Monday, April 24, 2017

Teacher Spotlight - Christina Chance - Stop Motion Video

Teacher Spotlight: Christina Chance

Stop Motion Videos


Student setting up Stop Motion stage                                               


What are the students doing?  

Building props for stop motion videos.The students have tapped into their entrepreneur skills by creating a business based on their interest and also solves a problem and/or provide a need. They learn to market their businesses through the use of flyers, business cards, and both radio and TV commercials that they create. The students are currently working on their TV commercials where they will have to include Stop Motion Animation which will bring life to objects. The students will use their imagination along with technology to create a video commercial that advertise their business. The students will first write their storyboard for their commercial and show how they will use stop motion in their commercial. Students will provide a list of items they will need to record their videos. Students are not limited to what they can use (within reason and it is appropriate).  


What do you hope students accomplish by completing this activity?
  
They will learn to create a moving visual story and use digital, and multimedia techniques. Students learn writing skills, by creating a script, marketing skills, and most importantly they learn problem solving and critical thinking skills.  

How did this activity tie to your standards?  

E. PROBLEM SOLVING (Standard)

This provides students with opportunities to become “computational thinkers” by applying a variety of problem--‐solving techniques as they create solutions to problems that are situated in a variety of contexts.


How did this activity promote student learning? 

Students learn that they can be their own boss by using talents they currently have by turning their love and interest into a business. This is an authentic lesson that students can apply to their life now and in the future. It teaches students a variety of approaches to solving problems and it promote critical thinking. It allows them to see that there are not always a right or wrong answer to a problem therefore making everyone feel included and give each student an opportunity to showcase their talents.    
Students taking stop motion of their race track.

Teacher Spotlight - Kristin Mixson, Science

Teacher Spotlight: Kristin Mixson

Science - Teacher Created Videos

What are the students doing?  

Accessing teacher-created instructional videos 

What do you hope students accomplish by completing this activity?
  
Students have complete access to the instructional lecture from home and/or in the classroom for review and easy access.

How did this activity tie to your standards?  
All standards can be included in video-taping the lessons.

How did this activity promote student learning? 

I love hearing from parents that they were able to watch my videos at home as they review---or if they are absent in class.  They still get the content.

One of the benefits of video recording the lessons with my face and voice is that students who are ESL or low readers are able to see and hear me pronounce the content vocabulary words properly.

Tuesday, April 18, 2017

Teacher Spotlight - Jill Lee

Teacher Spotlight: Jill Lee

Math - Algebra


What are the students doing?  

A "walk around" to identify equations graphed correctly. The students had to look at an equation, write it in slope intercept form from standard form, and graph it on an coordinate plane. Then they got in groups of students that had the same equation and compared answers. Once they agreed, they graphed the equation on big paper and taped it up the room. The students then "walked around the room" as a group and looked at other graphs to write the equation of the line from the other groups equations. All of the equations were then checked with the original equations.   

What do you hope students accomplish by completing this activity?
  
I wanted the students to be able to write an equation from standard form to slope-intercept form, graph the equation, then be able to write equations from graphs. The students enjoyed moving around the room with a "new group" and working with new people. They also had to peer tutor and help if someone was not getting the same answer.   

How did this activity tie to your standards?  
This was an 8th grade standard with my Honors class. 
 The standard states 8.EEI.6​: Apply concepts of slope and y-­intercept to graphs, equations, and proportional relationships.
Derive the slope ­intercept form (y = mx + b) for a non-­vertical line.
Write an equation in the form y = mx + b from a graph of a line on the coordinate plane.

How did this activity promote student learning? 

The walk around was great for collaboration and having them use what they know to find the equations from lines.  This was different task from what they originally had to do which was write an equation and then graph.  I liked it because it made the students work together to agree or disagree with each other and had them moving and making them accountable for their learning.

Friday, May 6, 2016

Teacher Spotlight - Timothy Milligan Math/Support Lab

Teacher Spotlight: Timothy Milligan

Math/Support Lab

What are the students doing?  

Students were reviewing Geometric Shapes by using online formative assessment resource, Quizlet Live.

What do you hope students accomplish by completing this activity?
  
Students will work as a team to discuss their reasoning for the correct or incorrect choice. 

How did this activity tie to your standards?  
This activity allowed me to determine what my students knew and any misconceptions.

How did this activity promote student learning? 

