The YouTube channel I created with my colleague, Meg Chandler, i.spiration e.ducation, is on it’s 30th episode! This episode highlights the new era of online learning for teachers, given COVID-19. I hope you find this, and future posts, helpful as we all continue to educate in a world of social distancing.
A colleague and I are SUPER EXCITED to announce our very first vlog, i.nspiration e.ducation. The link to our first post is below in which we take you on a journey with nine high school students and one very large waterfall! We also discuss the rationale behind i.nspiration e.ducation.
Our goal is to publish one informal, but research-based, video on our channel each week, highlighting best practices in education and inspiration for teachers of life-long learning. We hope you enjoy getting to know us and subscribe to watch upcoming posts.
This year I decided to try something new (no shock there) with my US History students. As I have done in the past, I wanted to create a semester-long project with multiple check points – in “teacher speak” we call these formative assessments – rather than a standard, summative assessment. What I changed was the creativity options – teachers call this differentiated learning – for this project. This year, I offered my students a wide range of artistic options to show their understanding of the historical content covered in class.
“DJ Justin,” an amazing international student, took my artistic challenge and ran with it. I am so excited to show you his three checkpoint submissions: songs he wrote that discuss his personal interpretation of the content from our second-semester units. Go Justin!
Johny Johny (lyrics in PDF form)
Enjoy these final two submissions, which were provided in audio format.
Struggle (lyrics in PDF form)
A Dream (lyrics in PDF form)