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WE USE A STUDENT INTEREST SURVEY AT THE BEGINNING OF THE YEAR OR WHENEVER A NEW STUDENT JOINS.

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improving student achievement and school environment. Strengthening Development Across the Content Areas

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personal conversations that highlight their holisitc individuality

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deeper connections between the context and content.

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shared journaling, activities/clubs involved in, surveys, story telling,4 corners, like- me, where stand

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We use a site called noredink.com that focuses on writing and conventions. Students take an interest survey before entering the program that lets them choose their favourite sports stars, movies ect. The content is customised based on their interests.

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In the beginning of the year student complete a survey. This helps me understand their interest and learning styles.

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I use interest surveys and I talk to the students weekly to receive updates about what's going on in their lives.

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When starting a new unit I tend to have an open discussion. This gives me a feel of what students understand about the topic. I then create a list based on their interest and use very resources throughout the unit.

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I use conversations about current events to tease out personal interests from students.

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I think mine ties directly to readiness as well. If I left it up to choice some kids would never choose things they need to know since they don't know how they fit in the bigger picture. Once kids have a baseline I allow for choice if they want to extend their knowledge by choosing from one or more advanced extension topics. Others need that time for reinforcement.

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I think mine ties directly to readiness as well. If I left it up to choice some kids would never choose things they need to know since they don't know how they fit in the bigger picture. Once kids have a baseline I allow for choice if they want to extend their knowledge by choosing from one or more advanced extension topics. Others need that time for reinforcement.

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Kristin

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When I make word problems, I use student's names and incorporate things they are interested in. When I do this on the test, they tend to get more questions right.When I do this in class, they are engaged, because they thinking about their lives or their friends and applying to math problems to real world application.

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They create their own characters but they must have elements true for themselves, using their own background and tastes as inspiration for the creation of the characters.

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I do an interest survey at the beginning of the year and will often ask a random personal question to go along with attendance (ex. "what was the highlight of your weekend?").

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When we use student interest to provide choice in assignment or even make connections to our content, students' sense of belonging and enthusiasm for school increases.

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My "entry points" into a topic such as the superpowers of the Cold War are adapted to student interest. For example, discussions about Syria nd the current alliances with or against the current regime is a result of failed promises at the Yalta Conference.

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One of the best things about teaching an elective course is that the students are hopefully interested in your course! So this *can* happen quite naturally :)

I also let them have some say in the music and we do various projects where they have a lot of freedom .

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They select their monologues, scenes, music, dances, etc based on what they like and are interested in.

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Through the use of interest based DI, we aim to increase student engagement and intrinsic motivation. 

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Through the use of interest based DI, we aim to increase student engagement and intrinsic motivation. 

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I use a survey at the beginning of the year, and try to attend a few athletic events and be present for the arts performances to congratulate them on the things they are pursuing.

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Class and individual discussions- making an effort to have meaningful discussions.

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I give them a formative assessment called a "cultural encounter" at the end of each unit. They have to look into some aspect of the culture or language that interests them and do a bit of research and reflection. Some highlights have been interviews with football coaches who are native speakers, research on the ethics of bullfighting, trying new recipes and finding where they come from, and face painting for dia de los muertos.

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I use journal prompts and responses to get to know my students better.  It also helps to read their reader's notebook comments on the books they are reading because that tells me a lot about them as well. I also have student interest surveys at the beginning of the year.

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In math, we asked students to write word problems that related to their own life. This helped us get to know the students better while still checking in on their level of mastery.

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I ask them what about the topic would they like to learn about  

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I ask them what about the topic would they like to learn about  

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Students and Teacher might benefit with regular shoot from the hip non academic style discussion on how their kids are coping.

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Girls PE            open conversations about the previous units `what worked well, what they would change etc.' and allow input into the upcoming unit. 

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Girls PE            open conversations about the previous units `what worked well, what they would change etc.' and allow input into the upcoming unit. 

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I offer a lot of choice in my activities, both in content and process.

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At the beginning of the year I had students fill out a questionnaire about topics that interest them. Because my units are planned to be longer than the time I have to teach them, I also read the unit overview with the class at the beginning of the unit. I then have them share with me the topics they are most interested in learning about and try to incorporate those during my unit while still ensuring that I've met the standard.

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Students write daily journals and a lot of the initial questions are ones getting to know the students where they can express these sorts of interests.

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The first thing they do when they arrive the first day is to make a name tag that includes a symbol of something they're interested in. Then they introduce themselves to a partner who then introduces them to the class.

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What I find interesting is that I have dozens of great ideas for this from my humanities teaching days and even science, but the progressive nature of math can cut into the flexibility you need to let kids pick things. When kids pick something they think sounds interesting, they have no way of knowing if they have the background skills needed to access that content. It takes a TON of organization on the teacher's part to put together enough info to scaffold a kid's journey when there a lot of skills they need but might not have yet.

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Students will do a presentation on a topic they are curious about for the purpose of practicing research and presentation skills.  The goal of the presentation will be to make other students interested in the same topic.

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My projects allow for student choice. Many times students get to pick what type of product they will create (digital presentation, model, etc) as well as the topic they'd like to become experts on.

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Students for one of their poetry summatives will be writing a poem on a topic of their choosing and then analyzing it in an essay. Because they get to choose the topic, they're more interested in it.

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Students will feel like their interest and needs are being validated and supported by their teacher.

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I like to introduce a different art piece from varying art styles every class period, to see what style of art peaks the student's intere
sts.

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-Interest survey in the beginning of the year
-Touch-base whenever a student is absent to know what's happening in their life
-include video game examples whenever possible! :-)

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Create interest cards that target likes and strengths of each student to start the year.

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IN LS/ELL we always add to the daily plan an open choice activity at the end, so the students choose what they like to use the remaining 10 minutes doing an activity they like.

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IN LS/ELL we always add to the daily plan an open choice activity at the end, so the students choose what they like to use the remaining 10 minutes doing an activity they like.

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Students are allowed some freedom in choosing what/how they are to complete various assignments.

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By gathering student interest data it my be used to guide curriculum, supportive groups and activities school-wide.

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create interest cards that list likes and strengths to start the year.

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Student choice for music during class activities. And asking them about sports, video games, movies, after school activities.

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Review interest cards and continually canvas students for what they arelooking forward to in future units.

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Like Kristin mentioned, after a baseline has been established and completed, students can then decide between several activity choices to work on for the rest of the class.

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Asking students for examples of objects and scenarios to review kinetic energy and gravitational potential energy concepts. They help come up with anything from football to Tesla cars, yachts to falcon rockets..

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We display a "Must-Do" daily agenda, and a "May-do" for when students are finished.

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Helping students find more value in their learning especially when it is interest based. Making that personal connection creates stronger memory retrieval too-bonus!

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By doing " getting to know your students" activities in the start of the school year