[sfaffee]

in reply to: 5.6 Choice Board Peer Review #10802

Thank you for posting your links to https://phet.colorado.edu/en/simulation/graphing-quadratics
I found it to be especially helpful.

[sfaffee]

in reply to: 5.6 Choice Board Peer Review #10801

Pythagorean Theorem Choice Board
https://docs.google.com/presentation/d/1NKxnuSu9c9ZVnkz2zRqzSApMjbO9C-tR_9soLgQXtKI/edit?usp=sharing

For my general geometry class, I created a choice board. It is geared towards all students, however specific activities are geared for ELL and IEP students.

[sfaffee]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10795

I agree with you. I think building relationships with your students would be helpful. Then students would hopefully feel more comfortable advocating for themselves and letting you know what they need.

[sfaffee]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10793

I think the greatest challenge I have supporting my ELL, IEP, and 504 learners in your online classroom will be trying to provide the various accommodations for all of the students. Some items are a bit easier to provide than others. For example, making the tests untimed addresses all time accommodations. However, I’m not sure how I would address some of the more specific accommodations, like read aloud, breaks to speak with a counselor, using cell phone for translations, etc. Some of those accommodations seem a bit more of a challenge to incorporate.

[sfaffee]

in reply to: 5.2 Supporting Diverse Students #10789

Before moving to high school, I taught elementary. This is actually something I worked on with my students. If this is something that is addressed often throughout a students’ school life, this would be an easy correction.

[sfaffee]

in reply to: 5.2 Supporting Diverse Students #10788

Before moving to high school, I taught elementary. This is actually something I worked on with my students. If this is something that is addressed often throughout a students’ school life, this would be an easy correction.

[sfaffee]

in reply to: 5.2 Supporting Diverse Students #10787

I tend to see some of my ELL students that speak the same language group together when the opportunity arises. They usually communicate with each other in their native language. However, they are very receptive to speaking with other students in English when I choose their partners/groups.
I often see some of my diverse students struggle, but are unwilling to ask for help. Even when help is offered, sometimes they won’t accept help. I’ve found that building a relationship will often help with this.

[sfaffee]

in reply to: 4.7 Creating Engaging Virtual Activities #10784

Help Make this In-Person Activity Virtual
Students work in partners to create a cohesive picture using conics. Students need to create the equation and graph the conics to create a picture. Currently, this is all done on paper so that students are drawing the graphs and the parts necessary for the graphs. I worry that doing this online would have students just using online graphing tools to do the work, instead of themselves.

[sfaffee]

in reply to: 4.6 Classroom Meeting Activities #10783

9-12 math

I like the idea of starting the class with a question of the day (not really math related, but more about making connections and building relationships) and/or a joke. I think either one of those ideas would help start the class period off with something fun, positive, and/or funny.

[sfaffee]

in reply to: 4.4 Fostering Student Relationships #10266

For me, talking to someone about pets or siblings is a great way to start to build a relationship. Also, finding out if they have a job somewhere. It opens up discussions as well. It allows me to make a connection with them and for them to make a connection with me.

[sfaffee]

in reply to: 4.3 Remote Learning Matrix #10265

https://docs.google.com/document/d/1gqtb0T-vaxG2Am22DL_xAqo3E4YIhg8dNW65mN2om64/edit?usp=sharing

[sfaffee]

in reply to: 3.5 Your Hyperdoc #10260

https://docs.google.com/document/d/1Le1OLAlD_NJSqHCfXOIPS-Yrja2k_ItC7szsB5x5BeQ/edit?usp=sharing

I created a lesson hyperdoc on the Pythagorean Theorem. I “Engage” students by having them watch a music video about the Pythagorean Theorem. Then they do an “Exploration” activity on Desmos. For the “Explain” portion student utilize Khan academy to watch a video of a lesson taught by a math teacher. The site allows for student to extend their learning by watching other lessons pertaining to the Pythagorean Theorem. For “Apply” students practice the Pythagorean Theorem with online questions that provide feedback regarding their answers. I put the “Share” and “Reflect” sections together using a Padlet called the rose, bud, and thorn. Students can share and reflect on their experiences with the Pythagorean Theorem. For “Extend” I provided students with a couple of different interactive activities for students to use to prove and practice the Pythagorean Theorem. One is a puzzle that proves the Pythagorean Theorem. The other is a game utilizing the Pythagorean Theorem.
I think the “Extend” activity of proving the Pythagorean Theorem was interesting. It is informal but fun. The game is set up as a puzzle with the measurements of the two sides of a right triangle. You have to move the pieces around to fit into the hypotenuse side of the right triangle. It was an interesting yet fun take on proving the Pythagorean Theorem.

[sfaffee]

in reply to: 2.9 Digital Lesson and Reflection #10242

I do not currently have a virtual class. However, I did teach virtually during Covid. I was at another district so the format was a bit different. Essentially, I recorded my lessons and then set up a google meet so that students could ask questions. This is similar format to a flipped classroom, just all virtual. Some of the positives, students could rewatch the lessons anytime they wanted and learn on their schedule. In my particular instance, internet was an issue. The district I taught for at the time had some areas where internet was limited. They set up hotspots on the school campus, local McDonald’s, local grocery store, etc. to help with this issue. However, it was still a struggle for some students. If I were to teach online again, I would add questions for students to answer in my recorded lesson videos to check students’ understanding along the way. I would also require all students to log in to the google meet so that we could meet face to face at least once a week. Since Covid, I continue to record my lessons for students that might be absent. Here is a link to my Canvas page that has recorded lessons. https://tsc.instructure.com/courses/51359/calendar_events/1216118/edit?return_to=https%3A%2F%2Ftsc.instructure.com%2Fcalendar%23view_name%3Dmonth%26view_start%3D2024-05-13&title=12.5&new_context_code=course_51359&start_date=2024-04-30T04%3A00%3A00.000Z&start_time=&end_time=&important_dates=false&blackout_date=false&context_type=course&course_pacing_enabled=false&calendar_event_context_code=course_51359&web_conference=

[sfaffee]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #10240

I like using Kahoot as well. It gives great data and I can fix some common mistakes/misconceptions right away.

[sfaffee]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #10239

Not having internet is a big concern of mine as well. I wonder, if they have a cell phone, could they use their data to complete some on the online activities?

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