Through discussion and collaboration, students corrected their own misconceptions and strengthened prior knowledge. 


Student video of Quizlet Live Collaboration at work.


I'd say these images sum up the excitement created by using Quizlet Live in class!





Wednesday, February 17, 2016

Teacher Spotlight: Mrs. Richardson 8th Grd ELA/Soc. Studies

Teacher Spotlight: Mrs. Richardson 8th Grade ELA/Soc. Studies

Student Debate - Denmark Vesey


What are the students doing?
Students participated in a debate regarding the controversy of Denmark Vesey, an African-American community leader and freed slave from Charleston, South Carolina.  Students created an argument, researched, and supported two opposing views.  They had to prove whether he was a martyr who deserved a monument or a terrorist who did not.






What do you hope students accomplish by completing this activity?  
With this debate, the hope was to have students improve their skills in effective public speaking, communication, research, reasoning, and collaboration of ideas.







How did this activity tie to your standards?  
The debate structure allowed for students to deepen their understanding how sectionalism within the United States arose from racial tension during the Antebellum Period.  Debates also tie in with our inquiry and communication standards.

How did this activity promote student learning?
In this debate, students were asked to research a randomly assigned viewpoint on Denmark Vesey.  Many of them were stretched beyond their preconceived idea of what is wrong and right; researching opposing viewpoints encourages critical thinking, and students are able to see evidence and reasoning to justify both sides.  Throughout the research process, students also made connections to present day events which notes their recognition of trends       throughout history and society.  













Tuesday, February 9, 2016

Teacher Spotlight: Mrs. Trapp, Spanish, VoiceThread

Teacher Spotlight: Mrs. Yadira Trapp, Spanish

Using VoiceThread in the Classroom


     Today's spotlight takes a trip to Mrs. Trapp's Spanish classroom and how she uses VoiceThread, a web-based program that allows the use of images, video, and audio to be placed together and provides a means of getting users to give written and verbal feedback.  Mrs. Trapp's use of VoiceThread is excellent with helping her students speak Spanish fluently and allows her to give quality feedback. Hope you enjoy today's Spotlight.

1. What are the students doing?  
My students are currently working on their interpersonal performance assessments. Students have to record their oral communication in the target language using VoiceThread.



2. What do you hope students accomplish by completing this activity?  

By using VoiceThread students and I are able to listen to the recordings and assess their performance. Students have a rubric which is used to assess their work and reflect on ways to improve it.

3.How did this activity tie to your standards?  

The World language standards require students to be able to use the target language, not just recite verb conjugations or isolated vocabulary words. This activity is the culminating exercise of the speaking and listening abilities developed during the unit.


4.How did this activity promote student learning? 

This activity promotes learning because students know that there will be a recording of their work. It is something tangible. They can play the recording several times, they assess their work and their classmate's and I +reflect on ways to improve. This activity also allows us to show improvement. 7th grade students recordings were 1 or 2 minutes at the beginning of the school year. Currently, 7th grade students can sustain a basic conversation in Spanish for 6 - 7 minutes without falling back into their L1 or first language.

Tuesday, January 12, 2016

Teacher Spotlight - Ms. Reeves, ELA Visual Literacy w/ Infographics

Teacher Spotlight: Ms. Anna Reeves, ELA
Visual Literacy with Infographics




What are the students doing?   The students selected an informational text of his/her choice. They were to fill out the following sheet. At the end of the assignment, students were to create an info-graphic that shared the main ideas of the book in an appealing and informative way. 



What do you hope students accomplish by completing this activity?  My hope is to spark students' interest in reading informational texts and help them become more competent in understanding these texts by using structural and text features.




How did this activity tie to your standards?  

Informational Texts (Meaning and Context)
6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details.
Informational Texts (Language, Craft, and Structure)
8.2 Identify text features and structures that support an author’s ideas or claim.
11.1 Identify text features and structures that support an author’s idea or claim.
Informational Texts (Range and Complexity)
11.1 Identify text features and structures that support an author’s idea or claim.
12.2 Read independently for sustained periods of time.
12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
Communication (Meaning and Context)
3.2 Utilize multimedia to enrich presentations.

Biography Infographic of Michelle Obama

How did this activity promote student learning? 
It promoted students reading informational texts independently.
Creative Commons License
Make Common Sense Common (MCSC) by Tyler Abernathy is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.