For every lesson I plan, I am making decisions based on the goal to avoid a "worksheet rut". To me, a silent classroom with kids blindly doing work isn't what a chemistry class should look like as that isn't what science looks like. There is collaboration, curiosity, and trial and error - that's what I want my classroom to look and sound like.
So every decision I make is me being creative to alter traditional, worksheet based lessons into activities that allow students to practice expanded thinking and collaboration in a way that engages them and is working them towards a deep level of thinking.
For example, in my TPACK lesson, instead of a worksheet full of practice problems, I chose to do a whiteboard practice as a class so that students can get real-time feedback and help their partners with each problems. Students can walk the class through different examples and discuss how to proceed if they get stuck.
In my everyday classes, I utilize different applications like Quizlet for vocab practice, and Quizizz for a formative assessment at the end of a lesson. I try to bring several different forms of technology a lesson when I can.
So every decision I make is me being creative to alter traditional, worksheet based lessons into activities that allow students to practice expanded thinking and collaboration in a way that engages them and is working them towards a deep level of thinking.
For example, in my TPACK lesson, instead of a worksheet full of practice problems, I chose to do a whiteboard practice as a class so that students can get real-time feedback and help their partners with each problems. Students can walk the class through different examples and discuss how to proceed if they get stuck.
In my everyday classes, I utilize different applications like Quizlet for vocab practice, and Quizizz for a formative assessment at the end of a lesson. I try to bring several different forms of technology a lesson when I can.