nhaas21
Forum Replies Created
-
AuthorPosts
-
nhaas21
ParticipantChoice Board for Factoring Quadratic equations
https://docs.google.com/document/d/14xed5im8AcGpVfvqk3pKNZaaIphix9p8Zi_1D5CRTZk/edit?usp=sharingParticipantI think the biggest challenge for me would be making sure students are actually getting their accommodations. In person, they have a teacher of record, who can always pull them to a smaller environment if need be and make sure they are receiving their appropriate accommodations. However, at home, there is no one outside of possibly a parent to make sure they are receiving what they need.
ParticipantLast year I found out that there is a device in our guidance department that basically can “FaceTime” a translator in hundreds of languages. I had a parent teacher conference where the family spoke a language native to southeast Asia, and we were able to login and reach a translator for the conference.
ParticipantI struggle with this too! There are some kids that I can tell are completely bored while others are totally lost. It is so hard to find the balance to reach all of the kids
ParticipantWhat trends are you seeing with your students?
The biggest trend I am seeing is students using AI or outside apps to look up solutions to problems. They are always looking to take the easy way out instead of sitting down and learning the materialWhat recurring successes or struggles do you see?
A recurring struggle is that when kids have to try to do the work on their own without the help of an outside device, they have trouble because they have relied on outside means to solve the problemsParticipantMaybe try and find a lab with common household items that everyone should have. If someone doesn’t have something, then small groups can be compiled to where at least one in every group has the supplies. The person without the supplies can help conduct the hypothesis and help write the conclusion even if they were not directly a part of the hands on experiment.
ParticipantHelp make this in-person activity virtual:
In math, graphing different functionsParticipantIf it is a type of problem with multiple steps, you could have one person to do the first step, then a second person do the next step, and so on.
ParticipantI teach high school math, and while we don’t necessarily have huddle time, I will often go around the room and ask if anyone had any events last night, if anyone worked, and kind of get a quick recap of how everyone is. I know math isn’t everyone’s favorite subject, so I try and make sure to talk about other things as well to keep kids engaged.
-
This reply was modified 1 month, 2 weeks ago by
nhaas21.
ParticipantI totally agree that being genuine is important. Many kids are able to pick up on if the teacher does not care about them or what they have to say. Even when we are talking about something I have absolutely no idea about, I try to at least ask questions to learn about what the kids are talking about and like you said, they love explaining it!
ParticipantI really like what you said about branching out and talking to other students outside of the regular ones that are more outgoing. It is easy to talk to the kids that are more talkative and always have things to say, but I agree it is important to be intentional to try to get info out of the quiet kids also!
ParticipantI think that it is very important to get to know student’s outside interests. Each student is different, and they all have different interests. I try to learn something about everyone, and I have seen that if I show a genuine interest in what they do outside of class, they are more willing to work in class. I have listened to more kids talk about their dance competitions or video games or raising chickens than I can remember, but I think that it mattered to them.
ParticipantParticipanthttps://docs.google.com/document/d/15lMVQVQBzwSTsdoTc4HlVorShddiVYCaCEIpC9vy2-E/edit?usp=sharing
This is a lesson I made for congruent triangles. It starts with a video of why triangles are used in so many structures. Then there are different videos/lessons to explain the different types of triangle congruence, followed by discussion ideas and an exit ticket for online learners and a project/activity for in person students (which could also be used for at home learners if they have the appropriate materials).
ParticipantWhat part of your live lesson went well? Why?
The exit ticket part went well because I felt kids really took it seriously, and I was able to tell what students understood the lesson and did not. I did the exit slip on Schoology and had it to where it was graded right away. It was a middle of the road type problem, one where most should get it, but it could be challenging for some. The instant grading let me know who got the problem correct and who missed it. I was then able to see who possibly needed more practice and who was good to move on.What part of your live lesson could go better? Why?
I felt like I talked to much during my instruction portion. I showed examples, but I feel like I should have showed something then given kids time to work on a problem. From there I could have gone to the next topic and done the same routine, where I showed them how to do the problem type, then given them an opportunity to work on their own.Identify 1-2 areas where you think you can improve. What would you do differently next time?
I think I can improve on giving students more group time. I can set them up into groups based on the previous days exit slips. One of the reasons I initially did not give more group time is because of the difficulty of monitoring it, but I would start by at least trusting the kids to try it. I also think that I can improve on finding either video clips or stories to draw kids in to the lesson. Sometimes it is difficult with math, but I can research topics more and bring in real world problems to introduce the topic. -
This reply was modified 1 month, 2 weeks ago by
-
AuthorPosts