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Students created interactive images using Genial.ly and posted them to a class Padlet. Students chose an issue in society that they felt needed to be improved to create a better world. This topic will turn in to their argumentative essay and they will be about to use the interactive images posted as a start to their research.

Link to full Padlet: https://padlet.com/akskelton/1awczx2au0w6

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Using PearDeck, students were able to interact with the Google Slide being presented to the class. Students identified sentences without misplaced modifiers and were able to see class results on the screen as well as rate their understanding of the material.

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Students complete a Buzzfeed style quiz to determine if a website is a credible source or not.

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Students completed a Thanksgiving themes webquest to determine if many commonly held beliefs about the holiday were facts of myths. They had to read and analyze informational text and consider the credibility of sources when completing this task.

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Have you ever wondered about the beginnings of our national holiday of Thanksgiving? This holiday celebrated on the fourth Thursday of November revolves around turkey, delicious sides and casseroles, pumpkin pie, and football. Explore the resources on the Thanksgiving Web Quest padlet to figure out they myth and truth behind the first Thanksgiving.

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Have you ever wondered about the beginnings of our national holiday of Thanksgiving? This holiday celebrated on the fourth Thursday of November revolves around turkey, delicious sides and casseroles, pumpkin pie, and football. Explore the resources on the Thanksgiving Web Quest padlet to figure out they myth and truth behind the first Thanksgiving.

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Students worked through the menu of assignments over a week and a half period to complete tasks. Students participated in whole class lessons, independent work, and peer collaboration.

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Students used the roadmaps below to help them navigate through writing formal pieces (literary analysis) for class. This was a supplemental resource in addition to mini-lessons in class.

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Literary Analysis Essay Roadmap Hyperdoc

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Students used the roadmaps below to help them navigate through writing formal pieces (personal narrative) for class. This was a supplemental resource in addition to mini-lessons in class.

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Students reflected after each discussion day during their Historical Fiction  literature circles using Flipgrid videos to share their thoughts with others reading the same novel.

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Students responded to a prompt and video related to The Outsiders in FlipGrid.

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Students worked together to "Save Fred," their gummy worm whose ship had capsized. They were only allowed to use 4 paper clips as they attempted to get Fred into his life raft so he would survive.

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On Halloween, students participated in an activity that used Literature and Math together. Students read an excerpt from Bram Stoker's Dracula. Then we talked about if vampires actually existed. After this we set up an excel worksheet and used exponential values to prove w

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Alissa's GT students created digital book reports for books that they read during SSR and outside of school.

Piktochart

Interactive image

Most students used genial.ly and enjoyed how user-friendly the tool was.

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Emily's inclusion class participated in a Nearpod to learn about the distributive property of multiplication.

Students completed a variety of formative questions while learning about the distributive property: draw it background image; fill-in-the-blanks, short answer, etc.

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EOC Review
Students are working in pairs downloading an EOC review packet from Google Classroom into Google Docs. This way they are able to mark their answers and show thinking of eliminating answers to upload and turn in to Google Classroom.

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Mary's Spanish 2 students enjoyed working in competitive groups on a "Digital Breakout" (https://www.breakoutedu.com/freegames/) to review Preterite and Imperfect tenses.  The details were posted to a Google Site and the students submitted their answers through a Google Form.  https://youtu.be/xUBgKTNr4_8

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Students providing feedback on essays typed in Google Classroom. Students are learning to revise and edit documents that they have written and typed.

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Students are creating their own novel summary in Padlet. Students must summarize an assigned chapter and then leave at least 2 meaningful comments on other students' posts. Students may add important information, add clarification, or correct incorrect information.

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Provided an inservice to teachers for technology renewal credit.
https://docs.google.com/presentation/d/11h-BmXnIzS-161sT_csvPHPknhnVR3Jj_fPFgxdQZpo/edit?usp=sharing

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Students created a poster to describe the Independent and Dependent variables in situations. Then they created a 1:00 minute video to explain their poster.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Students created a lesson and shared with the class.

