Embedded Files
campus trainings
campus trainings
At Bats
October 22, 2019Batter up! Led the first "At Bats" session for our department PLC. At Bats allows teachers to form communities of learning, where they can share lessons, model lessons, and give/receive feedback. I shared a hands-on, explore lesson for the cell cycle that I had successfully done with my students in class. Many teachers shy away from these types of activities for a variety of reasons, including limited time and struggles with classroom management. However, I wanted to remind the science team just how effective and engaging activities that allow students to work more independently and creatively can be. Fortunately, they all willingly and enthusiastically went through each part of the lesson with me just as if they were my students.
In small groups they researched their assigned phase of the cell cycle, selected the materials they wanted to use to create a model of the phase, then did a gallery walk around the room to view each other's work. As they viewed the gallery, they were to identify which phase of the cell cycle each model represented on a sticky note and leave it nearby. Following the gallery walk, they all returned to their original spots and checked the responses that were left by their classmates.
We concluded the session with each group presenting their model, discussing if others were able to correctly identify the phase, and if not, what misconceptions might they have had.
In small groups they researched their assigned phase of the cell cycle, selected the materials they wanted to use to create a model of the phase, then did a gallery walk around the room to view each other's work. As they viewed the gallery, they were to identify which phase of the cell cycle each model represented on a sticky note and leave it nearby. Following the gallery walk, they all returned to their original spots and checked the responses that were left by their classmates.
We concluded the session with each group presenting their model, discussing if others were able to correctly identify the phase, and if not, what misconceptions might they have had.
Creating Activities in the HUB
September 1, 2020Led a virtual training for our department SLC (biology) on creaing assignments within the HUB, including those which can be auto-graded within the system. Time is limited now more than ever seemingly. Hand-grading hundreds of assignments each week seems impossible. In addition, managing multiple virtual classrooms can be overwhelming, especially if not organized properly. Thus, know-how of the HUB and its features is essential to teachers keeping an orderly system of lessons and assignments.
In the training, we explored how to set up folders for our courses, upload lessons, and how to create assignments (auto-graded and manual scoring), discussions, and links to outside sources used for activities.
In the training, we explored how to set up folders for our courses, upload lessons, and how to create assignments (auto-graded and manual scoring), discussions, and links to outside sources used for activities.
Tech Tools for a Virtual Hands-on Experience
October 6, 2020Led a virtual training for our department SLC (biology) on technology tools we can use for students to construct original products, such as models, diagrams, and infographics. We are living in strange times, in which we are having to find new ways to engage students. Hands-on activities have often proven effective, but can be such a struggle in the virtual classroom. Nonetheless, there are a variety of helpful tools available to teachers for getting students engaged in a virtual environment, such as Jamboard, Nearpod, and Pear Deck.
In the training, we explored how to set up and use Jamboard for classes to create cell models (bacteria), using the drawing feature embedded in Pear Deck and Nearpod to create diagrams, and using both Padlet and the matching feature embedded in Nearpod for creating virtual card sorts and other manipulatives.
In the training, we explored how to set up and use Jamboard for classes to create cell models (bacteria), using the drawing feature embedded in Pear Deck and Nearpod to create diagrams, and using both Padlet and the matching feature embedded in Nearpod for creating virtual card sorts and other manipulatives.
Creating Interactive Science Lessons Via Pear Deck
December 7, 2020Led a virtual training for the science department PLC on how to create interactive science lessons using Pear Deck. The district really pushed for teachers to incorporate Pear Deck, a technology resource that allows students to interact with the teacher's presentation in real time. Students can respond to various types of questions, such as multiple choice, short (text) response, fill in the blank, and even filling in diagrams. The entire department participated in a training for Pear Deck prior to the start of schoool, however, many were left unsure of how to install the Pear Deck add-on on Google Slides and/or how to create presentations using Pear Deck's features. I spent hours playing around with Pear Deck after that training and finally got the hang of things. This prepared me to be a resource for my team.
I began the training by first covering how to install the add-on. Then, we covered the basics of uploading a PowerPoint presentation saved in our files to Google Slides. Next, we covered adding question slides that students could interact with, including social-emotional check-in slides. Some quickly became comfortable with the basics and so we took it up a notch by including drawing slides, in which the teacher can post a diagram or a problem (e.g. Punnett Square) and the student can use the drawing tools to demonstrate their understanding.
