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Periodic Table Rap battle!

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All about me presentation

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"Get to know me" Google form.  Ask them to think of their favorite teacher ever. Why?  What was something specific that the teacher did to help you?  Is there something important you want me to know about you.  

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"Get to know me" Google form.  Ask them to think of their favorite teacher ever. Why?  What was something specific that the teacher did to help you?  Is there something important you want me to know about you.  

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Give a benchmark at the beginning of the year & again at the beginning of each quarter. At first, it is just an effort grade, as long as they give me a solid twenty minutes of effort. As we progress throughout the year, the questions about content which has been taught count are graded for accuracy. Helps to spiral the material throughout the year. At the end of the year, it forms a large part of my study guide for the final exam. I modify accordingly and get feedback about what I need to cover better, etc.

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Students are grouped and asked to start their own Engineering Company complete with name, logo and slogan. (Students must check for copyright and trademark infringement)

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We are lucky that we can see students in games like pickle ball where you can see how they react to challenges in game play.

During health having students work with groups to develop presentations helps me to know the personalities.

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index cards with information and questions for them to fill out, talking to them,

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privately free writing what is life?  Survey- what do you want to know more about.

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privately free writing what is life?  Survey- what do you want to know more about.

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The "index card" at the beginning of the year. It allows me to cater questions about examples of physics "stuff" using student initials, i.e. "Student BS kicked a soccer ball during practice with a speed of 14 m/s at an angle of.... " During dance practice, student MS leaps upward with a velocity of 3.0 m/s. How long was she in the air?" By looking at college majors on the index card, cater certain types of questions to engineers, scientists, doctors, etc. that relate specifically to those fields. It helps to know the students, their interests, and activities so they can see how they "do physics" without using equations or doing so on the fly.

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Index cards: why are you taking this class (it is an elective) and what are three big environmental issues on the planet

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pass out roll of toilet paper, tell the students to take as much as they need. then for each square they need to share a unique fact about themself.

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Judge them on their physical threshold!

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I use a variety of short pretest including Ed puzzles

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Toss a ball, have the student answer a question that was pulled from the hat, then they toss the ball to someone across the room who answers the same question. After a few students go, you pick a new question. Make the questions fun and silly to break the ice! (If you could be any animal, what would it be and why? If you would have a super power what would it be and why?) 

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Toss a ball, have the student answer a question that was pulled from the hat, then they toss the ball to someone across the room who answers the same question. After a few students go, you pick a new question. Make the questions fun and silly to break the ice! (If you could be any animal, what would it be and why? If you would have a super power what would it be and why?) 

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- student survey (first day of school)
- personality test (prior to fist lab)
- first week "Do Now's" include questions such as: What do you think you will succeed with in this class? What do you think you will struggle with? How do you want to perform in this class? Etc.
- various formative assessments (at least one per chapter) including: "tweets" (summaries), KWL, venn diagrams, nearpod, etc.

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We do an eco-footprint activity and use the prompts to discuss interests, activities, etc.

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I allow the getting to know process to evolve slowly. I call on students randomly and ask questions. I pay attention to their body language as they respond. You quickly get to see those who are reticent and those who are outgoing. I ask them to solve basic algebra problems and find out where they are in that phase, so that I can start to formulate what I need to do in order to get where we need to be. This process is ongoing throughout the year.

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Students fill out index cards with name and what they want to learn in Biology and whether they actually have an interest (Be honest!);
team-building activity with hands on experience

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Introductory Quizizz poll. Questions were "Would you rather...?", "What's your favorite...?"

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Starting with Metric Length Measurement:  -see who knows metric measurement
-see who knows unit conversions
This way I can see who has no clue about metric measurement and partner them with someone who does know it.

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Two truths and a lie, Shipwrecked activity, and a variety of assignments in the first few weeks of class. I also use various team building activities. 

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Two truths and a lie, Shipwrecked activity, and a variety of assignments in the first few weeks of class. I also use various team building activities. 

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Students complete an introduction form and then stand up one at a time an introduce themselves to the class, including interests and a "Fun Fact".

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When getting into partners have them pair up with someone they don't really know

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Summer assignment 1 is to take 5 pictures of the environment and explain what the picture is about and why you chose that one. Summer assignment 2 find an article from June to September about the environment that interests you.  Summer assignment 3 choose an animal that you would like to research further and present a 5-6 slide show of that animal. I have them due the day we return and we talk about our articles, world, and animals.

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Summer assignment 1 is to take 5 pictures of the environment and explain what the picture is about and why you chose that one. Summer assignment 2 find an article from June to September about the environment that interests you.  Summer assignment 3 choose an animal that you would like to research further and present a 5-6 slide show of that animal. I have them due the day we return and we talk about our articles, world, and animals.

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I ask my students what they know about/think of biology.  I also ask them to tell me where they learn best in the room (up front because of seeing/hearing issues, in the back away from distractions).  I also ask them to tell me something interesting or boring about themselves (takes off the pressure of being "interesting".)  Finally, I make an effort to know all names as soon as I can by using the names I know and asking the ones that I don't so that I learn them faster.

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I ask my students what they know about/think of biology.  I also ask them to tell me where they learn best in the room (up front because of seeing/hearing issues, in the back away from distractions).  I also ask them to tell me something interesting or boring about themselves (takes off the pressure of being "interesting".)  Finally, I make an effort to know all names as soon as I can by using the names I know and asking the ones that I don't so that I learn them faster.

