station Rotation Ideas #2946

I like this idea and I think it will work well. Often with students who are unsure of what to do, I will read aloud another student’s work to give them an idea … so using your idea, I feel will wok. Thank you for sharing.

[karamina.mohamedeen]

in reply to: Station Rotation Ideas #2945

I like to use Epic too! – though not like this. I will be using your idea in may class. Thank you

[karamina.mohamedeen]

in reply to: Station Rotation Ideas #2944

Part 1: On the discussion board, share one station activity idea you have that aligns to your content area. This can be for a teacher-led station, a technology-based station, or a collaborative station.

I currently use IXL for individual work too. Students like using this application and I am able to see their progress.

[karamina.mohamedeen]

in reply to: Station Rotation in My Classroom #2943

What does the station rotation model look and sound like in your classroom from the student perspective? What about the teacher perspective?

From the students’ perspective, station rotation is purposeful with clear instructions, a set time span and clear “how to” to follow to complete and assignments including transitions. Directions are given in writing and on a video. Students know what activities takes place at each station and can find the information to complete each activity via playlists or hyperdocs. Students know that they have options and they also know what to do if they need help when they are stuck.

From a teachers’ perspective: I know that my students are more engaged, I can focus on differentiation and doing “one on one” with struggling students and gather feedback from activities. Classroom disruptions are minimal and students are focused.

[karamina.mohamedeen]

in reply to: Classroom Stations #2942

Thinking back to the information you just learned about station rotation, which of the stations would you most like to use in your classroom?

I currently use teacher led instruction where students are able to collaborate using engagement strategies such as :think pair share. Then students work in groups but do not rotate. However I think creating a collaborative station with a focus on discussion would help my students to really delve deeper into the topic which would help them to think more critically.

[karamina.mohamedeen]

in reply to: Teacher-Led Instructional Activities #2941

I believe that small flexible groups works well. In addition, providing opportunities to collaborate such as “think, pair, share area also good.

[karamina.mohamedeen]

in reply to: Hyperdoc and Playlist Choice Board #2940

https://docs.google.com/document/d/1nTo9d6g68EPri7KRUq-07dtlnZF5QTsn7IEyLrm4sug/edit

[karamina.mohamedeen]

in reply to: The World of Playlists and Hyperdocs #2936

What are you most excited to try with playlists and hyperdocs?

I am very excited to begin using playlists and hyperdocs: but to begin, I will start with playlists for my students because I will focus on one lesson at a time. I feel this will help them to understand how to use the application and develop confidence, before doing an entire unit. I feel using Hyperdocs. can be done later in the school year when students are familiar with the application. One of the great features of playlist is it will helps me to differentiate lessons to suit group and individuals.

How might playlists and hyperdocs impact your students?
I like that students will be able to work at their own pace, but feel that I would need to have some sort of monitoring tool to ensure students are on track. However, overall I feel students would do well as I will be meeting with groups/individuals on a rotation basis and checking their work for understanding, giving feedback and clear up misunderstandings. In addition, I will ensure that there is an avenue to help students to get immediate help if needed.

[karamina.mohamedeen]

in reply to: Favorite Hyperdocs and Playlists #2935

Part 2: Share a favorite hyperdoc or playlist you found! Share why you are drawn to it, how you might use it, and why it will be useful for your students!
I like this hyperdoc. because it simple and I feel my students would be able to use it:
https://docs.google.com/document/d/1Hj6_hYI7u6gA16oNlCgHB3LDyHKFcA1uYGWmyO6mgpg/edit

Part 3: Review and respond to at least one other post with a playlist or hyperdoc tip, trick, or additional information.
I plan to explore tic tac toe more since many teachers seem to find it interesting. I understand the concept of how it works but I will have to do some practical work to make it work.

[karamina.mohamedeen]

in reply to: Playlist Concerns #2934

I share your sentiments as well. I have many ELL students who simply lack the confidence and support at home to complete independent work. On the other hand, I have others who have older siblings who will do the work for them. It is difficult to find the right intrinsic rewards to get some students to work.

[karamina.mohamedeen]

in reply to: Playlist Concerns #2933

Using the discussion board, post one concern you have about student pacing, independence, or autonomy when using a playlist.

Like many of the people on this platform, I am concerned that many of my students may lose focus and not complete the activities on the playlist. Many of the students are not motivated enough to complete tasks on their own. I also feel that some student may have a family member complete the work (has happened before)!

[karamina.mohamedeen]

in reply to: Getting Started with Playlists and Hyperdocs #2932

1. What are some methods you have used with students who need extra time on classwork?
Students who need extra time are usually allowed to complete the assignment for homework. Usually I know my students and I would help them by providing sentence stems etc for assignments.

For students who complete early, I modify their assignment by giving them an activity that is challenging or dives deeper into the topic. For example, If I am teaching Math, I would ask them to make up a problem about the topic. I also have a reading area and students can choose a fun book to read.

[karamina.mohamedeen]

in reply to: Your Flipped Lesson Plan #2931

• A description of your lesson and approach to flipping
• An explanation of how your flipped lesson incorporates multiple levels of thinking

Social Studies:
Objective:
Justify Thomas’ reasons for leaving his family and moving West to Oregon.

Teacher will record a video about the topic (including maps etc) using Screencastify or preparing a regular video and uploaded to Nearpod through Canvas. Students will look at the video – and participate by answering questions, illustrating etc. during the screening.

Using Canvas:
After watching the video, students will read a 2 paragraph scenario about moving West.
For Example: Thomas is from a big family (four brothers and 3 sisters. They have a 30 acre farm in Virginia. He is the fifth child and third son. His parents expect that the sons will inherit the farm divided equally among the sons. Thomas has heard about people moving West. In his town most people think it is foolish to leave the safety of their home and face danger going in the wilderness. But Thomas decides to leave – and goes West.

Lesson lends to multiple interpretations!
Students will be able to provide their answers by illustrations, writing, making a movie.

[Author]

Posts