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Students have all week to complete the lessons (we do one each day in class).  They can look at it ahead of time, they have time during, and they can work on it after class. Students who need more time can have the time they need to complete the lessons. They do not have to answer every question, but encouraged to at least try to answer them. The lessons are on interactive slides which allows the student to highlight and change the font, according to their reading needs and provides a text reader.   This particular student struggles with attention and follow-through so the interactive slides become imperative as way to support him throughout the lesson.  If we were in-person, I would provide him a sensory tool to help him concentrate.

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Focus Student #2: English Language learner (ELL)

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Focus Student #2: English Language learner (ELL)

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Vocabulary will be front-loaded three ways. Two of the methods, using Quizlet and Vocabulary.com, allow the student to spend as much time as they need working with the vocabulary. Both the vocabulary, the lesson itself, and the textbook, come with a text reader option. In addition, the lesson is in the form of interactive slides that are integrated with Immersive Reader, enabling the student to translate the lesson into their preferred language. All lessons are provided in writing at least 24 hours in advance of the class, and the answers to questions discussed are posted in writing afterward.

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All students need to access the information. Since we are remote, this means they will need reliable internet and a quiet place to work so they can attend the live Zoom session. Since this is not possible for all our students, the lesson will be posted ahead of time so students can access it before class. The Zoom session will be recorded, so students who cannot attend or who miss a portion due to unstable internet, will still be able to access the information presented. Written answers to all questions in the lesson will also be posted after class.

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In my 7th grade class, there is a wide range of abilities and interests. There are some students who struggle to understand basic content, while others come to class having already mastered the basics and are hungry for a challenge.

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During distance learning, there is an observable difficulty with ensuring that students are engaged. Many students prefer to have their cameras off and some of them have noisy households, which increase the amount of distraction during the lesson.

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Most of my students are very comfortable with technology to complete basic assignments. However, for some of the projects, some are better than others in learning the technology needed to complete the task. To overcome this issue, I generally group students on group projects in mixed ability groups where they can help each other with complementary skills.

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When students become emotional, a gentle reminder to reflect on how they want to be treated and how they should treat others (or some variation thereof) often helps them become more self-aware. If a student needs a few minutes to get their emotions in check, they can have a break and practice mindfulness or deep breathing. Since we are remote, these breaks are easy to implement. When we return to in-person instruction, I would like to set aside a quiet place in the back for these breaks. With Covid measures in place, however, they may have to stay at their desk.

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Photographs are used to highlight the relationship between the energy we use and possible ramifications to nearby ecosystems.

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Content is represented using text, maps, photographs, diagrams, video, music, and through oral presentation.

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Different cultures may view nonrenewable and renewable resources differently.  I must be sensitive to those differences.  Most of my students are Punjabi so we do address connections with their culture often. However, I am not quite sure how to incorporate it into this particular lesson.

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Answers to the interactive slides are reviewed as we go through the lesson to monitor for understanding and to address any misconceptions.  This is a screenshort of my Pear Deck dashboard.

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I will start by activating prior knowledge. I will then use the interactive slides to create a back-and-forth with the students that keeps them active throughout the lesson.

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I will demonstrate the direct relationship of the content to their own lives and have them reflect on different ways the information directly affects their life. For example, we are studying energy, and we are using energy to have class via Zoom.

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1. We will review vocabulary using either a Quizlet Live or Vocabulary Jam.  Post-game reports will show me who needs more support with vocabulary.
2.  Reviewing their answers in the interactive slides will show me where their level of understanding it and allow me to address misunderstandings as they come up.
3. BrainPOP activities will further demonstrate understanding in a method chosen by the student.

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In BrainPOP, students will have their choice of activity to demonstrate knowledge and understanding.

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Creative choices offered include making a mind map, creating a movie, and creative coding.

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I will show them a problem and have them think about possible solutions to the problem.

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I will have them work on the interactivity in small groups.

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I will assess understanding my their verbal answers, answers in the interactive slides, the interactivity, and their BrainPOP assignments

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I give the student the first few minutes to settle in. They are often chatty in the beginning, so giving them a Padlet to interact with their classmates helps them connect with each other and also, settle in. If I have a relevant song, I may play that at the beginning of class. After instruction starts, they are expected to login to the lesson and participate but I am not strict about cameras being on, especially if their Wi-Fi connection is slow. I can monitor their participation in the interactive slides.

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Unless we are reviewing for a quiz and I need to provide certain students more support, I almost always groups students in mixed ability groups.

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I adjust the pace as I go. Although I plan out the entire week's lessons and post them all at once every Sunday for the week, I adjust the speed at which we go through the slides according to the needs of the students.

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In addition to reviewing their answers and assignments, I will play a game like Gimkit or Kahoot, as a playful formative assessment. Unlike my 6th graders, who are always up for Gimkit, the 7th graders either love it or hate it depending on their mood so I adjust accordingly.