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I'll use/refer to this throughout the semester in order to remind students about who they are and want to be, as well as how the activity on hand aligns with their personal goals.

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Copy of Week One Survey Campana Fall 2022

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Gee: Problem Based Learning 4: Just in Time and and On Demand

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Top-down vocabulary instruction has consistently failed for me. Instead, students ring in vocab (via gong) that they've heard several times, want to know, and now are ready to invest in and use. These become the terms that we post, investigate, generate mnemonic devices for, test on and challenge to utilize in their writing.

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This is a rainy-day TED Talk I have on file for a sidetrack lesson on code-switching. It comes in handy for dealing with everything from dealing with taboo language in class to differentiating between academic writing language vs. impromptu spoken language.

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TED.com, home of TED Talks, is a global initiative about ideas worth spreading via TEDx, The Audacious Project, TED Books, TED Conferences, TED-Ed and more.

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I use Doris Lessing's story "Through the Tunnel" to do a diagnostic on student writing -- how detail-oriented they are, how much they understand theme and how well they can imitate stylistic nuance.

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The full measure of the ELA 11-12th-grade standard on inference has students doing this:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

This is like playing Madden '23 on the "All-Madden" level the first time you play. Start with "Rookie" ...in this case, learning to cite small batches of text where explicit evidence can be cited to generate inferences.

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This can be done with any esoteric/challenging text. Pair/group students...and give them just the opening paragraphs of some difficult piece to read from your subject. Challenge them to "beat it up" with questions, personal insights, connections, reflection -- and then collaborate workshop it as a group. Then share with the whole class, adding details from each group's input. This scrapes the ice off of the challenging text.

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You can have the students vote on the content they want to learn that week out of three options.

On a smaller scale, you can have three activities for class and let them pick the order. Or pick two and scrap one.

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Multiple intelligence activity -takes a few days to complete.

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Create 2 laws - 1 Constitutional and 1 Unconstitutional

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Writing: give the students the beginning of a short story(on one piece of paper), then have each student(in order) write(pass around the paper). Each student must continue with the story, to a interesting ending.  Teacher read aloud the completed story.

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Writing: give the students the beginning of a short story(on one piece of paper), then have each student(in order) write(pass around the paper). Each student must continue with the story, to a interesting ending.  Teacher read aloud the completed story.

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Write the students into a story (or word problem) by changing arbitrary names to student names. 

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Write the students into a story (or word problem) by changing arbitrary names to student names. 

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Let kids choose a team and then choose a team name/mascot/symbol before a competition or activity. 

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Let kids choose a team and then choose a team name/mascot/symbol before a competition or activity. 

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Sim City

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allow the student to continue to fine tune their work to narrow the student's direction and to perfect their articulation of their reference

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allow the student to continue to fine tune their work to narrow the student's direction and to perfect their articulation of their reference

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Landscape design to one specific region on campus. Have students name/label the intended area.

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Double Check info from iep (transition assessments), (have students complete ones if they don't have) and discuss their strengths and how those will benefit them during the semester. Note: use new interactive assessments available online. 

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Double Check info from iep (transition assessments), (have students complete ones if they don't have) and discuss their strengths and how those will benefit them during the semester. Note: use new interactive assessments available online. 

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Have students write down tools that they have used in landscaping .Survey the class..

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Going over a test/assignment days after it was given. It’s a huge block of information that is no use to anyone - no student ever listens.

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Depending on situation and student (student having a bad day)(do this one-on-one), I will tell a story about about same issue they are having and how it ended up for me(or person I know). Hopefully being able to redirect and help student with situation. 

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Depending on situation and student (student having a bad day)(do this one-on-one), I will tell a story about about same issue they are having and how it ended up for me(or person I know). Hopefully being able to redirect and help student with situation. 

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Have students build ecosystem/aquaponics
Kit for classroom . Micro to macro concepts .

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Using iCEV programs that use vocabulary, matching, videos, career stories ; ties into careers in agriculture, horticulture, and natural resources .