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When Beck goes 1:1 in 2018-2019, the World Language teachers will begin using Duolingo as a digital tool for expanding upon the lesson learned in class that students can do in their spare time at school or at home, even on their phones. In order to prepare for using this new tool next year, Mary began implementing it this semester with all grade levels. This is allowing her to familiarize herself with the ins and outs of the program as well as troubleshoot any foreseeable issues that may arise next year.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Students created a visual representation of the Hero's Journey as a group. Students were able to choose whose journey they were going to map and how they were going to graphically represent the journey on posters to be displayed in the classroom throughout the unit. Hero's Journey examples included:

Star Wars

Moana

Guardians of the Galexy

Beauty & the Beast

The Lion King

Mulan

Jumanji

Frozen

Lego Movie

Spider Man

Home Along

Pirates of the Caribbean: Dead Men Tell no Tales

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Students used chromebooks to conduct additional research for a biography project. Students used a variety of methods to gather information for their project. Required information included
- Activist's Name
- Photo (printed or hand-drawn) of the Activist
- Background information
- What they did as an activist
- Accomplishments
- Appropriate quote (by or about the activists, on topic)

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Mrs. Greiner's 8th grade Algebra 1 students researched and created their own real-world scenario that could be modeled as a function.

Students were to create their scenario, collect data, and display their function as a scenario, function rule, table, mapping diagram, and a graph.

Students also had to present their data to the class analyzing their findings proving Algebra is used in the real world.

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Mrs. Greiner's 8th Grade Algebra 1 students worked in pairs or small groups.

Students worked with partners solving real world problems involving polynomials.

Students worked finding area and perimeter with polynomial operations.

When students were finished with their assignments, they worked in their cumulative review folders on Khan Academy.

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Mrs. Greiner's 8th Grade Algebra 1 students completed a reflection of the first week of school using Google Forms.
- Students were to reflect on their first week in Algebra. They were thinking back on what habits and choices made them successful last year, and would that help them this year?
-Students were also given two powerful quotes in reference to more than one way to solve a problem, and the power of "yet". Students had to explain what those quotes meant to them as advance math students.

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This week Mary's 8th grade Spanish 2 students are being introduced to the past tense.  The students used the website  avancemos.conjuguemos.com to practice this new verb conjugation.  She offered the students the opportunity to work for three 10 minute sessions and recorded their scores, taking the highest of the three to put in the gradebook.
Students were excited to learn and practice, enjoyed the activity, and were competitive with one another in a very positive way.

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QR codes for Rivera/Kahlo projects.

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Mary's Spanish 2 eighth graders completed projects using Frida Kahlo and Diego Rivera as inspiration.

Students could work in a pair to re-create a Rivera mural; create their own mural based on current events; or create a self-portrait in the style of Frida Kahlo.

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Mary's Spanish 2 eighth graders completed a KWL chart using Answer Garden.

Students received song lyrics and looked over them for homework.

They identified what they know and recorded them on an Answer Garden.

Mary then verbally asked what they want to know and reviewed the last KWL chart.

Students spent the period analyzing the song and filled in what they learned at the end of the period.

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Additional image from Emily’s class.

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Students used Let's Recap to record their response to a video prompt for Farewell to Manzanar.

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Students used the camera app on the Chromebooks to submit their best annotation from each chapter in Part II of Farewell to Manzanar through a Google Classroom assignment.

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Students played Quizlet LIVE to review for their upcoming reading analysis test.

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Quizlet Live video. Must click generic Google image to view.

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October 13, 2017
Mary used Quizlet Live with her 6th grade classes. The students were nervous about a test so she decided to postpone and use Quizlet Live to help them gain confidence with the information. The students seemed to enjoy the activity and learn a lot.

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Emily's Math 6 students learned about ratios today.

