When I was a little girl going on car rides with my parent and/or grandparents (sitting on the fold down arm rest in the front was always a treat albeit an apparent danger but it was the 70s, who knew?), aside from listening to show tunes, Barbara Streisand, Barry Manilow, and Frank Sinatra, we played car games. One of the family favorites was, “Going Shopping”. Each person would start with “I am going to Pathmark, Shop ‘n Bag, the A & P (fill in any supermarket of the 70s and 80s here) and I am going to buy (something that begins with an A). The next person would then go to the market and buy what the last person bought and then whatever comes next in the alphabet. It was always fun when people would buy these obscure or even funny-sounding or embarrassing items (my mother loved to throw a Kotex in the cart). And then of course having to remember everyone’s previous purchases was always a challenge, especially as we neared the latter part of the alphabet. Anyway, browsing around thinking about this blog post reminded me of that game and those fun car rides. And now, on to the point of the post!
Here is what I put in my cart today . . .
I went browsing and I found ClassHook. A great FREE site for finding movie and TV clips to use in your class for any topic. Search by decade, grade level, topic, series, and clip length. You can even check the box to leave out the profanity.
I went browsing and I found Edulastic, a great FREE too for formative assessment that integrates nicely with Google Classroom. Upload your own pre-made assessment, browse their library, create your own from a variety of question types, and you are good to go.
I went browsing and I found Formative an in-the-moment way to visually assess your students and give immediate feedback (which, as we know, immediate or timely feedback is best to correct misunderstandings). Like Edulastic, it’s FREE, you can create from scratch, you can browse their questions and add them to yours, and you can upload one you already have made as a doc or pdf and transform it by adding to it and allowing your students to answer right there. The best element is the ability for your students to draw their responses (great for math) and your ability to see all your students’ responses at the same time. Check. It. Out.
I went browsing and I found Infographics in Foreign Language Classes. If you teach a world language, you just might want to have your students share their research using an infographic. This post will explain how.
I went browsing and I found over 500 High School Math Videos. Mr. Robb is a high school math teacher who has created videos for his AP Calculus AB and Integrated 3 Math courses. His Xtranormal video on his home page introduces the idea of having the students watch the videos before they are introduced to the content in class so that they have an idea and familiarity when the teacher intros the topic (Flipped classroom model). For more help with PreCalc and Calculus, take a look at the 100+ videos from Mr. Berberian. He started making these before Khan Academy was a household name. Looking for Algebra or PreAlgebra help? My colleague has created more than 120 videos and several playlists teaching concepts and going through whole chapters to help his students. Check out the videos and playlists on his YouTube page.
I went browsing and I found Story Maps. If you have a location-based story or event, or series of events, what better way to tell it than through maps using pictures, videos, and text. StoryMaps is similar to Google’s Tour Builder.
I went browsing and I found the Visions of Education podcast episode 100, Teaching Racial Literacy and Controversial Issues with Genevieve Caffrey. I have the tab open and have started to listen and looking at the accompanying links and resources I already know it’s going to be good. Within the first fifteen minutes Caffrey talks about why teachers fear having these controversial conversations or discussions of current events in their classroom, which, if you were part of our recent in-service, much of what she says will sound familiar. Caffrey talks about the “risks of silence” in not having these conversations and how we can start using the acronym, LET’s ACT to start. We are currently reading Not Light, But Fire by Matthew R. Kay and discussing creating the safe, caring, trusting communities in our classrooms for having meaningful conversations (and then how to have them), and this podcast and it’s accompanying resources is a good pairing. Browsing the titles of the other episodes on the podcast I found episode 67, American Indians in Children’s Literature. I encourage you to look around and listen in. Great quotes from these episodes: “Who’s past and who’s future are we talking about?” and by not talking or learning about others’ perspectives, we may be inadvertently saying, “Some people’s experiences is not important or worthy of discussion.”