tricia.roberts
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tricia.roberts
ParticipantFor a technology-based station, students will work on reading comprehension skills for the IEP goal by reading short stories at their independent reading ability level and answering multiple-choice questions about their story by referring back to the book; they will also answer a written response question about a theme of the story to summarize their knowledge of what they have read. Students can also complete running records for reading fluency by completing a flight check which records them reading a story, retelling the story through a recording, and answering questions about the story.
@Heatherfrost: I didn’t even think of using the collaboration station for work not finished in the whole group setting. Perhaps it’s homework that peers can work together on?
@Andrea480: I love Epic! I just wish that students could browse the library at home as well. If students finish their three books at home and need more to read–if their family has a Phoenix Public Library card, they can also go online to TumbleBooks to access more books with their library card for free to continue doing book reports.ParticipantFrom the student’s perspective, it may look like the teacher is giving me norms for how and who to rotate through stations with. At the teacher-led station, my peers and I will work on an activity with the teacher where the teacher may model how to do something, and we as a group do that skill together and individually. In the collaborative station, I’ll work with a peer or a group on some task that needs input from both of us, we might each have a role we assign to each other, and one person is not doing all the work. At the computer station, I’ll work on some kind of program where it’s individually personalized to my skill level. I’ll work through the tasks and questions at my own pace, and I may have some extra activities to enrich myself more.
From the teacher’s perspective, I will ensure that each station has directions clearly for students, either by video or audio, that the students can pause, rewind or replay by themselves. The teacher-led station will use some kind of teacher modeling or examplar of an assignment that the students will review and ask questions to clarify information. At the collaboration station, I’ll have students select a task or role and a job where they must work together to solve a problem, create an answer to a problem, or perhaps create a problem that another student or group has to solve. At the computer station, students will work on a learning software program that targets goals for each student.
ParticipantThinking back to the information you just learned about station rotation, which of the stations would you most like to use in your classroom?
The computer-based station is one I use already in my classroom. Our district has several student programs, such as Lexia, Lexia Core 5, Nearpod, and Freckle. I also use Reading A to Z (Kids A to Z), Prodigy, and Nearpod.
With these programs, students have work assigned either at their ability level or close to it to help build gaps in knowledge they may have, and the programs have the option to advance them through the skills based on student input.
ParticipantWhat instructional activities work best in a teacher-led, small-group setting?
Assigning students programs that have diagnostic advancement based on student answers causing students to either repeat skills, lower skills, or advance skills based on student input. Some examples could be Freckle, Prodigy, Lexia Core 5, or MobyMax.
Using the flipped model, where students work on the core instruction through pre-recorded videos with questions using something like Edpuzzle occurs first, and students can work at their own pace, which allows the teacher more time to work on small-group or 1:1 meetings with students.
ParticipantI could not view the other posters’ hyperdoc due to restricted access.
Here is my hyperdoc.
https://docs.google.com/document/d/1xK3SdG1tqtazgStptZM3mqtEN2p4gaTwnce6mosRTDc/edit?usp=sharing
ParticipantI am most excited to try having students have a choice of activities they want to do. With that control, they will be more engaged in their chosen activity. Playlists and hyperdocs might impact my students in the classroom and at home by helping them “catch up” on work they may have missed, as all students are working at their own pace. Having a hyperdoc or playlist always available and accessible for a unit or lesson makes it easier for students, either face to face or at home, to join the learning. They don’t have to worry about missing a lecture when it’s already there at a press of a button whenever they are ready.
ParticipantI found a google doc hyperdoc through checking out folders on a site called: Samples of HyperDocs for Every Subject”. I found a neat hyperdoc with the five E’s included and a task for each E revolving around addition strategies in mathematics. Something like this I could use with my students to help them understand different ways to do addition outside of the standard algorithm. There are google forms for reflections, videos for engaging, and various online activities for students to explore and share their thinking.
The other two posters share information about the tic-tac-toe hyperdocs, where students have more choices on what to do rather than completing everything on a hyperdoc. They may become more engaged since they control what they are doing.
ParticipantOne concern I have concerning students using a playlist, especially when a student is remote, is having several students not do anything. They may try to skip lessons too fast or submit one sentence instead of five, just to get the work over and done.
