[tracie.skok]

in reply to: 4.7 Creating Engaging Virtual Activities #15419

Maybe turn it into a Google SLides presentation that can be shared, and each person types in their response for what they are selling and buying in various tables/charts and instead of using paper monies in person, use digital monies – have each student a checkbook register and have them take the money from their master account document Ilike a debit card or even check writing activities).

[tracie.skok]

in reply to: 4.7 Creating Engaging Virtual Activities #15418

Use FlipGrid to have them do quick video/verbal questions and resposes/reactions to the content reading.

[tracie.skok]

in reply to: 4.7 Creating Engaging Virtual Activities #15417

CPR practice we do in class
to make it virtual, I can try to find an activity where students have to hit a button at 100-120 bpm to understand the timing of compressions.
In addition, they could use a large stuffed animal at home to practice checking for breathing and doing compressions.
They could do the same for the heimlick manuever.
I might challenge a high school student to create a CPR activity/game if they are into coding.

[tracie.skok]

in reply to: 4.6 Classroom Meeting Activities #15416

I have MS Math and HS Electives.
I like to start class with a question or “Would You Rather” condundrum to get them thinking, talking, and debating about which they would rather do and why, if they had to pick one. I also talk to them about what they did outside of school each week – working, jobs, sports, etc. Many students like to talk about their outside activities and then I learn how to apply their electives and math towards their interests so they get more buy-in on the content.

[tracie.skok]

in reply to: 4.4 Fostering Student Relationships #15415

I agree. Discovering their values at this point in their life and what their hopes/goals are.
In addition, if HS students, talking about their first job and seeing what they are looking for in terms of growth.

[tracie.skok]

in reply to: 4.4 Fostering Student Relationships #15414

I agree. Discovering their values at this point in their life and what their hopes/goals are.

[tracie.skok]

in reply to: 4.4 Fostering Student Relationships #15413

I have used “Would You Rather” question scenarios to get them talking as an ice breaker … I then get them talking with each other and comparing random choices…like would they rather have a burger or tacos…. own a cat or a dog….listen to Rock or Rap…watch a thriller or a fantasy film, and then state why. It opens them up to discussions and lets multiple students share and relate to each other. This helps me learn about them and gives me ideas. I of course share with them my current preferences and will even compare how my preferences may have changed as I grew through adulthood. The students want to know we are real people like them and that we want the best for them also. This is when they are likely to develop more trust and be vulnerable in the classroom with making mistakes, etc and truly growing and learning.

[tracie.skok]

in reply to: 3.5 Your Hyperdoc #15411

My doc is a lesson outline on CPR with testimonials and fun video segments showing the various music that is 100-120 bpm that they can use to help them give hands=on cpr to a victim.
Google Hyperdoc link: https://docs.google.com/document/d/1vvED4CunSI2tga1LXOPO2S-HhYbNM74hbyN8s1F0B4o/edit?usp=sharing

[tracie.skok]

in reply to: 5.6 Choice Board Peer Review #15409

Choice board for my mixed 7/8 math students who are here for 45-days due to behavior issues.
Many of their issues are related to academics as well – so I will have students work on a variety of mini projects and practice worksheets or activities to see how the math skills relate to the real world. Activities include decimal ops, percentages, and budgeting as they work on meal planning and comparison shopping in addition to budgeting and finding an apartment for new grads in a new city.

[tracie.skok]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #15408

I agree with you. Making sure you take time to build community so that students are feelign ok to unmute and share/ask questions and also that they learn to use the chat feature to type in questions or ideas they want to share when the lesson is going on. This way, they get to ask their questions/clarifying statements and not interrupt verbally

[tracie.skok]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #15407

I do agree that body language is more difficult to read and that many students may want to turn their cameras off, making it more difficult to tell if they are engaged. One way to communicate is with FlipGrid so the students can make introductions in the class and ask questions or share thoughts and opinions with others that they can pre-record and then listen to later. This would also be a good option for those with writing issues to express themselves.

[tracie.skok]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #15406

A big challenge with online students who have IEPs and 504s is that it is more difficult to sometimes work with them depending on the tech available and what they have on their end – to see work steps in math procedures, etc. Therefore, it is imperative to have clear instructions and be able to zoom in and share written procedures on the computer in additon to a paper/handwritten example for them. They are gonna need directions repeated so it would be beneficial to have those not only written, but recorded for the auditory learners to process.

[tracie.skok]

in reply to: 5.2 Supporting Diverse Students #15405

I see some students using translation apps for their English readings when they are from another country. More recently, I am seeing students use AI and ChatGPT to help them translate and restate questions in addition to helping them find answers to those questions. The recurring success I see is then finding answers, the struggle is the answer is not always acceptable when its based on something personal and the AI does not give personalized responses for the student.

[tracie.skok]

in reply to: 5.2 Supporting Diverse Students #15404

I see some students using translation apps for their English readings when they are from another country. More recently, I am seeing students use AI and ChatGPT to help them translate and restate questions in addition to helping them find answers to those questions.

[tracie.skok]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #12268

I like the Quizizz site the most as I can use activities already created and edit them. The main reason I like this site is due to the fact that I can assign the QUizziz to my Google classroom and then the students can choose when they want to work on the activity (either as an assignment or a quiz/assessment) and they don’t have the peer pressure of doing their work quickly, like in Kahoot. I love that Quizziz can be used at the student pace and they can still “tie” in 1-3 place even if they work slower than someone else. In addition, it gives the students re-dos of questions they missed, so they have the ability to make corrections and earn a higher score immediately. My atudwnts were engaged in the activity and their boosters for getting multiple correct answers in a row.

The biggest challenge so far is video making – lighting and camera quality on my school laptop. In addition, I don’t have the high tech tools of having multiple items hooked up to show what I’m doing on paper next to my video lesson – so I have to show two videos right now and I am not good or patient at editing. Another challenge is working in Google Slides when I want to present and I want students to be able to move items on the board, like shapes, etc, for modeling = it seems I have to constantly take the Slides in & out of presentation mode to do this, and students sometimes move the wrong item – need tolearn to freeze certain images so students can only move what we want them manipulating.

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