My Classroom

This page offers a glimpse into how I manage the learning experiences of students in my classes. The presentation below outlines how I organize units of study around the MYP science assessment criteria, with an eye to differentiated learning activities and individualized choice of student tasks within each unit.

Tech integration

  • All student work managed through Google Drive and Classroom
  • Twitter (live feed at right)
  • Extensive use of Vernier probes and software
  • Student products: Videos, animations, podcasts

    This image shows students collaborating on a formative lab report while receiving real-time personalized feedback from me.

    This image shows students collaborating on a formative lab report while receiving real-time personalized feedback from me.

Differentiated activities

  • Direct instruction to start each lesson
  • Visual learning: graphs, charts, graphics, diagrams, concept maps, animations, videos, simulations, and extensive use of color-coding
  • Hands-on kinesthetic activities: lab practicals and field investigations, building and manipulating models, vocabulary matchup games, sequencing and classifying
  • Alternative assessment options: student choice of summative task products, recording verbal answers to test questions

    Classroom timelapse

    Whole-class, small team, and individual instruction during one of my MYP Year 4 plant biology lessons.

Individualization

  • Unit activity menus provide a sequential structure of activities organized by Bloom’s taxonomy and achievement level
  • Independent, scaffolded practice and choice of activities maximizes student engagement
  • Personalized feedback through individual conferences and written comments throughout the unit of study
learning-gif

Hands-on learning activities in my classroom.