[sfaffee]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #10238

I think “Flip” formerly, Flipgrid, was really fun to use. I think most of my students would really enjoy using this tech tool activity. Some students might be shy and worried about recording themselves, but I think overall, the students would enjoy to activity. It would be a great way to assess students without the pressure of speaking in front of the entire class.

The other activities I used was Kahoot and Google Forms. I’ve Kahoot several times before, but the site keeps evolving and adding new features. Unfortunately, I won’t pay for the program so I am only using the basic features. Google forms is a great way to collect information and assess students. I have used this for setting up parent conferences, surveys, and assessing students.

Here is the link to a Kahoot I plan to use to review with my geometry class: https://create.kahoot.it/details/856c8814-fdfd-4099-9c69-52570e9298c1

[sfaffee]

in reply to: 2.4 Your Digital Home Base #10223

Here is a link to my Canvas homepage: https://tsc.instructure.com/courses/51365
My Canvas page contains many important pieces of information. My online syllabus, class expectations, grading policies, attendance rules, etc. can easily be located. I also post all of my lessons: notes, completed notes, homework, lesson videos, etc. daily. There are also helpful links that students can utilize for additional help. These are really helpful for a student that is struggling after hours and need to see the content again.

[sfaffee]

in reply to: 1.8 Challenges of Teaching Online #10136

My biggest challenge is student engagement. It is hard to compete with the television, cell phone, pet, sibling, etc. when trying teach or communicate virtually. I think establishing a set of expectation and posting them at the start of each virtual lesson to remind students to find a quiet space to work and to put their phone somewhere else in the room (out of reach). Also making sure students turn on their camera and microphone so that I can interact with them. I read a couple of posts regarding a “Blue Button”. I’m interested in learning more about that to see that if that could be a helpful tool.

[sfaffee]

in reply to: 1.6 Streamlining Your Digital Workspace #10135

My tech tool is very basic but has been super helpful for me. I use the “sticky notes” on my computer. It keeps me from having actual post it notes all over my computer and desk. In addition, it serves as a good “to do” list reminder. This helps me remember when students have planned absences, testing, etc.

[sfaffee]

in reply to: Discussion Post Topic: Visions and Actions #10130

On the first day of school, I tell students a little bit about myself: background on my education, sports, family, things I like to do for fun, etc. I then ask students to complete an informal form that gives me some information about themselves. There are some educationally relevant questions, but most of the information collected is about their extracurriculars and any other information that students want me to know. It is a great way to make connections with students. I can also help make connections between peers in the class and help foster that connection. This helps to build a positive classroom community. As I am learning students names, I start greeting them by name at the door as often as I can. If time, I ask them about their day/morning/lunch, etc.
Math isn’t always a favorite subject for my students, but I try to include hands on materials, when possible. I allow them to collaborate and discuss their responses and answers. I try to tie in as much real world application that I can, striving for connecting to information provided in the start of the year pages. I accept late work up until the test day. This allows students several additional days to complete their work. I also allow corrections on their work, with the goal being understanding the assignment and being able to apply the content learned.

[sfaffee]

in reply to: Feedback and Student Agency #10000

Utilizing a peer feedback routine can be a very powerful exercise if done correctly. I appreciate that the exercise starts with something positive. Not only does it make the person whose work is being critiqued feel better from the start, but it allows the person doing the critiquing to always begin with looking for positivity instead of negativity. Asking a question creates curiosity about each other’s work and encourages everyone to do some self reflection. Giving a suggestion is a complimentary way to tell someone that they need to try to do better with some aspect of their work. All of these stages are engaging for students and demands that they are active, paying close attention, and investing in the exercise.

[sfaffee]

in reply to: Expanding Your Tech Toolbox #9978

I chose Nearpod. It seems like a great tool to use in the classroom. It would be easy to implement in my classroom since we are 1 to 1. Students can interact with the lessons and see the slides on their devices. There is the option for students to move at their own pace or the teacher sets the pace. The teacher can also integrate interactive slides and videos that students can view. I would need to do a bit more research about using it with chromebooks. I believe iPads would be easier since you can “write” and “draw” on them with a stylus. I’m not sure how that would work since the students don’t have that capability on their chromebooks.

[sfaffee]

in reply to: Learning Communities and Engagement #9777

I think the discussion you had about how students are feeling is school is really powerful. I’m sure it also help build a better relationship with some of your students. Feeling overwhelmed is pretty common, especially this time of year. If you are in sports or getting ready to graduate, that adds another level of stress that goes above and beyond what we are doing in the classroom. This is something good for me to keep in mind.

[sfaffee]

in reply to: Learning Communities and Engagement #9775

I could provide more opportunities for students to choose how they can apply their learning/concepts. Currently, we have a similar style of homework/application each day. While predictable and routine (which is good for some), mixing up the application piece of the lesson might be more engaging. Instead of an online assignment, I could create a hands on application or use real world examples that would be interesting to the students. For example, in geometry, we learn about doing constructions with a compass and a straight edge by watching and modeling. Then students practice (hands on) with their own straight edge and compass. This is a really engaging lesson for students because it is hands on and fun. The challenge is trying to find more ways to to make certain aspects of geometry hands on and fun for the students. I think that teachers need both ideas to create engaging and authentic lessons. Working with other teachers and combining their expertise is very valuable. Paired with the engagement continuum, teachers can work together to create data-driven lessons that tap into the investing and driving portions of the engagement continuum.

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