Google Form Warm-Up
The Warm Up is a strategy I use during the first 10 minutes of every class to activate my students' interest and to prepare them individually and collectively to engage in the content of the day's lesson. A Warm Up can be a journal write, a table conversation, a review of a short Gooru Collection (please see the "Gooru Collection" strategy video), or a teacher-generated survey that students take using a Google Form. With the exception of table conversations, my students understand that Warm Ups are silent exercises that allow them to reflect honestly and by themselves without the influence of other's opinions. Responding to a Google Form Warm Up is one of my students' favorite strategies because the common spreadsheet populated by their answers is shared with everyone across multiple sections of English 12, making students who are in different class periods feel more connected. The Google Form Warm Up also allows my students to practice working with data through small-group and whole-class conversations.
A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Johanna’s culture impacts student achievement!
Socratic Seminars can be amazing learning experiences for students when they take the time to prepare what they will contribute to the conversation. Once the seminar prompt has been clarified, each student gets ready by reviewing their Annotation Logs to identify what evidence and analysis addresses the prompt. This preparation often takes 15 minutes, and during that time students use a graphic organizer to develop the key points they want to contribute. Regardless of how many Socratic Seminars we may have already done in the class, we always review the norms to ensure that the time we spend in dialogue is useful and inclusive.
I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.
Number of Students: ~15-25 students
Number of Adults: one teacher; one student teacher
Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)
Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts
Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)
Key Features: project-based; innovative use of time; student agency