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Vocabulary can be the friend or foe of any student. Front-loading the lesson with an interactive way for students to review the vocabulary at their own pace helps overcome this potential obstacle to learning.

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An interactivity can be completed independently, with a partner, or in a small group. It will give the student an opportunity to apply the skills and knowledge of the lesson to solving real-world problems. Working in groups will also help foster social awareness and promote individual responsibility (some of my students work much harder when in groups because they don't want to let their peers down).

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An exit ticket that provides the student a mechanism to reflect on the lesson can help reinforce what they have learned.

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In addition to interactive slides, students have an opportunity to see what they know by playing a game. They'll never even suspect that what they're doing is educational.

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Students are provided the information in text, pictures, diagrams, data tables, video, music, and verbal discussion.

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In addition to traditional tests, quizzes, labs, and hands-on projects, students are offered a variety of creative methods to express what they know. Choice boards empower students to choose how they want to express themselves.

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We have been remote all year until last week.  Now, we have some students in-person and some students remote. I teach the both at the same time.

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Chromebooks
Textbooks are physical and online
When in-person, we have access to various laboratory materials.

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I have a number of Punjabi-speaking students. Because my lessons are on Pear Deck slides, and Pear Deck is integrated with Immersive Reader, all written content on my slides can be translated into Punjabi (or any other language needed).

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Learning menus can help students work at their own pace. Since both my lessons and the learning menus are on Pear Deck slides, I can review them immediately and see which students need more support. I can then provide academic support to those students, while allowing the students who understand the lesson to continue on at their own pace.

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For students to take an active part in trying to address the human impact of our increasing population on natural resources, students were challenged to design and build (either physically or virtually) a hydroelectric turbine. This is an example of what one of my students have done in the past.

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In addition to addressing the specific needs as listed in IEPs and 504 plans, I provide the following:
1. All lesson slides are provided to students in advance of the lesson
2. Written answers to all questions in the lesson are provided to the student after we review the material in class (so even students who cannot take notes will have access).
3. All videos are provided to the students so they can be re-watched.  Students can also use closed-captioning.  Written transcripts are provided for all BrainPOP videos.
4. A graphic organizer to help students take notes during the BrainPOP video.
5. Lesson text can be modified according to the student's needs using the Immersive Reader function in the Pear Deck slides.

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I create virtual libraries for each topic so if students come to class early or want to read for a warm-up, they simply have to click on the book and it will take them directly to Epic Reader.

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Welcome! Click on a book on the bookshelf to read about natural resources.