homework already turned in
all papers for the class picked up
checked absent folder
something to write with out
"If you decide to (inappropriate behavior), then you may either (option #1) or (option #2). You get to decide"
The POWER TO CHOOSE reduces potential power struggles and increases their responsibility for their actions.
Never snap or condescend because this does not teach students WHY what they are doing is wrong. Apply a quick reprimand, explain why it's not appropriate, and move on seamlessly.
Why assess students on 50-100 things with shallow understanding of each when they will forget it soon after the test? Instead, assess 10 ideas and an essential understanding through creativity
This project will require group collaboration outside of class. All students in the group will be required to speak. They must also meet with me minimally 2 days before they present to practice and check their facts. Failure to meet with me will result in loss of points. They will get to pick their own groups and sign up for their own topics. (Allows them to pick what they are interested in and the order in which they will present.)
I want to limit the amount of time I use for DIRECT INSTRUCTION because that practice is too teacher-centered. Instead, I will use 10-15 minute direct instruction lessons and transition to student-learning. Reason being, there are major points that I want to insure that they understand. However, these 10-15 minutes are NOT NEW material, it will serve as a "review" or assessment check for accuracy in understanding from previous work/readings
A warm-up quiz will assess for understanding of previous night's reading and notes & peer check in order to determine groups/activity for the day
Students will conduct a blog Q&A using a PLE to practice their researching skills and build connections between current events and the curriculum. This exercise will also establish digital citizenship and personal voice.
Each week I will pick a quote/ life lesson that I want to emphasize. This quote will directly link to the curriculum and activities. If will be the student's responsibility to write it down. At the end of each quarter, I want my students to reflect on what they learned and relate it to the quote and their own personal experiences of the quarter.
"We must be our own before we can be another's" --Emerson
Why should I make students create projects they are not interested in? Instead I will have several different options students can choose from each semester. They may not repeat a project twice in a semester. The project will be introduced on the first day of the unit because I want to stimulate curiousity immediately. Instead of starting with the facts, I want to flip Bloom's taxonomy on its head and have them start creating something first and discover the facts as we go. There will still be a common assessment or a more formal assessment of the content at the end of the unit. However, I believe that this type of student-centered learning will develop deeper understanding of the essential question. In addition to deeper understanding, the students get to practice making choices about topics and mediums they are interested in! All projects will assess the given curriculum and align with common core
All projects will include a formal written explanation, analysis, and works cited to apply common core writing skills.
Examples, Soundtrack Scores, Directing a Short Filp Clip, Venn-Diagram, "What if ____ was never created?"