[sgwalker]

in reply to: 5.6 Choice Board Peer Review #9970

My choice board is for a final project that my sixth graders complete at the end of the novel Roll of Thunder Hear My Cry. They are given creative options, as well as the opportunity to get their own idea approved as long as it follows the same parameters and guidelines.

https://docs.google.com/document/d/1wErZF9qVZ5JYDReg0ylFQbfgqzEJWRKsauxZgrsVBtE/edit

[sgwalker]

in reply to: 3.5 Your Hyperdoc #9937

Students will select a word to show their intentions for 2024 and create a one page explanation of their word. They must explain why it works for you them and
create a visual poster with technology to reflect your word as a symbol. A rubric has been provide in the “One Word” link below. My lesson is for 6th grade English students.

One Word project, this link describes the project and gives the students directions: https://docs.google.com/document/d/1uuyhik96zbcElMUAda9Y0fK-KayXYaThLlHa8bZjReY/edit

This link provides students with resources regarding how to find a quote for the assignment, but this platform will not allow me to share it.

I had another link to let students know how the project/assignment should be submitted, but this platform will not allow me to submit it.

[sgwalker]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #9911

Canva always looks so cool. I see so many interesting things made with Canva. It’s a goal of mine

[sgwalker]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #9910

I used Quizziz https://quizizz.com/join?gc=93473114 , Google slides, and flip. I am lease familiar with flip/voice thread. I am most familiar with quizziz and google slides so I enjoyed those the most. I struggle with technology that I am unfamiliar with. My goal is to get better with a variety of different platforms, so I can use them with with my students.

[sgwalker]

in reply to: 2.4 Your Digital Home Base #9828

Here is the link to my Canvas homepage: https://tsc.instructure.com/courses/48370

Here you can find my contact information and the agenda for my class, which states what we will be doing everyday. There are also links to articles and resources that a student may need access to in the event they are absent or need another copy. Students can also get announcements from me in the announcement section where I can give a direct message to the entire class. I list due dates of important projects on the home page as well as in the calendar. This helps students have access to me and all of the information they may need. This also helps them with time management.

[sgwalker]

in reply to: 1.8 Challenges of Teaching Online #9810

The thing I find the most challenging about online teaching is not being able to explain something in-person if a student is confused about something because I thought I would have the same resources available to me. I know know that I would have the same resources available to me. I would just have to utilize them in a different way. Instead of talking to the student in person I could have a live session one on one or make a video using the same resources and examples. Learning that there are a variety of ways to reach students will make me a better online teacher. There is more than one way to peel an apple and after reading this lesson, I now know that different does not mean impossible. It can still be done by alternative means. Exploring these new strategies can make me a better online teacher because it has helped me realize that I have to be more open-minded when trying to accomplished tasks, especial when not in-person

[sgwalker]

in reply to: 1.6 Streamlining Your Digital Workspace #9807

I use a large dry erase white board with a calendar for my daily agenda in addition to Canvas. This helps students know exactly where we left of each day and what we did that day. The calendar is posted for the entire month. So if a student is absent, all they have to do is look at the calendar to see exactly what we did, where we left off, and what they missed to know what materials they need. In each box for every day I stated what is done for every class period, so it is clear what was done or what needs to be made up. This is a great brain aligned tool for students because when they know what is coming and what is expected of them, they feel safe.

[sgwalker]

in reply to: Discussion Post Topic: Visions and Actions #9773

I prioritize relationship building with my students because I genuinely care about them and how their day is going. I care about their lives beyond school; particularly because I know that it affects school as they are a whole person, more than just a student. I often ask my students about their weekend and holiday plans. In the beginning of the year especially during the first week we do a lot of icebreakers and getting to know you activities so we can get to know one another on more than just a surface level. We spend a lot of time with each other, so it is important to be able to understand where a person is coming form or how they may be feeling or at least be comfortable enough to ask. I will establish a positive learning community by making sure my students have a safe place to express their ideas, ask questions, and get help when needed. We have/will participate in peer editing activities where they will help one another as well as activities where I help them traditionally. I bring my curriculum to life by finding a plethora a ways to portray the material. I use fun raps, poems, I rhyme, I use YouTube videos, board examples, and good old fashioned demonstration and explanation. I show my students compassion by giving them some leeway on deadline and allowing them to do assignments over when I know it is not their best, and being understanding of extenuating circumstances. Also If I see that the entire class has done poorly I reteach the material and/or adjust the score accordingly. I make sure they understand the information that was being taught.

[sgwalker]

in reply to: Feedback and Student Agency #9764

Utilizing a peer feedback routine increases student engagement because students feel more involved in the learning process. I teach, and I often have my students peer edit one another’s papers. This helps them have the opportunity to see mistakes that they may not see the first time around through their own eyes. By working with a partner they can take charge of the situation by having the opportunity to correct the errors that are found before the paper is turned in for a final grade. Sometimes I even have them have one than one person to edit their paper because sometimes our own eyes cannot see what others can see. We know what we intended to write or say, but it might not be evident. The opportunity to get the various feedback from peers allows the students the ability to be more engaged in the learning process. The connection between student feedback and agency in learning is when students are given the opportunity to take accountability for their mistakes and given the opportunity to correct them without penalty.

[sgwalker]

in reply to: Expanding Your Tech Toolbox #9745

I haven’t used metrometer, but I have created a poll to determine how students feel about things or is they agree or disagree. I believe these would work similarly.

[sgwalker]

in reply to: Expanding Your Tech Toolbox #9744

I am interested in the padlet. I have used a Jam Board in the past and it was very helpful to assess what students learned for the day. I simply wrote the discussion question on the Jam Board and used it as their exit ticket for class. Each student had to respond what their take-away was from class that day, what impacted them the most. The padlet is an online discussion board similar to jam board where a discussion question can be posted and each person in the group listed has an opportunity to respond. In the future I plan to use it for discussion questions and and potentially bellringers to start class. I believe this will be a great way to jump start students’ mind to get them thinking about the subject material.

[sgwalker]

in reply to: Establishing Relationships #9722

I give students the opportunity to be creative by writing an alternative ending to a story. This allows them to think of different ways the story could have ended. They then read their alternative ending to the class and we have a discussion. This gives students the opportunity to share their creativity with one another and establish trust and better relationships.

[sgwalker]

in reply to: Establishing Relationships #9720

I usually use the icebreaker Two Truths and a Lie. I start off by explaining the directions and giving an example myself and having students guess what my lie is. I then tell them to think of things that most people do not already know about them. Students typically really enjoy this icebreaker. Another icebreaker I do is called the Name Game. I have the entire class for a circle and state there name and something interesting/hobby they like with and associated hand movement. Each person has to remember the previous names and gestures. The last person has to recall all names and gestures, Students enjoy trying to learn each others names and trying to keep up. By doing this we all learn something each student enjoys to do and their name.

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