Book Creator

MERIT 23 Travel Book

by Victoria Lin

Pages 2 and 3 of 49

MERIT2023
Passport Book
by Victoria Lin
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Day #1 Reflection
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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.
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Make students create names and dances for their groups at the beginning of the year
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Day #2 Reflection
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Remember why I teach:
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Anything Shakespeare!
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The Great Gatsby
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Pride and Prejudice
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Use BookCreator for reading response assignments!
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Day #2 Reflection (Cont.)
TPACK Reflections
Even on Discord, belonging in their own positive identity needs to come first for students
google Speech-to-text for essay brainstorming
Speech Bubble
Having video recordings of major assignment instructions so students who need instructional audio have access to it
Thought Bubble
Day #2 Reflection (Cont.)
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!
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