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Informal Learning/Peer-Centric learning – Students in small groups will read various poems on https://www.pearsonschool.com/index.cfm?locator=PS33U7

(Links to an external site.)

and use the matching games to identify underlined words and phrases with types of figurative language.

Teresa Landgrave

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Each student will draw 3 types of figurative language from a fishbowl, then on their blogsite, https://education.weebly.com/ (Links to an external site.), will create an original poem, correctly using 2 of the three types of figurative language to convey an image or purpose in their poem.

Teresa Landgrave

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Student Created Content: Students will have access to their I Have a Plan Iowa account. By having access, students will be able to access their survey results, their matched career clusters, and their matched careers to college. They will have saved this information in their account for quick review. This is information they can share with their parents at home as well.
Jennifer Bissell

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Peer Centric Learning: As students work in groups to discuss their type of institution, they will decide what is important to share with the class. They will decide what other students need to be aware of for the institution they are sharing about. Each group member will be given a task within the group to research the institution’s website. They will bring that information back to the group to share. This will ensure all group members participate in the discussion.
Jennifer Bissell

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Informal Learning: I would pair students in 4 groups (a group for a 2 year school, a group for a 4 year university, a group for a 4 year college/private institution, and a group for a trade school). Each group would research the type of institution they were given and find out facts about the school, the length of time they would attend, the cost of attending, the degree/certificate earned, and if they could obtain the career they are interested in pursuing at that institution.
Jennifer Bissell

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Informal Learning:Students will learn through collaboration and exploration. After getting an overview of the lesson students will be given dominos. Students will work collaboratively to explore the force and motion it takes to move dominos. They will be given time to explore and discuss in their small groups to learn firsthand that dominos must be close to each other or else when one falls the rest will not. They will discuss how fast they fall and how they will make them fall.Peer-Centric Learning:Students learn through collaboration and discussion. They work as groups to create and discuss. We learn whole group and have many discussions that allow students to learn from each other. While working in groups students can work at their own pace investigate based on their groups interests.

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Informal Learning:Students will learn through collaboration and exploration. After getting an overview of the lesson students will be given dominos. Students will work collaboratively to explore the force and motion it takes to move dominos. They will be given time to explore and discuss in their small groups to learn firsthand that dominos must be close to each other or else when one falls the rest will not. They will discuss how fast they fall and how they will make them fall.Peer-Centric Learning:Students learn through collaboration and discussion. They work as groups to create and discuss. We learn whole group and have many discussions that allow students to learn from each other. While working in groups students can work at their own pace investigate based on their groups interests.

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Samantha Formato

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Students will work in groups to make iMovies of themselves initiating and ending conversations.  They are able to pick and school appropriate expected way to demonstrate the skill.  Students can choose to be the videographer or star in the movie.  Students will work together to create the script for the movie.
Ashlynne Gerstberger

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Informal learning: The students will start by going through a planned activity of 6 questions about two different sets of equations (12 questions total). There is vocabulary in the questions that we will not have learned or they might not remember. To find answers, they will need to search on Google, which will direct them to links for Khan Academy, Expii, Purple Math, Math Planet, Mathforum.org, or other sites/videos that explain math vocabulary.

Student created content: The students will then work with their partners to come up with three new sets of equations. Two of the sets will need to be equivalent and one will not be equivalent. I will have a Google Slides presentation set up where students will add a new slide for each of their pairs. I will scramble the slides that evening, and the pairs will go through the next day to decide if they are equivalent or not equivalent. - Rebecca Swartz

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Informal Learning, Peer-centric Learning, and Student Created Work:  Informal learning would happen during the discussions, compromises, and problem solving that would occur as students work to complete the research and presentation. The peer-centric learning would occur as the students learn from each other during the collaboration to question, research, and work as a group. They would be likely to connect to the content in a new way as they research and create the information to share with other classmates

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Informal Learning, Peer-centric Learning, and Student Created Work:  Informal learning would happen during the discussions, compromises, and problem solving that would occur as students work to complete the research and presentation. The peer-centric learning would occur as the students learn from each other during the collaboration to question, research, and work as a group. They would be likely to connect to the content in a new way as they research and create the information to share with other classmates

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-Jill Williams

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Informal Learning: Students will discuss mental illness and what they think the signs and symptoms are. This will be completed either in small groups or the response and discussion can occur on their Google Classroom Page. This discussion will be beneficial because it begins the open conversation about mental health.                         Student Created Work: Students will complete a blog post after watching Reward Pathway in the Brain. This video talks about the brain and how it works. After watching this, students will select one portion of the brain and research how that portion of the brain is affected by mental health and illness. Students will then complete a blog on WordPress to discuss what is happening in that area of the brain when mental illness is occurring and how it makes individuals feel. - Sara Reynolds