A tip I have for another poster who shared that they may have students who struggle to focus on the playlist would be to make maybe it a game–kids love to play those these days—or maybe use something of high interest to get their attention. Perhaps it might be using their name, a story a student has shared, or something they enjoy, like dinosaurs in a math word problem. Seven Tyranasuarses Rexes ordered coffee at Starbucks; all of their drinks cost 4.59 with tax included; what was the total order for all the dinosaurs?
ParticipantOK so I finally was able to post my response when I removed all the links. Strange.
ParticipantAn 11th try might do the trick?
In this scenario, the flipped videos are viewed in the classroom instead of at home to ensure that the videos are viewed.
The objective: 2.MD.C.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and 3 pennies, how many cents do you have?
ELP Standard(s):
E: Listening and Speaking E-7: With substantial support, apply an emerging set of strategies to following one-or two-step/direction/ command.
B: Listening and Speaking B-7:With moderate support, apply a developing set of strategies to follow multi-step directions/ instructions containing prepositions.The videos in question are linked below:
link was here but I removed it to see if this will upload without the link? (Counting Coins by Number Rock)
link was here but I removed it to see if this will upload without the link? (Get Your Money Right by Blazer Fresh)
link was here but I removed it to see if this will upload without the link?(US Currency Song)I’ve used Quizizz (which also uses student names so that I won’t be sharing) in place of an LMS tool, so there are questions as students watch clips of each video or questions between each video. If students are struggling with those questions, I can assist them while the others are moving on at their own pace.
Students are asked more questions about the topic when finished with the video. Depending on their scores, they will get assigned another activity at a low, medium, or high level either re-teaches, re-enforces, or enriches and challenges each student. Those activities are available through a QR code which will take them to an activity on: link was here but I removed it to see if this will upload without the link?
They then will have an exit ticket via a game on Blooket that has questions related to the objective. link was here but I removed it to see if this will upload without the link?
Is this going to work?
ParticipantI have trouble copying my information from my notes, but hopefully, this will go through.
So for students who need extra time on classwork, I extend the deadlines or shorten the amount of work they need to do. I can call their gen-ed teachers to let them know, but most of the time, I will write on the actual assignment or write a note to the teacher explaining the accommodation I’ve provided. I usually have students use extra time or days for assignments for work in my resource classroom, especially if they are absent and can’t do remote work at home.Some methods I use for students who finish early are enrichment activities on many of the programs our district purchased, such as Freckle or Lexia Core 5. I also use the program I’ve purchased for reading comprehension practice (Kids A to Z→ Raz Reading).
ParticipantIs this working?
ParticipantIs this working?
ParticipantThe biggest obstacle to the steps I’d have to take to ensure a successful flipped classroom model is to get students to view the videos at home when some families point blankly tell me that they refuse to do any homework at home with their kids and that it should all be done at school. So off the bat, I already know that a percentage of students won’t get any of the background knowledge for the lessons, which will result in them not being able to do the higher-level thinking activities when they are at school the next day.
Now I’m not saying all the students’ home lives are like this, but it already feels like a defeated purpose when off the bat, already five of my twenty-five students aren’t going to do any of the “homework” at home, and thus fall behind.
I hate being a negative Nancy, but moving on to the students who will most likely do the work at home, I’d need to make sure that the work is scaffolded for them as I work with students who are diagnosed with special needs and read on average four or more grade levels below their grade level. It may be hard for them to even engage in anything academic while at home, but some practices I could use would create activities with their names and experiences in them. Or choose something of high interest and tie it into the academic content, such as Among Us, which is a craze with my kids.
Since the children I work with are all on a variety of levels, I’d have to plan accordingly that the work would be challenging for each of them, so that might result in making multiple versions of an activity every day, which sure takes more time, but would be more accessible yet rigorous for each student.
Participanthttps://padlet.com/triciaearlene/331066ulvrg6q8v2
This is one tool I used during remote learning. I would meet with students either on Zoom or post the video link in the current week, where I would record myself using the actual padlet they are on and demonstrate how they were to use it throughout the week. So in case, a student missed my zoom, they’d still be able to see the video link on padlet. I deleted the video from the padlet to help protect privacy as I mentioned student names and used a student’s login for each of the sites we used.
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