Book Creator

MERIT 23 Travel Book

by Victoria Lin

Pages 4 and 5 of 48

MERIT2023
Passport Book
by Victoria Lin
Day #1 Reflection
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
Day #2 Reflection
Remember why I teach:
Anything Shakespeare!
The Great Gatsby
Pride and Prejudice
Use BookCreator for reading response assignments!
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Day #2 Reflection (Cont.)
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TPACK Reflections
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Even on Discord, belonging in their own positive identity needs to come first for students
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google Speech-to-text for essay brainstorming
Speech Bubble
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Having video recordings of major assignment instructions so students who need instructional audio have access to it
Thought Bubble
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Day #2 Reflection (Cont.)
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Day #3 Reflection
Comic Panel 1
Workshift Flow #2
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 & reflection choice boards)
Comic Panel 2
Workshift Flow #3
Comic Panel 3
Record myself reading the book!
Comic Panel 4
help students identify reading and writing skills they want to improve
Skill Strategy Groups
peer-assessment
Day #3 Reflection
Comic Panel 1
(cont.)
Workshift Flow #4
R.A.F.T. Principles apply to daily life and our teaching skills!
Comic Panel 2
build empathy through all assignments
Comic Panel 3
How do you contain something essentially uncontainable? How can you limit something that is now limitless?
Comic Panel 4
How can we use AI specifically as an equity tool for students with learning disabilities, neurodiverse experiences, and physical disabilities?
Day #4 Reflection
Workflow Shift #6
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!
Day #4 Reflection
(cont.)
all my assignment instructions
Give students time to literally stand up and walk around the room to talk to different people than their group members - build more community & belonging
Remember: no kid comes into class desiring to fail
"...we can view teachers as facilitators of learning who can connect their students to knowledge keepers in the community while simultaneously viewing students 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"
Day #5 Reflection
Redefining Strength
Discovering Strengths: Enabling Success for Students with Emotional and Behavioral Disorders: Sandhya Raman
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