My tenure in the Wake County Teacher Leader Corps comes to an end today. Three years and 15 workshops later, we are ending with reflecting on our experience. I’ve actually really enjoyed my time in TLC. It has not always been quite what was presented, but I always leave the workshops feeling energized and with new ideas for my classroom just because I get to interact with other enthusiastic educators. I have learned many new things and lots of new tech tools, most of those are documented here on this blog. I don’t know that we were ever able to really implement Dr. Wirt’s original vision, but being a part of this 680-teacher cohort has provided me with more leadership opportunities in my school and in the county. I am glad that I volunteered for this opportunity, if only because I got to work closely with two colleagues at my school that made our training days more enjoyable. It’s going to be weird not having these workshops anymore, but I will be replacing them with the same number of STEM coordinator meetings instead!
At a previous teacher leader corps workshop, I created this infographic (sample screenshot above) about writing strategies in science classes. It also has some tools for teachers as well as resources for students. I also love Piktochart (and infographics in general), which is why I chose that as the medium.
In Year 3, Day 3 of Teacher Leader Corps, my colleagues and I created this flipped version of our most recently delivered professional development session on growth mindset.
I love Adobe Voice. I even use it for my holiday video and sent a video poem to my father for his birthday. It’s extremely user friendly and students can create good products quickly.
Today at PD, I created a student-driven technology lesson for introducing new vocabulary in my academic chemistry class. As a preface: PechaKucha is a presentation format the includes 20 slides, presented for 20 seconds each (for a total of just under 7 minutes).
Make ONE slide related to your term with the following info.
- Provide TWO definitions that you found
- Rewrite them into ONE definition in your own words
- include any variables, units, or formulas that apply
- include one image to illustrate your word
- it should take up most of the slide
- Be able to explain your word for/in 20 seconds
Technology Integration Matrix Review: This lesson falls under adaptation in all categories. I’m okay with that considering I am working towards more technology integration for that group of students.
An archival post for my own reference. Read the title in the voice of the “Lost” narrator.
Below are the links to presentations I’ve given before setting up this blog…
|PD Session||Tags||Date Updated|
|Instructional Technology (Michael Wood)||edtech, tutorials||Ongoing|
|Collaborative Group Work (Early Release)||CIF, Collaboration, Kahoot, Padlet, QR Codes, Tea Party, Jigsaw, 5E Model||2014-09-05|
|5E Model (Michael Wood)||5E, PBL, edtech||2014-08-08|
|TLC Year 1 Day 2 Early Release||paper slide videos, stations-based lessons, Google Docs||2013-10-21|
|e-Folios for Education||e-Folio, reflection, common core, google sites||2013-08-05|
|AP Biology Curriculum Update||APBio, CollegeBoard, one day||2012-10-31|
This is a link to a website I co-created to aid in the delivery of an Early Release professional development session on the components of collaborative group assignments with a focus on individual assessment (my colleagues expressed in the previous session that they anticipated individual responsibility for the material as the biggest challenge with collaboration).
In addition to the website, I created a four-part YouTube playlist of videos that aid in creating a multiple-choice quiz using Google Forms to be graded using the Flubaroo Add-on. These videos can be found on my YouTube Channel, and on the “Step 3” page of the website indicated above.
The Transgenic Crop Debate (Click for links to all stations materials)
What are the pros and cons surrounding GMO crops?
Students must complete station 5 stations (approximately 15 minutes each) to investigate the GMO/Organic food debate. Students should be instructed to pay special attention to the sources of the information and examine these sources for reliability and bias.
- Create a GMO pro/con Graphic Organizer
- Answer the following questions on the back:
- What was a misconception you had about GMO foods? About organic foods?
- Before this investigation, would you say that you leaned more towards GMOs, organic, or no preference? How about now?
- What do you notice about the “facts” you have encountered based on the sources from which they originated?