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We discussed question no 1 and 3 teachers used:
What makes you agree strategy
Speed dating
3 to 2
For questions no 2. Teachers will try to use Padlet

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Shy Students Speaking in Second/Third Languages

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Shy Students Speaking in Second/Third Languages

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Language Acquisition teachers are responsible for helping students become conversant in a foreign language, but may have trouble assessing the progress of quieter students. There are particular students that are very shy and seldom participate. Even when called on in class, they hesitated to speak up and revert to their mother tongue.

To solve this, a teacher could allow students in his/her class to record a presentation in a foreign language using Screencastify.

Students could create a presentations about their ideal vacation and then narrate over the slides while recording their screen with Screencastify.

Quieter students could record themselves at home, and then these could be saved to create similar assignments throughout the course. At the end of the school year, the teacher would be able to show students (and their proud parents) crystal-clear evidence of their improvement.

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Math classes have a broad range of learning styles and abilities.

Teaching all students at the same pace can be challenging. Some students fall behind while others grasp the material more quickly and grow bored.

Screencast or LibGuides allow teachers to created a library of bite-sized instructional videos covering every concept in their course. Students have full access to this library and can move through each concept at their own pace. They can rewind, rewatch, or move ahead through the videos as needed.

When in class, students spend more time working through actual problems and less time passively absorbing information. Teachers can devote more of their time to 1:1 sessions with students.

Teachers can reuse these same videos in upcoming years. The time invested to create these videos will pay dividends far into the future.

Screencastify or LibGuides can help teach math to 25 unique students in 25 unique ways.

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It we aren't learning from our students during activities in class, it may be because we are not using available technology.  For example, Socrative or PollEv can allow teachers to ask questions and student to enter responses.  As responses populate the screen, teachers can ascertain what the students have learned and where some understanding may still be lacking.  With the information, lessons can be adjusted in real time - based on the individual needs of students.

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We discussed about the method that we use in the classroom.

Asking Question - Yuniarty
To make sure the understanding of the teacher, Ibu Yuniarty usually asks the question. It is easier and not taking time so much.

Mind Map - Yoanita
The teacher write the topic and the students write the branch about the topic.

Games - Elizabeth & Yoanita

Traffic Light - Elizabeth & Yuniarty
It's used in their classroom but the students don't familiar with this method.

Puzzle - Yoanita

Kahoot - All

Paddlet - All

Google docs - All

The students do the peer evaluation for a summative assignment. It actually helps the student to improve their language produce.

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We discussed questions 2 and 3.
Google Docs for individual, group work and class sharing allows students to actively share their work as well as allows every student the opportunity to be heard. Katie has used Google Docs in Cornell Note-taking style during a group activity in which each group represents a different country each student contributes to their 'notebook.' The "questions" section of the Cornell Notes gives other groups/students opportunity to interact with that group to collaborate, clarify, or challenge the ideas.

Posters and presentations allows students to visually and verbally share their work with their classmates. Diane and Yoolim use this as part of a group "expert jigsaw" activity so the class helps teach each other.

the classic "Think, Pair, Share" ,or variations of it, were used by all of us as a way of allowing students to share not only their work but their though processes as well. By having students write/diagram their ideas we are also providing opportunities for us to 'see' their thinking.

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Normally good student engagement, works on a range of devices, time allowed for responses can be adjusted, downloading responses at the end is easy, large bank of made kahoots can duplicate an adjust
Limitations - students can be silly with names (but does have profanity blocker & can delete students being silly so they have to use a proper name)
- students can be silly and share game pin (easy to see as number of participants will be more than the students present)
- significant slow down in system and potential drops outs when many devices playing simultaneously (up 10 stable, 15 slightly unstable, 20 possible noticeable instabilities: students unexpectedly leave game or due to lag loading question don't get to answer )

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From MS English CT - we chose to discuss question #2                                                                                        -Google Forms (Yee Eun & Esther) – limitations – when students are silly and mess around with responses.  There need to be ground rules.

One Note (Grace) – On ManageBac, I put a link to that – they don’t have a notebook for my class.  They use their phones.  They can take a photo of a ppt slide. JS uses One Note a lot.  There are issues.  Grade 10 are starting slow with this.  The live part does not work as well – the filing cabinet.  The note-taking is great.  She can open it.

None of us have used Padlet and we’d like to try it.  Levi is using it.  It is where we can see everyone’s responses. That is nice!  We need to explore this.

TedEd – not Ted Talks – Take a clip from YouTube and you can create questions and everyone can see everyone’s reponses.  Esther used this with The Outsiders.  She used a clip from TedEx about the topic of Stereotypes.  Each student needs to create their own account.  It is free.

There is an electronic sticky notes forum or use a Google Doc for this. - Rebecca Met.

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I used the Headlines routine and asked students (in small groups) to reflect and synthesize as they identify the essence or core of a situation or learning experience. This helps to build understanding of big ideas and core principles. This thinking routine sends the message to students that taking notice of big ideas is critical to understanding. Documenting the groups headlines allows students to consider a topic from multiple angles and it provided useful information that can be used to plan future instruction.