[Ryan Braun]

in reply to: 5.6 Choice Board Peer Review #18173

I like this format, and it could be used for other subjects and grade levels too. Can they choose any three activities, or do they have to choose one from each column?

[Ryan Braun]

in reply to: 5.6 Choice Board Peer Review #18172

Choice Board

This is for Algebra, solving systems of equations. It’s intended for students who are further ahead to think about a particular method a little more, once they have learned about all three methods.

[Ryan Braun]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18171

That is difficult, even in a regular classroom. I think keeping a chart or spreadsheet with their accommodations can be helpful.

[Ryan Braun]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18170

I think making sure they all get their accommodations would be difficult. Using a chart or spreadsheet to stay organized may help.

[Ryan Braun]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #18169

I think the biggest challenge would be to make sure students don’t fall behind without anyone realizing it. Even when all the accommodations are being met, some students have trouble reaching out when they need help, and this will be more difficult in a virtual setting.

[Ryan Braun]

in reply to: 5.2 Supporting Diverse Students #18166

I’ve noticed students relying more on outside help. Many of my students will ask me questions that they know the answer to, or they will ask me for help, and when I stand by them and just ask “What do you do next, what do you do next…” they are able to do it on their own, they often just don’t want to. This leads to them not knowing how to look back at their notes, or previous problems that they did for help. It also leads to them using apps like ChatGTP, PhotoMath, and MathWay, not because they can’t do it without those apps, but they think they need someone or something else to help them.

[Ryan Braun]

in reply to: 5.2 Supporting Diverse Students #18165

I’ve noticed that too. While it’s as big of a problem in math, some students struggle to read word problems, or even to read the directions on an assignment.

[Ryan Braun]

in reply to: 5.2 Supporting Diverse Students #18164

I agree I’ve seen a lot of students use AI or other apps like photomath or mathway. It leads to them relying on those apps so much that they can’t do the problems on their own.

[Ryan Braun]

in reply to: 4.7 Creating Engaging Virtual Activities #18163

You can put the students in breakout rooms and then give each room the problems. The students can then open up a white board app and whosever turn it is can share their screen with the group.

[Ryan Braun]

in reply to: 4.7 Creating Engaging Virtual Activities #18162

You could make a desmos activity for them to do. Or make an activity on Schoology and have them submit screenshots of desmos. If you want them to graph it themselves, you can provide an image of a blank graph and have them use a drawing tool to draw in the graph.

[Ryan Braun]

in reply to: 4.7 Creating Engaging Virtual Activities #18161

Help make this virtual.

An escape room where students have to solve problems and find clues to find a secret code that opens a box.

[Ryan Braun]

in reply to: 4.6 Classroom Meeting Activities #18160

I teach high school math. I will often ask students about their day or something that they are interested in. During virtual learning I would sometimes ask them to put their favorite candy, color, animal, or something else in the chat. I could then talk about those things to get to know them a little bit more, but it also gets them use to using the chat.

[Ryan Braun]

in reply to: 4.4 Fostering Student Relationships #18159

This is a great idea! Do you already have a playlist of songs they can choose from, or are they able to pick any song, and you just look through any songs you don’t know to make sure they are school appropriate?

[Ryan Braun]

in reply to: 4.4 Fostering Student Relationships #18158

Adding the word “today” is great. When people are asked “how are you”, most people will just say “good” or “fine” and it won’t really lead to a conversation. Adding the word “today” lets them know that you really want to know how they’re day is going, and can lead to a deeper conversation.

[Ryan Braun]

in reply to: 4.4 Fostering Student Relationships #18157

I talk to my students about stuff that’s going on with them. When I’m standing in the hallway before class is one of my favorite times to do this, but also when students are working on something independently. Sometimes I’ll start conversations by noticing something that they have or something that they are wearing. This last year there was a student who always wore horror movie themed shirts, so I would often talk to her about whatever movie was on her shirt that day.

Online I found sometimes just being kind and taking an interest in them goes a long way. When covid first hit I had a student who was really anxious about her grades because she was used to getting perfect grades. She had told me that she felt physically sick because of the stress. I replied to her by telling her that she was a great student and that most teachers are going to recognize that and will be willing to help her. She said my email really helped her.

There was another time during virtual learning when a student was playing a video game before class. This student was a little more challenging, but I noticed the game he was playing so I started to talk to him about it. We had a good conversation, and ever since, we had a much better relationship.

[Author]

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