Students finished a cut and paste activity with ratio word problems (pictured).

Students then utilized Chromebooks to work independently on Aleks or Khan Academy videos.

Students also worked on a party planning project where they computed how many packages of party supplies to buy for 12 guests.

Emily had time to work with students individually while they were working on Khan Academy and their party planning projects.

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Ashleigh's students completed their Word Wednesday Quiz via Google Form.

Ashleigh posted the quiz in her Google Classroom and had a Google Slide with a timer on the board.

Directions were posted on her 'Quiz Day' slide.

After completing the quiz, students continued working on their rough drafts of their problem solving essays.

Students spent the second half of class revising peers' essays. Ashleigh explained how to write comments on their classmates' Google Docs.

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Mary's Exploratory Spanish students are working on projects exploring Spanish-speaking countries.

Students said good morning in Spanish coming into the room.

Students then researched festivals, fun things to do, and cultural expressions in the country they wanted to study abroad in.

Students researched local cuisine, schools, and common hobbies last week.

Later this week, students will research current events- i.e. what would you need to know before you go there.

After finishing their research, students will create a visual presentation and present to the class.

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Emily's students participate in a NearPod to learn about dividing fractions.

Emily reviewed how to divide by a fraction with a candy bar metaphor.  Students drew candy bars on their papers and divided them as they completed the practice questions on the NearPod.

Students also completed short answer and multiple choice formative questions during the class.

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Click the image below to navigate to the padlet with resources and artifacts from Year 2 PD sessions.

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Ashleigh Skelton and Beth Greiner- 7th and 8th

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Ashleigh Skelton and Beth Greiner- 7th and 8th

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February Staff-Wide PD Session:  Ashleigh and Beth led a school-wide PD presentation to faculty at the beginning of February.

Ashleigh and Beth will lead another session on March 1 and April 1.

They created a Symbaloo for all the resources they gathered through their work in the DLC.

They also created a Wheel Decide to determine which tool to look at more in-depth during the session.

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Discover pages with the best links about a subject

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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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Mrs. Strickland's Math 6/7 students used Khan Academy today.

Emily had three stations around the room.

Students were grouped by ability.

Students paced themselves and worked with classmates on Khan Academy.

Emily stopped students every 10 minutes to clarify concepts through direct instruction using the Promethean board.

A picture of Emily's progress board on Aleks for her students is also attached.

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Mrs. Strickland's 6th grade math students participated in hybrid learning.

Students on the outer rim were working individually on Aleks.

Students near the board received direct instruction.

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Mrs. Greiner's 8th grade math students participated in stations today.

There were four stations.

Station #1 was a one-on-one guided practice session with Beth.

Station #2 consisted of solving systems by substitution.

Station #3 consisted of solving systems by elimination.

Station #4 consisted of Khan Academy videos.

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Mrs. Strickland's students were completing their candy carton volume interactive.

Students were measuring their cartons on graph paper based on the instructions.

The instructions specified that the cartons needed to hold 18 cubes.

Students were using the physical wooden cubes to measure the number of cubes in their paper carton.

Once they created their paper cartons, students had to explain their design rationale in a paragraph.

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Mrs. Greiner's students were utilizing the Promethean board while graphing linear functions.

Students were filling in the tables and graphs on their individual papers.

As students completed the assignment, Beth paused and went over each section to scaffold.

Students and Beth then discussed the similarities and differences between the slope and y-intercepts of each line.

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

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Mrs. Skelton's students were using a Canva infographic as a homebase for resources.

Students are writing an argumentative essay on the benefits and detriments of social media.

Ashleigh and her team-mate created a Canva page with the required resources.

Ashleigh shared the Canva page, with explicit instructions, through Google Classroom.

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Mrs. Skelton's students listened to the song "The Man in the Mirror" by Michael Jackson.

While listening to the song, students identified examples of tone, personification, and call to action.

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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