[kimdaley97]

in reply to: 5.6 Choice Board Peer Review #18346

I really like the possibilities and options for your board, especially the social media post. The entire thing allows students to take the basic information to the next level.

[kimdaley97]

in reply to: 5.6 Choice Board Peer Review #18345

https://docs.google.com/document/d/1vqXQWZ4SsbA04b6sqetl-D7YPKw2fwCI6T-HATHs1q4/edit?tab=t.0
This choice board has been used for English 12 to show that students have a deeper understanding of a book the class was reading together. We differentiated by giving students choices to express themselves, in ways they feel most comfortable

[kimdaley97]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18344

I agree. I help students advocate for themselves by reminding them of their accommodations and bring them up regularly. I encourage students to use them, even when they don’t think they need them and follow up. This helps them to make connections to their accommodations and how they help them be successful.

[kimdaley97]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18343

Google forms have not been a priority for me, but I like this idea to capture information.

[kimdaley97]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18342

Online learning is challenging for teachers of ELL, IEP, and 504 learners because we need to understand their best mode of learning to be successful. There will be some clues based on their accommodations, but understanding how/when/if they utilize them will be crucial to their learning and success as an online learner. There is not one technique to capture this, it is like a puzzle, communication and relationship building are helpful.

[kimdaley97]

in reply to: 5.2 Supporting Diverse Students #18341

Personally, I love the library. How are you engaging and encouraging non-readers to do so? I have a list of 5 star reads that I have complied for students. Also, as a reminder that books tagged in the front of book shelves for each genre are for students that have lower reading levels.

[kimdaley97]

in reply to: 5.2 Supporting Diverse Students #18340

UGH….AI being used by students, do they usually heed your warning? Is it part of your syllabus? Does your department have a rule?

[kimdaley97]

in reply to: 5.2 Supporting Diverse Students #18339

What trends are you seeing with your students?
I have been seeing so many students reading/comprehending well below grade level. At the high school level, it is very challenging to help students understand content that is geared toward 9th or 10th grade learners when they are at a 3rd or 4th grade level. Obviously, if students are reading well below their grade level, writing is also a struggle.

What recurring successes or struggles do you see?
This year, I was able to help a few teachers by suppling them with resources at the student’s instructional level by using their materials and running it through Magic School AI. The key to all this is to balance helping students before they give up. Sometimes that means sitting side by side with a student and helping them understand a few sentences or chunking a paragraph’s meaning. I know that it is frustrating for teachers when students aren’t “trying”, but I think the key for teachers is to continue “trying” with students.

[kimdaley97]

in reply to: 4.7 Creating Engaging Virtual Activities #18338

HELP ME MAKE THIS VIRTUAL
Escape room with stations, done in groups to solve the puzzle at the end and win

[kimdaley97]

in reply to: 4.7 Creating Engaging Virtual Activities #18337

Everyone has a part, use break out sessions for groups to get organized, then they have a spokesperson with their shared ideas.

[kimdaley97]

in reply to: 4.7 Creating Engaging Virtual Activities #18336

Maybe take a poll like from Nearpod? With the possible addition of a discussion board on why they made their choice.

[kimdaley97]

in reply to: 4.6 Classroom Meeting Activities #18335

I am a co-teacher for high school English classes. We have added things like a classroom playlist to work time; students take turns adding music but have to explain why it is important to them. We play ‘guess that tune’ on Fridays before quizzes, I read that appealing to one of your senses before recalling facts helps to pixelate your mind. During homeroom, I have tried many projects like trivia time, bingo, and arts/crafts projects.

[kimdaley97]

in reply to: 4.4 Fostering Student Relationships #18334

I feel that building relationships with students is a strength of mine. This past year, we utilized a “would you rather” book to start conversations and get to know students. We found that it also fostered conversations and started group connections for the entire class while giving us information from students. I send emails to students when I notice things or want to celebrate. I send positive emails to students and cc their parents. I celebrate with my TOR students when they have a great semester with a card and an email home. I don’t always get a quick response, but most of the time, students will make mention of my emails etc. I make an effort to reach students that are quiet or struggling through their work in class or things that I notice. I usually can draw out even the shyest of students.

[kimdaley97]

in reply to: 4.3 Remote Learning Matrix #18333

https://docs.google.com/document/d/14vYit67EPD8Wy14ENUemLW25FUFMOtA5UySc1yvd7vM/edit?tab=t.0

[kimdaley97]

in reply to: 3.5 Your Hyperdoc #18332

https://docs.google.com/presentation/d/1vFqCG1oJiRosHsPYWP35yNsVn04TBYufwkkPUulFduw/edit?slide=id.g2615d64bf62_0_2#slide=id.g2615d64bf62_0_2
These google slides were developed for a deeper understanding and set up for our reading of Jekyll and Hyde. It was used to give background information and a video for more in depth analysis.

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