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.
Personalized and differentiated activities
I really like this image as a reminder of what should be happening in a modern classroom.
These elements are visible in my classroom in the following ways:
- 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
Whole-class, small team, and individual instruction during one of my MYP Year 4 plant biology lessons.
- 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
Hands-on learning activities in my classroom.
MrKremerScience.com 