I began the training by first covering how to install the add-on. Then, we covered the basics of uploading a PowerPoint presentation saved in our files to Google Slides. Next, we covered adding question slides that students could interact with, including social-emotional check-in slides. Some quickly became comfortable with the basics and so we took it up a notch by including drawing slides, in which the teacher can post a diagram or a problem (e.g. Punnett Square) and the student can use the drawing tools to demonstrate their understanding.
Integrating Technology in the Science Classroom
December 9, 2020Led a virtual training for the biology department SLC on how to integrate technology in the virtual science classroom. Teachers were struggling with collecting warm-ups, exit tickets, and other quick-check assessments that provided quick data. Also, virtual manipulatives that students could use to practice different concepts and providing support to English Language Learners in the class was challenging for the group.
In this training, I shared with teachers how they could quickly get data using Pear Deck, Google Forms, and Nearpod; how to create a virtual interactive Word Wall and embed language support throughout class presentations for English Language Learners; and how to create virtual manipulatives via Google Slides and various tools on classtools.net and wordwall.net to support all learners.
In this training, I shared with teachers how they could quickly get data using Pear Deck, Google Forms, and Nearpod; how to create a virtual interactive Word Wall and embed language support throughout class presentations for English Language Learners; and how to create virtual manipulatives via Google Slides and various tools on classtools.net and wordwall.net to support all learners.
campus leadership roles
campus leadership roles
Lead Teacher
2020-2021Selected as the lead teacher for the biology department. A lead teacher for each science content area was selected by campus administration. Tackling virtual/hybrid instruction was a challenge for most of us. The need for all hands on deck was at an all-time high. This meant that the need for teachers to take on leadership roles in addition to their classroom responsibilities was heightened.
The responsibilities of this position as SLC Lead included scheduling and conducting SLC meetings weekly with the biology department, ensuring attendance and minutes are captured at all meetings, developing and regularly updating the department instructional calendar, documenting and reporting the groups needs, and more.
The responsibilities of this position as SLC Lead included scheduling and conducting SLC meetings weekly with the biology department, ensuring attendance and minutes are captured at all meetings, developing and regularly updating the department instructional calendar, documenting and reporting the groups needs, and more.
Department Chair
2021-2022Selected as the department chair for the science department. Returning to campus after a year of virtual learning looked different from other years and was quite the challenge. Both teachers and administrators had additional responsibilities on their plates. Serving as the department chair allows me to support the science team in a variety of ways so as to reduce the load that is already upon them.
The responsibilities of this role include sending out regular communications to the team, capturing attendance and minutes at all meetings, organizing and distributing materials, leading department meetings, documenting and reporting department needs and concerns, and more.
The responsibilities of this role include sending out regular communications to the team, capturing attendance and minutes at all meetings, organizing and distributing materials, leading department meetings, documenting and reporting department needs and concerns, and more.
mentoring
mentoring
Mentoring Session: Building Bridges
2022Led an in-person workshop at Rice University for novice teachers centered on building connections between school and home. Operation MEN-CO-CO, a collective of virtual and in-person mentoring sessions provided by TLIIST fellows to novice teachers (or any educator interested) on various topics, has been in full effect over the Fall semester and will continue into the Spring. My team consists of three additional TLIIST fellows (Molly Nipper, Kandice Melchor, and Marina Rodriguez), who together prepared an interactive training highlighting the value in building connections between families and school. I presented along with team member, Molly Nipper, for the Fall offering of the session. Our other two team members will be presenting the session in the Spring at Rice University.
Developing and maintaining communication with families throughout the year continues to be a challenge for many educators. The list of responsibilities as an educator is a lengthy one and finding the time to reach out to parents consistently can be difficult, but the value in building a parent-school relationship or village for each student is essential to the academic achievement of each student. Our workshop centers on identifying the challenges faced in building community relationships, action steps to take in developing and continuing communication with families despite those challenges, and the value in making the effort to build bridges between home and school.
Developing and maintaining communication with families throughout the year continues to be a challenge for many educators. The list of responsibilities as an educator is a lengthy one and finding the time to reach out to parents consistently can be difficult, but the value in building a parent-school relationship or village for each student is essential to the academic achievement of each student. Our workshop centers on identifying the challenges faced in building community relationships, action steps to take in developing and continuing communication with families despite those challenges, and the value in making the effort to build bridges between home and school.
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