[lwhitcombe]

in reply to: 5.6 Choice Board Peer Review #10184

I like how simple the layout is. Easy to see and use.
Then inside there is an explosion of information with lots of vocabulary and examples!
Great to have more hyperlinks.
I want to do this.
Suggestions would include having an embedded video in the slides for easy access.

[lwhitcombe]

in reply to: 5.6 Choice Board Peer Review #10183

Here are two choice boards that are useful in English Classes.
The first is for use with the novel Frankenstein.
The second could be adapted for any readings.
I like that both require some form of adaptations of the work into new work and students must go back to the writings for textual evidence. They could be used with any level of students.
https://docs.google.com/presentation/d/13xYQUDPpwVpB3tGC0F2WLdsWytR3T6FxXeoA0m-FJYI/edit?usp=sharing

[lwhitcombe]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10181

I have modified quizzes to be without the time limit and write them with the idea that the quiz is open-book. But these questions tend to be more subjective and creative application questions that require more teacher time to grade. It is a give-and-take.

[lwhitcombe]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10180

Exactly! Students who do not communicate frustration or confusion until it is late will have poor final products. I am having trouble getting students to complete formative assessments to show where they are in the process during units. Then they are lost at the end.

[lwhitcombe]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10179

I think having students present speeches without having a live audience loses the purpose of communication and feedback. However it will have to have different goals in an online class. Students will have to do more creating and fewer quizzes and tests. I worry about plagiarizing and AI with students unsupervised during writing. But that is also a live classroom issue.
Students who need extra time may run out of time to complete the quantity of assignments. How do we allow for self-paced work, deadlines and live presentations.?

[lwhitcombe]

in reply to: 4.6 Classroom Meeting Activities #10053

It is great to find or make time for the games. I have to remind myself to just play. It can really lighten up the class and rebuild the community. I have these OUISI boxes that could do that. Hopefully, I can remember to pull them out and just play.

[lwhitcombe]

in reply to: 4.6 Classroom Meeting Activities #10052

Those conferences with students during projects are invaluable. I often find that students have either found a better way to get the job done or that things have gone off the rails. Sometimes it is fun just to see where students take us. Students get so proud to show off what they are doing and where they are going. I like those check-ins. Sometimes those lead to finding a student excelling and having them pair up with someone who is struggling.

[lwhitcombe]

in reply to: 4.6 Classroom Meeting Activities #10051

I really like the physical games where we get up and move around. I think of speech as a kinetic English Class. So my online challenge will be to adapt these. Today we took a Walk and Talk. Partners had to discuss their topics and stop at certain points to jot down their answers.
Mixed-up outlines that need to be put back together like a puzzle in groups could work.

As we end the semester, I do the Nice List in sophomore speech class. In a Google Form I list everyone’s name and each student writes something nice. We have discussed how to give quality compliments, so this extends that.
At the beginning of the Award Speech, I will give a congratulatory speech with a story from Chicken Soup for the Teacher’s Soul and hand these out. It is a good way to end the semester.

[lwhitcombe]

in reply to: 4.4 Fostering Student Relationships #10049

I love it when thier shirts remind me about what team they are on. It helps me remember because there is so much going on. It is hard to connect with every student. But it is a good goal.

[lwhitcombe]

in reply to: 4.4 Fostering Student Relationships #10048

The tried and true greetings as they enter the classroom is a real winner in engaging students. I also have enjoyed playing games with them. I am terrible at almost every game, so that can be really entertaining for my students. I like how they start to take care of me. Being able to have some humor is helpful for keeping things light-hearted and warm.

[lwhitcombe]

in reply to: 4.3 Remote Learning Matrix #10047

I agree. Keeping it simple makes sense. Using the idea that we learned everything about how to behave in Kindergarten. It would keep us consistent. I think I would need some time and trial and error to create something that works any better than the one provided.

[lwhitcombe]

in reply to: 4.3 Remote Learning Matrix #10046

At first I like the matrix provided, so I used that. But with a little research I found a few examples that us acronyms to help students remember the concepts in their matrix rules. I liked S.O.A.R.
But it might be useful to use our school motto of P.R.I.D.E.
Here is what I am working on. It is a work in progress.
https://docs.google.com/document/d/14dUANVgIjQbJEqR7HFjkeWX0HZa81CuSJc0KbAD87dI/edit?usp=sharing

[lwhitcombe]

in reply to: 4.3 Remote Learning Matrix #10045

It is good to see an example with the subtle changes. Looks like keeping it simple will be helpful.

[lwhitcombe]

in reply to: 3.5 Your Hyperdoc #10037

That is epic! I want to try something like this in speech class! Especially for the end of the semester to keep students engaged and independently productive! You have definitely put lots of thought into this!

[lwhitcombe]

in reply to: 3.5 Your Hyperdoc #10036

I like the simplicity of your design. Students could easily follow this. It is also very attractive. I struggle with making my documents look clever. Mine mostly just look usable. I will need to find some cute templates to help me gain eyes and engagement.

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