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5 Themes of Geography- Surviving a Zombie Apocalypse.
After studying the 5 themes through various activities, students were tasked with using each of the themes to determine which of 10 surviving cities would be best suited for surviving. Each day day one of the themes was researched for two different cities (one was assigned, the other they choose). After completing and analyzing their research, students had to decipher the pros and cons of each location and select the city the thought would be best for survival. Each student had the opportunity to choose a means to demonstrate their understanding of the themes of geography for their final project. Some of their ideas include: travel brochures, board games, essays, PSAs, and movies. It has been super cool to see their academic abilities demonstrated in a way that suits them.

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Advanced Computer Science students take on actual clients and use the Agile Scrum framework (used in most tech companies) to design, develop and deliver products to those clients. Authentic learning for the real world!

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My 6th graders read Tuck Everlasting. They got to choose from a list of theme questions, and they also got to choose the format in which they responded to the question, such as letters, journal entries, or poems from characters' points of view.

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Every February students can choose to participate in the Solo and Ensemble Festival. They can work alone, or in a small ensemble. The choose what piece they want to work on. Throughout the process they meet and make musical decisions about dynamic/phrasing/intonation/style/rhythm/balance/leadership etc. In mid February they perform for a judge who gives them feedback and a rating. He also gives them things to work on in the future.

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In the IDEALab students have been empowered to create classroom Rube Goldberg Project in conjunction with 8th Grade Science. FCS students got to show off their creativity and circuiting skills by creating Illuminating Masks. Computer Science students learned about coding while creating RGB wands with SparkFun Inventor's Kits.

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after finishing a math unit students use the Tic Tac Toe format to demonstrate three ways of learning from the unit

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Authentic Learning - students literally created cubic feet, cubic yards, and cubic meters to visual units of measure.  We also started using Clothesline Math to "see" a number line and make sense of numbers.

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With the 6th grade classes hat Lexie and I have they are working with a partner when it come to the rules for an activity. Students will watch a video together and then read the rules and discuss them together. Then finish up taking and assessment over the rules.

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Recently been teaching students to snap photos of their interests, upload to Slides, then add text to comment.

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Students in my classes always have a choice in how they solve problems. As long as their solving strategies are mathematically sound and they can articulate their thinking, I encourage them to find innovative pathways to a solution. 

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Students in my classes always have a choice in how they solve problems. As long as their solving strategies are mathematically sound and they can articulate their thinking, I encourage them to find innovative pathways to a solution. 

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After a unit on geometry constructions, my students went out to the baseball fields here at Altona and used their construction methods to find points of intersections from geometric descriptions and terms to bury tokens at "precise" locations. They then traded instructions and had to uncovered tokens buried by other groups using construction methods.

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I had students make their own fraction problem and then asked them to show at least two different ways in which they could solve their problem with one of the ways having to be a visual representation.

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I have been conferencing with students after each unit and allowing them a voice in their grade. They have a spreadsheet with all evidence outcomes they need to master for each topic. During conferences they can demonstrate their understanding in avariety of ways. I am constantly impressed with how much they can explain that they do not show on their tests. I love that they get a choice in their grade. They don’t see their grades as something I give or as a punishment.

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Using VR and providing different experiences for students in Social Studies.  From Ancient Egypt to the Civil War.  360 pictures, 360 videos, 3-D models were used.  Students were asked if their learning experience was enhanced.  They claimed that the experience allowed them to see and hear more and understand the info better.

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The TS Crew knows they are essential to the functioning of technology in Altona, and that alone is empowering.  They are VR pros and teach others the ropes, as well as troubleshoot iPad and other tech issues in the building.  I encourage them to try on their own first before coming to me.

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Our 8th graders were studying energy forms, transfers, and transformations. They were asked to create a video that shows how these concepts apply to their interests. Videos on sports, music, hiking, gaming, etc.

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I replaced practice logs with monthly self-evaluation forms. Students must submit two videos of their practiceone from the beginning of the month, one from the end.

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7th Plate Boundary Projects. Students created models of plates using shoeboxes. Students worked with a partner to create the box, but they had to submit a video to explain their box.

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I've allowed, taught and encouraged students to use their areas of skill to teach, encourage and support their fellow learners.

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We did a multi-genre unit, giving students choice of products, thesis questions, and presentation styles.

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8th Grade Adv. LA created lessons for a mini project called Teach & Show. Students chose a partner and together they picked any topic of interest or passion they shared. The students were asked to write a lesson plan, create a 5 minute lesson/presentation, and a 5 minute activity/assessment. Classmates provided feedback for each group by using Padlet to leave positive and critical feedback.

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In 7th advanced LA student did a free-choice writing assignment during writer’s workshop in Q1. They could choose any topic and style of writing. And they could pick 2 of the Traits of Good Writing to get graded on. The focus was to practice the writing process and for students to see themselves as writers who can generate their own ideas.

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I had students do a multi-genre project where they were able to demonstrate their analysis and synthesis of Crossing the Wire.

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My 8th grade students had the opportunity to apply their understanding of energy to create Rube Goldberg machines in which each student was responsible for an energy transfer and conversion in the IDEALab. IT ROCKED!

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Students participated in a Columbus mock trial in which they determined responsiblility for the deaths of millions of Taino people. Some students served as a jury and weighed the ethics around exploration and colonization.

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My classes did colony videos using iMovie where they had to advertise to old world European immigrants to come to their colony. Students did a variety of singing, rapping, skits, and other presentations to promote their colony. Students used green room technology also.

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Used scrum/agile to empower the students in multimedia to create choice in 2 week sprints (yearbook or Rattler Report) in which the students lead both projects and have the opportunity to choose which parts of the project they will work on/create.

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In Advanced Art, students were given an assignment where they had to use observational drawing/painting/sculpting to create a skeleton (observing our class life-size skeleton). They were able to use any materials, any style, and any interpretation. Some of the examples are currently in the display case.

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With the assistance of IDEA lab, my 6th graders learned about working with conductive thread and sewing circuits to create a personalized illuminating masks.

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Students worked with a partner and were assigned a US colony that they had to “sell” to the people of England who wanted to come to the New World. They had the choice of creating a video or a Google Slides Presentation. Many groups created some very original material such as rap songs talking about heir colonies, neat green screen backgrounds from their colony, and even news reports with testimonials from colonists.

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I created stations for my fractions unit. Students were able to pick the activity that fit their ability level or to challenge themself to complete at that station.

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This year I had students create an Explain Everything to share about how they solved Percent Proportion and Percent Equation Problems. They got to "shop" for their items and then they had to put their work into an EE.

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Using a zombie apocalypse setting, I’m enjoying listening to students think critically about climate and geography,

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5 Themes of Geography- Surviving a Zombie Apocalypse-

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Digging into place value and number sense with a new Basic Math class.

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Conflict resolution skills--I empower students to think about how they would prefer to solve a problem with their peer(s) and choose what would work best for them.  I often throw out ideas for them to choose from if they have trouble coming up with idea.

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Observation, Inference, Prediction = Jakobsen

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Observation, Inference, Prediction = Jakobsen

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Students went to school garden and chose an organism to video or photograph and then complete OIP process.

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Short Story Podcast Assessment - students used what they learned about narrative writing to write their own short story and turn it into a podcast. This is also a year long project that students work on every Friday and that we will publish at the end of the year.