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I have enjoyed using edulastic as as assessment tool with my Algebra 2 students. What I like the most is the equation editor that is available for me to type up questions and also for students to type their answers. The screenshot below is of one of my questions on the review. The students enjoyed using it.

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I have created two quizlet live reviews this year. One for AP Calculus AB which reviews area under the curve and integration rules. I did a second quizlet live with Algebra 2 on transformations of functions.

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Students in Psychology collect and share information regarding Feral Children. (and play with clay as they make their clay brains)

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Art 1 students used Quizlet live to help them study for their Prehistoric to Gothic Art History Test. Random teams were selected and students reviewed vocabulary, architecture and art styles from those time periods. The review was repeated several times to allow for changes in teams.

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In October, 2018 my AP Studio students created their own websites to upload digital images of their artwork throughout this year. They will use this site to collect and store work for their portfolios, for both Concentration and Breadth sections. They included a "Reflection" tab for their concentration statements, to use as an on-going journal. Additional tab was "Artist Research" to submit images from their sketchbooks of various artists, their backgrounds and styles that may inspire them.

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In October, 2018 my AP Studio students created their own websites to upload digital images of their artwork throughout this year. They will use this site to collect and store work for their portfolios, for both Concentration and Breadth sections. They included a "Reflection" tab for their concentration statements, to use as an on-going journal. Additional tab was "Artist Research" to submit images from their sketchbooks of various artists, their backgrounds and styles that may inspire them.

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Students completed a comic strip project using unit vocabulary and the past tense. They had the option of using Storyboard That or Powtoon to create their story, which they shared with the class.

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Students took virtual "field trips" and obtained cultural information about several different Spanish-speaking countries using virtual reality goggles. I used Google Expedition for Spain, Mexico, Costa Rica, Argentina, and Machu Picchu.

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March 29, 2018 - Students experienced Quizlet Live as a review of printmaking terms. Students worked in groups to match terms with their definitions in a race to win!

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Karla's Spanish students took a quiz via Google Forms.

After completing the quiz, they watched a Mi Vida Loca video.

They practiced their Spanish on DuoLingo after they finished all activities in class.

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I use the Remind Tool every day for National Art Honor Society reminders about service points. I attach a link to the Google file that lists members and points earned so that students can view and keep track of activity. I also use Remind for sending messages and documents to my Art Classes.

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Utilized a Quizzizz quiz on color theory as a refresher for my upper level art students, prior to their Batik assignment, which requires prior knowledge of color theory.

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Created a rubric for students to follow listing "Guidelines for Digital Conversation" to make them aware of expectations and norms when using collaborative discussions.

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Sociology-Computer Lab Research 1-Research various countries to discover the unique types of wedding ceremonies
2-Research traditions we use in our weddings most familiar to us and learn the meanings behind them.
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*Class production of a mock wedding
*All students active in the production
*Live in front of several classes
*Educating our audience by explaining in various sections of the ceremony where the traditions comes from and the means behind them

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Students worked with a partner on chrome books to research food customs in a Spanish-speaking country and create a Padlet to share with the class. The assignment was turned in through Google Classroom.

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Seniors were sent a tinyurl link through remind to complete a google forms survey with information to be included in the senior section of the yearbook.

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January 20, 2018 - Annotated Bibliography

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January 20, 2018 - Annotated Bibliography

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Students had the opportunity to work on Annotated Bibliography in Google Slides

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I use Google Classroom weekly for all classes - both CP and Advanced levels.
Advanced classes complete and turn in a weekly current event and their DuoLingo assignment.
All classes watch Mi Vida Loca weekly or almost weekly and complete a Google Doc assignment when I am able to reserve the chrome books.

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Students read the linked obituary for Mark Felt through Google classroom, then linked that to their understanding of the history of the Watergate scandal using a google doc and wikipedia to complete a Watergate webquest.

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At the beginning of 2nd semester I replaced the weekly Bablingua assignment with DuoLingo for the Advanced classes. All students were required to join my classroom, and each week I assign a certain number of points for them to earn and/or a specific topic for them to complete that aligns with what we are learning in class.

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Students in my journalism 1 class worked with a partner in collaborative groups to write a news article about a current school event. They shared a single google doc, and wrote the article together, then submitted through google classroom. I graded and returned grades and comments through classroom.

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Students performed a list of the properties of a Rhombus from the Geogebra animation.

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CCSS High School: Geometry (Congruence) Volume 2

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b]This GeoGebra Book contains lots of discovery-based learning activities, investigations, and meaningful remediation worksheets that were designed to help enhance students' learning of geometry concepts both inside and outside of the mathematics classroom. [color=#1551b5]This GeoGebra Book also contains contributions from the following individuals: Steve Phelps ([url]https://www.geogebra.org/stevephelps[/url]) Jennifer Silverman ([url]https://www.geogebra.org/jennifer+silverman[/url]) Without their amazing talent and creativity, this resource would not have been possible.

