Reflections and Learning Passports from MERIT2023

MERIT 23 Travel Book

Will incorporate this Interlands world as part of our Friday M.O.Gs (Moments of Glory) and F.O.Gs (Failures of Glory) time: instead of just random moments or failures of glory, students will reflect on a way they were kind to someone or someone was kind to them for their Moments of Glory, and they will reflect on missed opportunities to be kind or when they were hurting and no one was kind to them as Failures of Glory. Incorporate playing the game by having students take screenshots of the little characters they give hearts to and draw/write their moment/failure of glory on that heart and name the person, then share to a Padlet or Figjam.

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Day #2 Reflection (Cont.)

My Canva extended video presentation for my Pride &amp; Prejudice unit choice board!

P&P Final Choice Board Instructional Video

Will incorporate these Interlands worlds as homeroom bonus work for students to earn snacks/candy or little trinket gifts (i.e. stickers or pins or writing tools) for every so many points they achieve (need to decide rates). 

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Going to buy this shirt that we saw through #ISTElive or buy this design digitally to put on my own product! It will remind me to keep being proud of what I do! &lt;3

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Discovering Strengths: Enabling Success for Students with Emotional and Behavioral Disorders: Sandhya Raman

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Give students time to literally stand up and walk around the room to talk to different people than their group members - build more community &amp; belonging

Remember: no kid comes into class desiring to fail

"...we can view teachers as&nbsp;facilitators&nbsp;of learning who can connect their students to knowledge keepers in the community while simultaneously viewing&nbsp;students&nbsp;as knowledge builders—fellow storytellers engaged in a reciprocal learning journey (Augustine, 2022). Indigenous pedagogy has much to teach us about what it looks like to discuss ideas with others in probing yet respectful ways."

"Equity is when students get to decide what success means"

Cultivating a Pedagogy of Student Voice

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Shifting to student-led discussions: 1. Set norms for discussions (what behaviors don't belong) 2. Teach what a good discussion looks like (use videos, give sentence frames) 3. Give options for discussion types (both in-person i.e. fishbowl, Socratics, group graffiti, etc.; and asynchronous i.e. Discord, Blackboard, Nearpod Collab board, etc.) 4. Teach how to self-assess mastery of discussions (give self-assessment &amp; reflection choice boards)

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help students identify reading and writing skills they want to improve

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In your carry on, you can only fit: 1 Work Shift: having students make a yearlong digital portfolio 1 tech tool to manage pushing out and collecting content with students (aka LMS) 1 tech tool to support accessibility 1 tech tool to support student voice 1 to 2 “wild cards” (tech tools of your choice)

I thought we had to make something creative with this Carry-On Reflection X_X

Loved every single day and interaction from MERIT! Will recommend it to every teacher I know, and hope to keep in touch with everyone from this cohort on the Discord!!! &lt;3 

I put the Maya Angelou YouTube link in the rainbow as an homage to you, Sarah! xD

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Even on Discord, belonging in their own positive identity needs to come first for students

google Speech-to-text for essay brainstorming

Having video recordings of major assignment instructions so students who need instructional audio have access to it

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Adobe Express BETA Text-to-Image: "cute avocado on toast"

Why did this take me 30 minutes to make? 🤦‍♀️ 

Students had trouble engaging with In The Time Of The Butterflies, so I will be breaking students up by groups to research and present different aspects of DR life; food, culture, especially regarding the areas of the Dominican Republic mentioned in the book.

Students will use Google Earth to be "tour guides" for their specific aspects of DR culture! i.e. if their group gets assigned food in the DR, they'll use Google Earth to show off where specialty foods are located and maybe try to overlay images of the food based on the location.

I will show them how to do this using Taiwan as an example, hehe. 

V.Lin MERIT2023 Digital Portfolio

MERIT2023 TPACK Project - VISUALIZE The Great Gatsby

Playing with Canva Video Creator and having fun!

...while being productive for the next time I teach Pride &amp; Prejudice!

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Day #6 Reflection (cont.)

Videos need to be downloaded in 1x speed in order to upload onto other video creators.

The automatic setting to download Loom videos is apparently 1.2x, so need to change that before downloading video for uploading to other sites.

How do we make it impossible for students to fail in our classrooms?

