How might you modify an existing lesson to create a personalized learning experience for students? by Robin Rann

2024-11-05 17:59:29 UTC

Give students choices to decide what scenario they would like to create including data and graphs. Our next lessons will be on integers. Possible activities include, creating choice boards for the integers unit and incorporate visual representations such as number lines. The lessons should consider options that focus on different aspects of integer operations and incorporating real world scenarios that would be engaging for students in middle school.

2024-11-05 18:09:15 UTC

For 7th graders learning to add and subtract rational numbers, make the lesson relatable by incorporating everyday scenarios like comparing costs per ounce of different snacks or calculating changes in temperature. Use visual aids like number lines or graphs to aid comprehension. Consider offering choices in homework problems, such as topics or levels of challenge, to promote engagement and ownership of learning.

jill_sansone — 2024-11-06 16:43:42 UTC

I want to incorporate Choice Boards into the lab periods for my Geometry ICT classroom.

The same Choice Board could be used for the whole week, which would allow the students to work through most of the activities on the board. Some activities would be related to older material, new material, pre-teaching videos, study skills, and wellness check-ins. Although not all students are working on the same tasks simultaneously, they should have completed most of them by the end of the week. While students are working on their selected task, teachers can pull students for conferencing and check-ins.

2024-11-12 16:17:18 UTC

I would use stations for something such as systems of equations word problems. If possible, I would use real-world phenomena to help make the material more tangible for students.

2024-11-18 22:07:02 UTC

In the Volume unit, there are so many practice questions for finding the volume of composed figures, so I let students have a few choices after we practiced together. They were able to choose to work alone or with a partner, use their notebook or a pre-made chart for calculations, and they were able to pick the questions they wanted to answer.

2024-11-21 16:22:25 UTC

For lessons with necessary practice time (factoring, function notation, etc.) - instead of having students working independently or in small groups at their desk, utilize white-board stations around the room with pre-printed problems at each one. Each station would have its own problem and students in pairs would have to alternate working on the white board or supporting their partner and recording the solution. Students could choose which problems to work on and have a minimum number of problems they are required to complete. For those that finish quickly, the solutions to those problems could lead to a higher level task to deepen understanding. Teacher could then support struggling students to help get them to the minimum requirement.

2024-11-26 15:06:24 UTC

I would like to use choice boards and choice during review days or lessons. I like to give the students choice on how they like to prepare or practice. The content and what they need to know is the same for all but the method could be different.

2024-11-26 17:53:44 UTC

In a math lesson involving multiplication of decimals, I would have students work in pairs to solve word problems on flash cards about prices of items, (i.e. in a store, or a restaurant). The word problems would incorporate the names of the students in the classroom. Flashcards could either be posted around the room, or in digital format. Students would then be required to create their own word problem. The problems that students create, would then be used in the classroom in a similar fashion, as a follow-up activity.

jenelle_sykes — 2024-12-09 18:39:41 UTC

In a math lesson on operations with polynomials, I grouped practice questions (by difficulty) into three different levels. Basic understanding fell into level 1, target understanding in level 2 and challenges in level 3. Every question in level 1 was worth 1 point, level 2 was worth 2 points and level 3 worth 3 point each. Each student had a goal amount of points they had to achieve by the end of the period. In conclusion, they could use their final total points to determine and self-reflect upon their level of understanding and what they may need to improve upon before beginning a new lesson.