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Classes watch an interactive video series weekly on the Chrome Books using a class set of ear buds that allows them to hear the language and experience the culture in a virtual travel experience. There is a Google Doc to complete at the end of each episode. The link to the video and assignment are all posted in Google Classroom.

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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Since November, Advanced classes have a weekly homework assignment in the form of a Bablingua video and a Google Doc to complete and turn in through the Google Classroom.

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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I had students work on a webquest while I was gone. We will review more about the CAA when I get back to class.

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Students in all classes joined Google Classroom in October and have been using it weekly since then to complete and turn in assignments.

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I made a quizizz that students used as a review game.

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Spanish 1 classes did a teacher-created Plickers review activity using Plickers cards and teacher's device as a formative assessment. Plickers posts a graph of results that show how many students select each answer, and the teacher is able to see who gets each question right or wrong.

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I had students work on review for a major test by practicing with Quizlet live.

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Students were gone for a field trip, and I recorded a screen cast that allows them to look back on the notes or see what they may have missed.

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Attached is a PowerPoint presentation used for a Tech Tuesday on the subject of Screencasting.

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My students worked in google classroom to view a slides presentation, then take an open-notes quiz on the materials (while I had a sub because of a field trip).

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Rachelle's Art 3 Honors students submit weekly articles focused on current art news.

Students choose their format (slide format attached) and share out with classmates.

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Katrina's English students created Google Slides presentations on Greek myths.

Students identified archetypes present in the myths and compared these archetypes to common elements in modern media.

Students completed their Google Slides presentations in groups and presented to their classmates.

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I created a graphic organizer in Lucidchart diagrams. It would also work nice for flow charts. I enjoyed making and would like to get students involved next year when we are 1:1.

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I created some flash cards summarizing curve sketching with the first derivative.  I had the students review using Quizlet live.  I will do another round once we have discussed the second derivative.  I enjoyed using it as a quick review.

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I reused a Kahoot I made last year to review factoring polynomials.

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I used padlet for describing and matching graph with equations and their transformations. They were put in groups of three or four and they had to comment to padlet post with correct information

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I used a Google Form as a quiz. The students were quizzed on 1st quarter topics. I loved that it graded the questions and returned answers and scores to them.

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AP Calculus AB turned in their second google doc assignment through Google Classroom. The topic was practicing derivatives. This was a graded assignment.

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I did a learning lab after school on using Plickers with the faculty.

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I created a Plickers account for my Algebra 2 classes. We reviewed writing the equations of lines.

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Algebra 2 students completed a Google Form as a formative assessment to see if they understand slope and rate of change.

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I had my AP Calculus BC class submit a free response (in Google Docs) question through Google Classroom. They also got to work with a partner, so they shared and both edited the doc.

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I used padlet for my calculus student to comment on the uses of calculus. What can we use to calculus to find?

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I gave a Google Form for my Calculus students to assess if they know the formulas for derivatives and integrals.

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Geometry Students completed a ticket out the door

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Google Forms - create and analyze surveys, for free.

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In October Spanish 1 Advanced classes used chrome books to create their family tree project for Unit 2 in Canva and turned them in via Google Classroom.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Student reviewed Drawing Vocabulary by utilizing Quizlet flashcards. Flashcards were compiled by my class and Ms. Bille Brahe's students.

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Start studying Art. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Rachelle's Art 1 students took a quiz on elements of art and principles of design via Plickers.

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Julie's sociology class wrote their own fairy tales on Chromebooks.

Students studied cultural universals through the fairy tale Cinderella.

Students compared different versions of Cinderella to identify universal themes.

To solidify the idea of cultural universals, students wrote their own version of Cinderella that included magic and rags-to-riches themes.

On Friday, students will print their stories and have 'story time' complete with cookies. :-)

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Day 1- Monday, July 24 @ JL Mann HS

Day 2- Thursday, October 12 @ Riverside HS

Day 3- Thursday, December 14 @ Riverside MS

Day 4- Thursday, February 8 @ Greenville HS

Day 5- Thursday, March 8 @ Beck Academy

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Resources from our Year 2 day-long sessions are available on this padlet.

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Mrs. Bianchi's students reflected on their portraits through a Google Form.

Rachelle and I created this Google Form during her planning period.

Rachelle then discussed the form with a colleague and made changes before giving to her students.

She also created a TinyURL for the form for future use in her classroom.

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Mrs. Faulk's World Geography students wrote in Chinese characters.

The class watched an introduction to Chinese characters video.

They then wrote their names and a sentence in Chinese using an alphabet set.

While they were writing in Chinese, Julie played a clip from the movie Mulan.

This activity excited and engaged the students to learn about China and Chinese culture during their next unit.

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Mr. Chassereau's students started their research papers today.