Four ways to lift every student voice in the classroom (cont.): Represent the following: Justice/Advocacy - teach students to use their voice to be advocators for those who they're passionate about. "Our lives begin and end the day we become silent about things that matter." - Dr. Martin Luther King Jr. Students who haven't experienced injustice: help students become actionable allies. Action/Critical Thinking Skills - recognize when things are unjust/unfair; allow them to discuss that. Allow students to recognize and be aware of power and privilege. Have those conversations. Ways to model and support students in healthy practices and responsible decision making for them to do action. How and when to take a stand against injustices they face, and how to create allyship. Allow students to speak up with courage and respect for others who are facing injustices. "Put passion behind your purpose and pour yourself out." - Tawon Green

<a href="https://www.nea.org/professional-excellence/student-engagement/tools-tips/racial-justice-education-key-terms-and">N.E.A.'s R.A.C.E. acronym</a>

Mariam's Google Site is so cool! Learned a lot about her and her passion for EdTech! (:

Welcome

(going to use her TPACK lesson plan in my own classroom!)

Updated my own Google Site to look more like hers. (x Feels like more concrete content is there now!

Added written lesson plan onto the page (after frantically writing the lesson)

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Give students space to reflect on and explore their identity using the identity portrait activity, then share. 																		Attach to Sawubona unit.

Make students create names and dances for their groups at the beginning of the year

Four ways to lift every student voice in the classroom: Represent the following: Identity/Engagement - Represent underrepresented voices in a positive way; in a way where they're able to see themselves in a space of joy. "Your identity is your most valuable possession. Protect it." - Elastigirl. Allow students express healthy pride and confidence in who they are; build cultural competency (don't make them afraid of letters i.e. CRT; "what does that mean, and how does that show up in different people's lives?"). Allowing students to connect their identity with the content we teach (i.e. the Invisible Man project!) Diversity/Interactions - core value of communication. Celebrate multiple perspectives in our space and uniqueness of students; amplify what we share in common, and also nothing wrong with being different. Build empathy and compassion with students; create a safe learning environment. How to celebrate students' uniqueness as well as their shared commonalities?

Use BookCreator for reading response assignments!

The idea of making videos stresses me out. But I know it's going to be helpful for connecting with my students and providing equitable access to instructions!

I'm mostly stressed because I myself don't learn well using instructional videos, and prefer to play around with tools on my own. When I receive instructions via video - for some reason - I always feel like I'm not doing something correctly.

Tried remove.bg to get these icons separatable and pasteable into different slides to talk about themes in literature!

R.A.F.T. Principles apply to daily life and our teaching skills!

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How do you contain something essentially uncontainable? How can you limit something that is now limitless?

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How can we use AI specifically as an equity tool for students with learning disabilities, neurodiverse experiences, and physical disabilities?

Critical Lens Interactive Lesson on Nearpod with SlidesGo background

Must include personal reflections about content

Must personally assess which CCSS ELA standard(s) they want to improve in and decide at end of year through reflection on portfolio whether they grew in that standard; essentially students do their own induction project

Students need to make a whole-year compilation digital portfolio (physical if they really want) using Google Sites or Adobe Express

Day #5 Reflection (cont.)

Equitable Grading: Kelly Shafsky

((SUPER GOOD SESSIONS! Altered/adjusted by syllabi because of it!))

Homework = practice! Practice is a practice, but it IS optional

If a gradebook needs to be weighted i.e. 30% formative and 70% summative assessments, then all the formative they do = 100% if they do it.

If a student is brilliant and doesn't need the homework in order to receive a good summative grade, they shouldn't be penalized for being brilliant

Late practice work submitted: must see teacher personally for feedback. Late work is not fair to teacher, so it's up to them to seek feedback out. 

Tanya's Zoom background got me thinking about how to incorporate more belonging and oppose othering in my classroom. 

[Going to revamp my Sawubona intro to classroom mini unit using some tech tool we learned here!]

Why: Students need to know WHY a successful assignment looks the way it does.

How: Provide students examples of completed assignment and have them decide which ones are successful vs. unsuccessful.

What: Students come up with the rubric for themselves.

Allow students to drive discussion and reflect on formative assessments (see "Exam Wrapper" on p. 132).

Remember to keep giving students the "why" for their learning!

Student work portfolios are important for students to assess their own progress in reaching their learning goals; then celebrate!