[rmliechty]

in reply to: 5.6 Choice Board Peer Review #10878

This looks really fun. If I’m understanding correctly, I like that they can do a project teaching someone to juggle without necessarily having to learn how to juggle themselves! This would be especially useful for students who are uncomfortable performing.

[rmliechty]

in reply to: 5.6 Choice Board Peer Review #10876

https://docs.google.com/presentation/d/1ie3VJ9sNI-96_fPYRq9m3Ymp7lye_maGoDaHQbwkbBc/edit?usp=sharing

This choice board is for a general biology class, including several students with 504 plans or IEPs. The choices offer different ways to learn, practice, and demonstrate mastery. Students can choose the way that works best for them in each category.
Note: I do not have all the choices linked in this example, but for my class each box would be linked to the activity.

• This reply was modified 1 year, 1 month ago by rmliechty.

[rmliechty]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10874

I have experienced that often students with disabilities are hesitant to ask for help, or they don’t even realize they need help. Maybe having due dates for checking work and then returning it with a different due date could help.

[rmliechty]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10873

What is, or what do you think will be your biggest challenge when it comes to supporting ELL, IEP, and 504 learners in your online classroom?

I feel like my biggest challenge will be similar to the challenges with an in-person environment – just keeping track of who gets what accommodations. If there is functionality in my LMS to keep track of that, it would help. It may also be difficult to provide the same support that they get in person since I will be the only teacher, where in person they may have a study hall or a co-taught class where they get extra support.

[rmliechty]

in reply to: 5.2 Supporting Diverse Students #10840

I see a lot of the same. Many of my students do not see value in school. They tell me that they are not going to college, so there is no point in the work I ask them to do. It is frustrating, but I try to tell them that school is a much a process of learning to think and problem solve, which will help them in their lives even if they don’t go to college. I don’t think they see that right now, but I guess I hope that as they mature they will understand.

[rmliechty]

in reply to: 5.2 Supporting Diverse Students #10839

What trends are you seeing with your students?
I see more students that cannot seem to even get started on work without a lot of support.

What recurring successes or struggles do you see?
My general education classes have a lot more diversity than my honors classes. I can explain to the whole class, but then I almost always have to go around and explain again to individual students to help them process the instructions and clarify in different ways for different students.

[rmliechty]

in reply to: 4.7 Creating Engaging Virtual Activities #10315

Help Make this In-Person Activity Virtual

I have students write and illustrate a children’s book explaining a biology concept in a way that a 7 or 8 year old could understand. I really enjoy seeing their creativity and seeing the physical books. I’m sure there is a tool where this could be done virtually, but I’m not familiar with one off the top of my head. Suggestions?

[rmliechty]

in reply to: 4.7 Creating Engaging Virtual Activities #10313

Students could to the drawings and then take pictures and turn them in at the end of the week.

[rmliechty]

in reply to: 4.6 Classroom Meeting Activities #10312

I teach high school biology – mostly freshmen. I have never exactly had a classroom meeting, but I do like to get student input on how my classroom is run. I ask students questions like, how do you learn best? Do you like hands on projects or reading assignments? Do you enjoy online simulations? Would you rather do a project or take a test? As I get ideas from students, I try to plan lessons and activities that incorporate the different suggestions that I receive. If a student complains about a task, I can explain to them that although it might not be their favorite, there are other students for whom this method works, and then remind them of the lessons where I used their suggestions, or let them know that I plan to use their idea in the future. It is difficult to cater to all learners in one lesson, but I hope that as I use different methods throughout the year, I am reaching each of them at some point, and helping them learn to value different ways of learning as well.

[rmliechty]

in reply to: 4.4 Fostering Student Relationships #10310

I like finding out about jobs, and then, if they seem open to it, sometimes I show up where they work (if it’s a restaurant or something like that)! Seeing them outside of their school environment helps me to see another side of them, and usually they seem to think it is fun.

[rmliechty]

in reply to: 4.4 Fostering Student Relationships #10309

Building relationships with my students is my favorite part of teaching. I ask questions about their lives and try to show an interest in them beyond their performance in my class. I don’t love ice-breaker type activities and find that many high school students don’t either, but there is one “getting to know you” activity that I have seen a lot of success with. Students write down three things on a sticky note – one thing that is true about them and everyone else in the class, one thing that is true about them and some people in the class, and one thing that is true about only them. As we go through these in class, I learn things about students that I probably wouldn’t learn otherwise. This is something that I could do in an online teaching situation as well as in person. I also try to remember the activities they are involved in and ask them about how things are going in those areas. I have also found, especially with some of my quieter students, that if I check in with them every day and ask if they need help with work, they become more willing to reach out to me.

[rmliechty]

in reply to: 4.3 Remote Learning Matrix #10308

https://docs.google.com/document/d/1GRERCMeGm-cRFodr8FaO7fTYJm0XpT2M1f2Dy84Tle0/edit?usp=sharing

[rmliechty]

in reply to: 3.5 Your Hyperdoc #10282

I always appreciate a good PhET simulation. Thanks for the link to this one!

[rmliechty]

in reply to: 3.5 Your Hyperdoc #10281

https://docs.google.com/document/d/18Q1s6SZFedSO5OAYouAvMl5jz5UjBpHXHpi-Qw_77-o/edit?usp=sharing

A brief description of your lesson
A description of one of the engaging resources you included in your lesson.

This is a lesson on the properties of water to introduce my Chemistry of Life unit in Biology 1. It begins with an online simulation where students can manipulate water in a virtual lab setting. Following the simulation, students explore various properties of water using common household supplies. They watch a video lecture where I explain the properties using slideshow, and then answer questions about why water behaved the way it did in their experiments.

I feel like the exploration of properties of water using household supplies is an great way to engage students. Among other things, they add drops of water to a penny to see how it forms a dome, observe capillary action by holding a paper towel in water, and try to get a paper clip to float. They have probably observed some of these properties before in their life without understanding the science behind it.

[rmliechty]

in reply to: 2.9 Digital Lesson and Reflection #10210

Link to my Live Lesson Plan:
https://docs.google.com/document/d/1jlO2FBg0n4dXhTTuWm_HlqF9XmBUnM0pCnr-beW6yv8/edit?usp=sharing

What went well: Students were engaged and enjoyed the activity itself because it is active and they are not just sitting and listening.

What could go better: Even after instructions, there are lots of questions about how to complete the activity. I could take more time and go step-by-step through each part of the activity, checking in with students before proceeding, even if that means stretching the activity out over two days.

Areas for improvement: As suggested above, take more time with each step. I also would check in with each student on the knowledge check and if it does not appear that they have a complete understanding of the significance of the allele frequencies, I would ask them to explain, and coach them to a complete understanding.

• This reply was modified 1 year, 1 month ago by rmliechty.

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