Students met in the media center to research an American author.

Students first have to complete an outline with quotes on their authors.

They will then use a variety of 10 academic sources to analyze a piece of the author's work that they have not read in school.

They will complete the paper via Google Docs to allow them to collaborate as well as allow Jeremy's input throughout the writing process.

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Mr. Chassereau's students posted on a blog about romanticism and realism.

Students had to prep an argument using structure Jeremy provided on the board for practice.

They then shared their arguments with the class.

Once they became familiar with the pattern for argumentative writing, they replied to blog post with the same pattern.

They had to use a quote in their initial response and respond to two classmates' posts.

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Mr. Chasserau's students completed a project on romanticism.

Students completed individual Mindmeisters to apply literary terms related to romaticism.

Students had to define, paraphrase, and give textual evidence for literary terms on their Mindmeister maps.

Students used these Mindmeister maps to create study guides for romanticism.

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Mrs. Faulk's students practiced their mock trial.

Julie's students created scripts for a mock trial in her law elective.

Students collaborated in groups to create their scripts and then practiced the mock trial as a class.

They will present the mock trial at the end of April.

April 28, 2017:  Mrs. Faulk's students presented their mock trial.

Julie's students presented their mock trial over a span of two days.

The group pictured was the defense.  The prosecution presented the day before.

Julie invited in students from another class to act as the audience and jury during the trial.

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Karla's students collaborated with partners on padlets.

Students researched common facts of homes in different Spanish-speaking countries.

Students were told how to add collaborators to their padlets and added pictures of interiors and exteriors to their posts as well.

Karla used a padlet for a whole-class activity focused on house vocabulary two weeks ago.

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Mrs. Faulk's Teacher Cadets participated in a scavenger hunt during Flex period.

This was a trial run for Julie's law elective.

Next week, law students will participate in a Clue-like scavenger hunt with other teachers as the 'suspects' and readings that lead them from location to location.

Students sent Julie a picture as they progressed from place to place according to the clues (attached).

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Mrs. Faulk's students started planning for their African masks.

They first went over the symbolism and events African masks represent.

Julie supplemented this lecture with videos of African mask ceremonies.

They also watched a how-to video on making the African masks.

Students spent part of the period planning their African masks.

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Mrs. Cannon's Spanish I students read Spanish menus and created skits to order from a menu in Spanish.

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Ms. McDonough's Environmental Science students took notes via PP presentation and participated in intermittent PollEverywhere formative assessments.

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You started a digital portfolio on Discovery Education's Board Builder at your second session. Use the attached resource for ideas of what artifacts to include on your board.

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Digital Portfolio | Piktochart Visual Editor

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Check out this padlet for resources from our cohort DLC PD sessions.

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Mr. Herbert's Algebra I students participated in an online interactive Kahoot review on February 3.

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To focus our work together for the remainder of the school year, please choose a goal and learning target from this goals matrix.

Log-in to padlet so you can edit your post later.

Click on the pink plus sign in the bottom right corner of the padlet.

Use your name as the title and type your goal under your name.

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This coaching schedule includes cohort #10 and cohort #12. Riverside HS is in cohort #12.

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Lasater's Greenville DLC Coaching Schedule

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List of Schools in Each Cohort  Date Location Notes September 13 Greenville Early College Day 1 September 15 Tanglewood Middle School Cancelled September 16 Enoree Star Academy Day 1 October 4 Tanglewood Middle School Day 1 October 5 Enoree Star Academy Cancelled Octo...

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The packets of SOS strategies from DLC PD Day 4 can be found on this Google Drive folder.

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Mr. Herbert's Geometry students reviewed their homework as a class.

Brian asked for volunteers to work out problems on the Promethean board.

Brian also went over computation on the Promethean board and kept selecting students to show their computations as well.

Brian and I discussed PollEverywhere and using it at the beginning of class to get students engaged and reflect on their HW then at the end of the period to improve their self-efficacy with math.

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Your coach is Sarah Lasater.  She lives in Fayetteville, NC and spent her teaching career teaching ninth-grade World History in NC.

Email: slasater.depd@gmail.com

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Mrs. Cannon's Spanish I students are studying community vocabulary.
Students worked on a partner project.

The project required students to work in pairs to create their ideal community on poster board and label and explain in Spanish.

I showed Karla Map Fling and she is going to incorporate this online resource into her community unit as well.

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Ms. McDonough's Earth Science students participated in an online air pollution interactive.

After completing the worksheet accompanying the interactive, students prepared for their fieldwork.

Students traced a sample area on three slides and placed a small amount of petroleum jelly on the slide.

They then chose an area in the school they wanted to sample and hung their slides there.

Students will then analyze any examples of air pollution that adhere to the petroleum jelly.

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These are the links to the two pre-created Google Docs for you to invite teachers into your classroom and for teachers to reflect on once they see your learning lab.