Implementation in a Secondary Classroom (Articles) - 1 views
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she uses choice when she assigns homework
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travisnuss on 27 Feb 21I've thought about figuring out a way also to give the students a choice in the delivery of the problems they do in class. Where they can choose a set of practice problems from a book, worksheet or a computer program such as IXL or Khan academy to do.
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picked data about whatever they were interested in—flavors of ice cream, baseball statistics, basketball statistics, whatever they wanted.
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Now they have access to the full unit from the beginning
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This is always a worry of mine. Just in a traditional class, I see a lot of students when given a worksheet and the students start to work and work ahead assuming they know how to do it. But when they get done and realized it's all wrong, it's frustrating to have to re-explain everything. I know, that's traditional mindset again.
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The classroom is more disorganized, with one student working one way, another a different way—you get the picture. Students are more motivated to do projects than they would have been before. Yes, in the past, I might have said, ‘We’re doing a poster project, and you have to have six pictures on the poster and have this many facts. But I’ve come to the conclusion that the kids are much more motivated when I say, ‘Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
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I finally understood how to choose the right delivery method for various types of content
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my students are now the masters of their own learning destinies.
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Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
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giving them some choice about whom they get to work with may increase motivation
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This is something that pre-covid I use to do a lot. My room was normally set up in groups of three and I would never create a seating chart the first day. I always found that most students would sit with others that they could work with naturally. Many times they put themselves in groups with similar abilities or with people that they knew they could work with. Honestly, this made my life easier because many times they figured out they could work through questions without asking me. Only a handful of times (usually with the freshman) would I have to move students and create the groups myself because of disruptions of class. Even the days that some groups were off topic, I never worried too much, because I figured that 95% of the other time they did stay on task was worth the tradeoff.
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. It hasn’t been easy. It’s taken a lot of research, trial and error, and adjustments on my part. But the results have definitely been worth it.
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construct my units with specific learning goals that drive the method of delivery and learning activities.