[renor1]

in reply to: Station Rotation Ideas #3156

I teach financial literacy, I would love to do station rotation on the credit card unit, I would love to have them research either individually or in small groups about the terms and conditions of some of the store credit cards, so that they can learn not all credit cards are created the same.

[renor1]

in reply to: Station Rotation in My Classroom #3155

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

from the student perspective, the class is split up, grouped, and each has an agenda to follow, a rotation, they know that they should all cover the same things by the end but at different times. It can seemed confusing, each station will have its own set of questions, directions, problems, and students should know the norms and procedures in order to get help without the guidance of the teacher every time.
from a teachers point of view, you have to cordinate every group of students, ensure that all stations are equal, and take roughly the same amount of time.

[renor1]

in reply to: Classroom Stations #3154

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 would like to see a combinations of these stations in my school. I can think of a certain activities and projects that would work best with a type of station. and others that would not work well

[renor1]

in reply to: Teacher-Led Instructional Activities #3153

What are instructional activities that work best in a teacher-led, small group setting?
exploration type group work. Where students apply what they have learned and apply it to a new topic. A teacher led group is the best option in order to ensure proper connections and conversations are taking place.

[renor1]

in reply to: Hyperdoc and Playlist Choice Board #3152

https://docs.google.com/presentation/d/10ldFD1PwSrCwEOlR3C5R9x5OTPAZKwFpYWzLJ_uNFU0/edit?usp=sharing

[renor1]

in reply to: The World of Playlists and Hyperdocs #3151

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

How might playlists and hyperdocs impact your students?

playlists are the one thing, I have always wanted to try, but have never given myself enough time and planning to actually apply it. I want to see if the flexibility and option peak student interest. I know that with our hybrid school, setting their pace, and flexiblity is key. So i look forward to seeing the student reactions.

[renor1]

in reply to: Favorite Hyperdocs and Playlists #3150

Part 1: Explore blogs, articles, and other educational resources to locate examples of playlists and Hyperdocs. Search for examples based on grade level, subject area, or topics you explore with students in your current role. There are many examples of amazing playlists and Hyperdocs that teachers have already created that you can directly use, adapt, or modify for your use.

Part 2: Using the discussion board, 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!

Part 3: Review and respond to at least one other post with a playlist or hyperdoc tip, trick, or additional information.

I found this amazing website, that has so much relevant information and examples.
https://sites.google.com/epschoolsri.com/blendedlearningtools-graham/tier-1-instructional-strategies/creating-playlists-and-hyperdocs

[renor1]

in reply to: Playlist Concerns #3149

Given students flexibility, and setting their own pace is great. I like that they have options, or at least a set of directions. But how can you help in class, when everyone is doing something different, you are forced to do small group instructions if needed, it gives more responsibility to the student. Im afraid that they wont be motivated, or loose focus.

[renor1]

in reply to: Getting Started with Playlists and Hyperdocs #3148

What are some methods you have used with students who need extra time on classwork?
What are some methods you use for those who finish early?

I like to plan for additional time, I would rather that most students finished early, and have the ability to use the additional time with a ticket out the door meant to get them thinking on a deeper level. However no matter how much you plan, there will always be students who need additional time, you want to give them the resources needed to complete the assignment at home. So I like to have videos, resources always online for everything I do. Not only will these resources help students who are absent, but will also help those who needed more time.

[renor1]

in reply to: Your Flipped Lesson Plan #3147

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

I have done several years of flipped classroom, its important to create “content” (not always a video) that concise, relevant, personal and always available. When I did create videos, i made sure I labeled them by topic, kept them short, and use Edpuzzle to track views. That allow me to deliver quality instructions when students are at home. Now I can focus in class time for DOK questions and projections. Where students can collaborate and grow together.

[renor1]

in reply to: Setting Up Your Flipped Classroom #3145

2-3 steps you would take to implement a flipped classroom approach in your classroom
1-2 obstacles or challenges you might encounter when flipping your classroom

I have done a flipped classroom before, it takes some prep work and time but it could be a very rewarding and meaningful experience for the students. You have to ensure that all students are very aware and committed to the system and how it works. You must provide access to the video lesson that has relevant and customized information to your classroom. A way to keep track of the students progress.
The main obstacles, is that students often come into class without having done the required work to be successful in the implementation part which is the inclass portion. So now you have to spend your time teaching those who did not watch the video, and it defeats the purpose. Or you let them work on other assignments and have them fall behind. its hard at times, but when everyone gets it, its worth it.

[renor1]

in reply to: Blended Classroom Tools #3144

The most important thing is to get to know each other at the start of the year, to be comfortable with the system and to be able to reach out and ask for help. So the first thing I though of was an ice breaker activity.

https://quizizz.com/admin/quiz/62a1220e46ad11001d193117/ice-breaker

[renor1]

in reply to: Practicing Blended Learning #3143

What aspects of blended learning are already an active part of your teaching practice?

we work in a hybrid environment, we work remotely and we are using a blended model. so we are already doing it, however I know that theres plenty of room to grow since we are all new to this type of environment.
What is an area or two for which you would need to develop your practice?
the two areas that I need to work on, is student interactions. and having different strategies at my disposal to be able to teach every type of lesson, and every type of student.

[renor1]

in reply to: Blended Learning Models #3142

Which of the blended learning models will work best for your students? Explain why.
Visualize your classroom with the model that you selected. What might it look and sound like for the teacher and students?

I like the split A/B model, it allows all students to experience and benefit from both the online part and the in person day. It allows me as a teacher to give students the flexibility to work on their on if needed on the distance education day, or give me the time to work with small groups to get them caught up if needed. while at the same time, on the in school days, are used to give students more resources to complete their work and get the support they need.

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