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Informal Learning: Students will discuss mental illness and what they think the signs and symptoms are. This will be completed either in small groups or the response and discussion can occur on their Google Classroom Page. This discussion will be beneficial because it begins the open conversation about mental health.                         Student Created Work: Students will complete a blog post after watching Reward Pathway in the Brain. This video talks about the brain and how it works. After watching this, students will select one portion of the brain and research how that portion of the brain is affected by mental health and illness. Students will then complete a blog on WordPress to discuss what is happening in that area of the brain when mental illness is occurring and how it makes individuals feel. - Sara Reynolds

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Informal Learning and Peer-Centric Learning

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Informal Learning and Peer-Centric Learning

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Students will break into small groups to discuss what rhythms they find challenging.  Among what they will discuss will be subdivisions, complex time signatures, and syncopation.  I will encourage students to share their own tips for successfully executing difficult rhythms.

After allowing these conversations to take place, students will reconvene to share with the class what they discussed in their small groups, including problems, solutions, and tricks for correct rhythm playing.  I will assume the “guide” role for this conversation as to keep the lesson peer-centric.
-Ken Luckey

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Students will then be responsible for developing their own “rhythms of the day” based off of their shared observations regarding difficulties with rhythm execution.  Using the available music department computer stations (this will require a cycle since our available stations are low), student will write their rhythms out on the music program “Finale” or on the online notation system “Noteflight”.  Students will write the subdivisions down separately as a resource for other students after their initial attempt to play the rhythm.  I also thought it would be neat to have Jazz Ensemble 3 attempt Jazz Ensemble 2’s written rhythms and vice versa.
-Ken Luckey

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Student-created content: Students will be given a document with basic requirements - find a problem-solving model, lay it out for the process of finding an apartment, locate rent sites and narrow in a decision while applying each step of their model, provide the results and link of the selection.  Students will build a Glogster page that explains their model.        Peer-centric learning: Students search for another student that is done and each one will share and describe the problem-solving model they found and the apartment.  Students are to evaluate one another.      -Brian Lucca

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Student-created content: Students will be given a document with basic requirements - find a problem-solving model, lay it out for the process of finding an apartment, locate rent sites and narrow in a decision while applying each step of their model, provide the results and link of the selection.  Students will build a Glogster page that explains their model.        Peer-centric learning: Students search for another student that is done and each one will share and describe the problem-solving model they found and the apartment.  Students are to evaluate one another.      -Brian Lucca

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Students will create a digital presentation (movie, website, slide show, infographic) that compares and contrasts the articles and identifies the biases present.
-Dale Shreiner

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Students will select a current event topic and find articles from the left, center, and right that report on the event. Students will compare their articles with one another.
-Dale Shreiner

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Students will work in groups and google ideas for ways to initiate conversations.  They can read blogs, watch youtube videos, and read articles for ideas.
Ashlynne Gerstberger

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Student created content: students will "favorite" schools that show up on their Supermatch college search with at least a 75% match rating. So they will begin to create a list with an academic range of schools (core, safety, reach). They will indicate their interest level of each school and have a clear picture of deadlines, requirements and what a college requires in the application. They can then create a task list to help them accomplish and tackle these apps one at a time. 

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Student created content: students will "favorite" schools that show up on their Supermatch college search with at least a 75% match rating. So they will begin to create a list with an academic range of schools (core, safety, reach). They will indicate their interest level of each school and have a clear picture of deadlines, requirements and what a college requires in the application. They can then create a task list to help them accomplish and tackle these apps one at a time. 

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-Christie Piascik

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Informal learning: after the lessons on how to search, students will take time to explore Naviance on their own and complete their own individualized searches with their own criteria. They will explore the different filters and think about what their own values are when it comes to postsecondary institutions. They will also explore the scattergram feature in Naviance 

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Informal learning: after the lessons on how to search, students will take time to explore Naviance on their own and complete their own individualized searches with their own criteria. They will explore the different filters and think about what their own values are when it comes to postsecondary institutions. They will also explore the scattergram feature in Naviance 

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-Christie Piascik

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Please simply click and post your response to the board!  Thanks, Jim

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Please simply click and post your response to the board!  Thanks, Jim