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We do a get to know you day. They write a few things for me to know but they write at least a couple of things they are willing to share with the class.  I go first as an example to give some examples.

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We do a get to know you day. They write a few things for me to know but they write at least a couple of things they are willing to share with the class.  I go first as an example to give some examples.

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Superstars assignment create a star name in the middle, 1 goal for class, the overall goal for the school, 1 thing that makes them special, 1 thing they are proud of. Who are you project. Reflections on SEL topics

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I allow students to choose their seating for the first couple of weeks and then based on their interactions and needs of the lab, I assign partners. Sometimes students want to work on their own which I allow as well.

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I allow students to choose their seating for the first couple of weeks and then based on their interactions and needs of the lab, I assign partners. Sometimes students want to work on their own which I allow as well.

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I use some basic pre-tests for introductory concepts to gauge where they're at with the material and also math skills.

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I play a series of games in the beginning where students reveal tiny details about themselves over a week. By the end of the week they discover things they have in common and it helps with picking groups. I do an activity where they have to solve a problem and do it in a given amount of time, but they can join different groups throughout it to see how others are working, and they have to reflect on that at the conclusion.

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I play a series of games in the beginning where students reveal tiny details about themselves over a week. By the end of the week they discover things they have in common and it helps with picking groups. I do an activity where they have to solve a problem and do it in a given amount of time, but they can join different groups throughout it to see how others are working, and they have to reflect on that at the conclusion.

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Ask them to introduce themselves and why they took Engineering.  Get an idea of the fields that interest them the most.

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Ask them to introduce themselves and why they took Engineering.  Get an idea of the fields that interest them the most.

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I teach electives, which means the kids chose to take the class.  First full day I have them tell me why they took the class and what their expectations are for their learning 

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I teach electives, which means the kids chose to take the class.  First full day I have them tell me why they took the class and what their expectations are for their learning 

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A personal interest inventory, and a chapter 0 of skills needed review

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A personal interest inventory, and a chapter 0 of skills needed review

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The second day of school ask a series of questions that pertain to them personally; hobbies, worries about the year, strengths, weaknesses. They are more willing to work with an adult who they know cares about them more than just in an academic way.

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I pray before class and ask for intentions which gives some insight on each student. I walk around the room and talk with students like hey new hair cut, why do you have a cast on, hey you play a sport? These all spark conversations.

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I pray before class and ask for intentions which gives some insight on each student. I walk around the room and talk with students like hey new hair cut, why do you have a cast on, hey you play a sport? These all spark conversations.

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Leadership roles in PE Class, every student must do at least once throughout the year.

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Leadership roles in PE Class, every student must do at least once throughout the year.

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We play an icebreaker game on the first day of school called "Getting to know you" where the I tell the kids about myself and then we go around the room and they tell me and the class about themselves.

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We play an icebreaker game on the first day of school called "Getting to know you" where the I tell the kids about myself and then we go around the room and they tell me and the class about themselves.

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Answer pre-assigned questions.
Then present standing up next to desk, and talk about someone else/their chosen partner.

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talk to them, see what they have previously learned, introduction games for myself and their classmates

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I have them fill out information cards ( very basic I know) but I get answers to questions such as "What is your favorite subject?" Why did you take this course? and then I say - in the last space, tell me anything else that you want me to know.  I get some good information by doing that. 

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I have them fill out information cards ( very basic I know) but I get answers to questions such as "What is your favorite subject?" Why did you take this course? and then I say - in the last space, tell me anything else that you want me to know.  I get some good information by doing that. 

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Discussion with them, working in groups, doing Brainstorming

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Discussion with them, working in groups, doing Brainstorming

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circulating with labs/group work lets me see how stdents "tick" and how they network

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circulating with labs/group work lets me see how stdents "tick" and how they network

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I don't teach the whole first week.  I take the time to make my students tell me something interesting about themselves, so that I and their classmates know who they are and what their interests are

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First day "getting to know you" survey. Ask them what they're doing over the weekend

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First day "getting to know you" survey. Ask them what they're doing over the weekend

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The students take a learning styles quiz in the first week of school to allow me to learn. I also do a simple this or that with the students as an ice breaker which allows them to share their interests in a low stakes way. I also ask the parents when signing the syllabus to write some things about their student

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I open with a quick research assignment on two chemicals and ask them to talk amongst themselves what the tow chemicals have in common and why i had them research them

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I open with a quick research assignment on two chemicals and ask them to talk amongst themselves what the tow chemicals have in common and why i had them research them

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About Me in Chemistry activity.

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Ask them to introduce themselves at the start of the year as well as their interests.

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Ask them to introduce themselves at the start of the year as well as their interests.

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I ask them about what they learned about in middle school. What they're excited about. I introduce them to the lab and the work and responsibilities that come with it.

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I have them fill out an index card at the beginning of the year on interests and what they want to learn in the subject area

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I designed a get-to-know-you Nearpod that I use with all my classes. It asks questions about activities, interests, learning styles, teacher likes and dislikes, etc.

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Two truths and a lie get to know me activity

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Have them working in groups while being closely observed

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Have them working in groups while being closely observed