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Great 21st century digital learning tool for students! Teachers choose a video related to their content or lesson from the huge collection. There is also an option to upload your own videos. The videos become interactive by including quizzes, discussion questions, or open ended questions. There is accountability to see how far students have progressed through the video and their responses to the questions.

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Each student was assigned one problem from the study guide to record a short video explaining how to solve their problem.

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Students had to respond to a posted question on the class blog. They had the option to post a picture or video.

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Teacher uploads PDF files to the class, and students can highlight, annotate, ask questions, respond to other students, etc. I include guided questions to help students identify relevant textual evidence.

https://app.perusall.com/courses/ap-literature-a/canterbury-tales-pardoner

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Each student was given one equation on a sheet of paper. They were instructed to only complete the first step of their equation. They balled up their paper and threw it across the room. The next student picked up a paper and completed the next step. We continued this process until each problem was complete and checked.

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Each group was presented with a math problem and they had to write two truths and one lie about their problem. Then each group rotated to the other groups and discussed which statements were the truths and which statements were the lies. As groups rotated, they left a sticky note with which statement they thought was the lie.

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Students were using Quizlet Live to study the different branches of US Government. The program automatically assigns students to random groups. Using their digital devices (smartphones/tablets), student teams compete against each other using current vocabulary/topics from the chapter or unit. They have to work together because each member has a different answer to the question.

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As a review for the main events in Macbeth Acts 1 & 2, I had my students complete paper slide videos. They worked in groups of 2-4 to determine the main events, draw representations of the events, and write a script to summarize. I was very lenient with the quality of drawing because students were on a tight time limit. I put emphasis on the accuracy, word/thought bubbles, and voice-over summaries.

Link to a few samples: https://tinyurl.com/ya9mnz4y

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I have a classroom blog page where I post information and online discussion prompts. Typically, these discussions are used to allow students to voice their opinions while using evidence to support their ideas.

https://mrspippinsclass.wixsite.com/aplit

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Great review game for students to compete against each other individually or in groups. It provides instant feedback to see students' understanding of the vocabulary or concept.

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I created a Board Builder for students to compare/contrast and evaluate the many representations and adaptations of Frankenstein. There were three sections to the board: Creation as described in novel, images of the Creation, and film adaptations of the Creation's first moments of life. Students completed t-charts and Venn diagrams, and they used their graphic organizers to write an evaluation. They posted their evaluation on an online discussion and replied to two other students' responses.

https://tinyurl.com/yba7o5vf

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Students explored a board from Discovery Education to review vocabulary for the Real Number System. During their exploration, they were responsible for filling in this Venn Diagram with definitions and examples. This graphic organizer was then added to their Interactive Notebook.

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This activity was used as a way for students to get to know each other and to see how many science concepts they remembered from previous science courses. Students had a bingo card with questions in each box. Students had to walk around the room and get other students to sign a box with a question they know the answer to. The class was given 5 minutes to get as many signatures as possible. Afterwards, the teacher reviewed the questions and answers with the students.

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Students had to research the taxonomic levels (kingdom, phylum, class, order, family, genus, species) of a specific organism. They had to put this information on a group poster. Each poster was placed outside the classroom in the hall. Students had to walk to each poster and answer a specific set of questions in order to learn about classification

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Students had to complete a board on the fundamentals of American government including the Declaration of Independence, the Preamble to the US Constitution, and checks and balances. Students used Discovery Ed's board platform to watch a video (3-2-1), analyze a primary source (graphic organizer), and explain a diagram using guided questions.

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Students are using Quizlet live to reinforce the Ecology concept. Students go to the website, input a code, and the program assigns them to a team. The teams will sit together play the collaborative game against each other. Using this program, not only reinforces vocabulary and accuracy over speed but builds on soft skills such as working together and enhancing communication.

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Students had to complete a biome board created by the teacher. The board had 2 stations for students to complete. During Station 1, the students watched videos on the various biomes and filled in information on a Biome chart. During Station 2, students picked to be a artist and draw their biome or a scribe and write a summary of their biome.

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Students were asked to write a review question using one of the vocabulary words from the week on a sheet of paper and then crumble up the piece of paper into a ball. On the count of three everyone threw their "snowballs" in the air. Each student had to pick up a snowball. They read the question and answered it. Students were then required to write another question and repeat the process. Students were very excited to throw something across the room without getting in trouble. The excitement of the activity increased their learning and motivation.

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Students are using the Quizlet Live app to simplify fractions. They used the white boards to show their work, then had to find the correct answer on a group member's device.

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This Information Literacy Board was created to help students understand the importance of choosing credible reference materials when researching a topic. It provides videos, and tools, to assist students in evaluating information. A video with tips on citing sources is also included on the board.

https://mcpss.discoveryeducation.com/player/view/assetGuid/5C349533-B6D6-13FF-2423-F0F099F5B953

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Students are using the Nearpod app to calculate the slope of a graph. Once all students submit their response via their device, the teacher can choose which responses to share with the class. This is a good tool to use for showing the correct answer, as well as for correcting common mistakes.

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Mrs. Linda Cashion visited CHS on November 6, 2017. She met with the faculty during their planning periods to cover everything Discovery Ed has to offer teachers and students. Each teacher logged into Discovery Ed to learn about all the resources and tools they can integrate in lessons.

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Citronelle High School graduates will be adaptable, life-time learners who are individual thinkers, self-motivated workers, and productive citizens possessing a healthy self-concept.  This will be accomplished by providing a knowledgeable staff working interactively with the community to provide a non-threatening, nurturing environment.

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Citronelle High School graduates will be adaptable, life-time learners who are individual thinkers, self-motivated workers, and productive citizens possessing a healthy self-concept.  This will be accomplished by providing a knowledgeable staff working interactively with the community to provide a non-threatening, nurturing environment.