SDG Hyper Doc Reflection

 I really liked working on this hyper doc project. It caused me to think about which goals were important to me as a person and teacher. It also got me thinking of if I had the power, how would I make the world a better place. I also liked how we were required to watch the SDG goals video with Jennifer Lopez. The video was not time-consuming and very entertaining. It also gave me background information on why every single goal is important. I also liked how we were required to connect back to our previous activity of explaining how we would change the world and then relating it to one of the 17 sustainability goals. I said, "the way I would change to the world was that I would try to advocate more for students with disabilities," and I related it to goal 4, which was a quality education. To explain how I related the two, I had said, "My goal is that to change the world I would try to advocate more for students with disabilities would most likely be similar to the 4th goal also known as quality education. I would say these goals are similar because a lot of the time without the proper education, Students with disabilities sometimes fall through the cracks." I also had to explain how passionate I was about one specific goal, to which I explained, "I am most passionate about goal #4 (quality education. ) When becoming a special education teacher, I want to make sure students with disabilities get every resource they need to do well in school." I then had to dig deeper into one of the goals, find specific sources, and then relate them to the goal I choose to explain. The goal I had chosen to explain was "No poverty" one resource I had chosen to use to dig deeper into my goal includes this article. When explaining how article related to the goal, I had said that the article "explained that while many people no longer live in poverty, people still struggle to obtain things like shelter or food. The article also explained that when comparing men and women in poverty, there was a higher number of women in poverty. This is because, in many low-income countries, parents stop sending daughters to school at a certain age to begin learning to take care of the home and their families. The article also explains that due to recent events, people not in poverty have to make a bigger effort to help the people in poverty get out of it." A second resource I had used to dig deeper into my goal included This video. When relating the video to my goal I had explained that the video "explains what causes poverty. The things that cause poverty include war, irresponsible government, sickness, and not having a good education. The article also explains that natural disasters can cause poverty too. The article also explains the things we can do to help people get out of poverty like donating items we no longer need." A final resource I used to dig deeper into my goal also included this article. When relating the goal and the article I had said that the article "explains that poverty very uneven throughout countries and the article also explains that now there is more poverty in Africa than in Asia. The article also explains that extreme poverty has decreased due to China and India. The article also explains that the rate of poverty will increase due to COVID-19." I was also required to think about what I had discovered about the goal. In the hyper docs project, I had said I had discovered three things. The three things I had discovered are stated as follows: 

• I was surprised to learn natural disasters could lead to poverty out of everything else that could cause poverty, such as sickness or job loss; natural disasters never crossed my mind.
• I was also surprised to learn that Africa had the highest poverty rate. I always expected the place with the highest poverty rate to be Hati. I was surprised because when I think of third-world countries, I never think of Africa. 
• I was also surprised to learn that women had the most poverty. I thought people with the most poverty would be families with newborns or children because it is expensive to provide for them. 

The final part of the project was that we were required to create an intervention. This was my favorite part of the project because we got to sketch out what our invention looked liked, and we got to be creative.

I absolutely love using Hyper Docs to learn. When using Hyper Docs, children aren't listening to a teacher talking for long periods of time. They get to interact with materials given to them and be in charge of their own learning, which can sometimes be more beneficial because they have to pay attention in order to learn. 

Here is My Hyper Doc project Click on the picture to see my completed version 

Sustainability and me

 Sustainability and me 

History of sustainability

 After researching sustainability and its history, I have learned many things. I have learned that sustainability first became a major concern with industrial communities around the 18th century. During this period, there were many advancements like factory-type jobs. But as technology got better many people no longer needed to do these types of jobs since machines could get it done quicker and more efficiently. But that increased the rate of smoke being admitted into the air. Many areas of the country were being destroyed to build cities. This accumulation of smoke from cities and factories caused fish to die and pollution to move into water sources like streams or rivers. Due to there being no regulations, the amount of emissions found in the environment began to increase. This caused the first environmental protection group to form. This group was known as “The Society for the Protection of Birds.” This was the first-ever environmental protection group. Their main goal was to try and protect the earth and its resources. The U.S. also started t0 try and protect national parks. In the 20th century, In England, around 1952, there were over 12,000 people who died and 10,000 people who got sick due to air pollution. This caused the clean air act to be created. the clean air act is defined as “The Act introduced a number of measures to reduce air pollution.” (Clean Air Act 1956,2021.) A book known as “Silent spring” soon came out after these events and was published in 1962. This book changed the way people thought about the environment. Until this book came out, many people thought sustainability was only about protecting the environment. They never even thought about how the smoke in the sky could be affecting their health. Her book also caused more regulations that were put on companies releasing fumes into the air. The clean water act controlled how much pollution was released into bodies of water. Her book caused the formation of EDF, also known as the environmental defense fund. The environmental defense fund is still around today. Their mission is to preserve the environment. The first earth day was April 22, 1970. It involved a protest against polluting the earth; like earth day, another big event occurred in the 1970’s. This event was the creation of the NRDC was formed in the 1970’s in was created by a group of scientists concerned about how much we were using up environmental resources. The United Nations summit occurred in 1972. This summit discussed essential issues in which they talked about pollution, pesticides, and more. More importantly, they had talked about the Minamata Disaster. In which over a thousand people had passed away because mercury was added to the water. The Endangered Species Act was created in 1973. It was created to protect and maintain the habitat of endangered species like plants and fish. The Forest and Rangeland Renewable Resource Planning Act was created in 1974. It was created to protect forest resources and make sure these resources are not used up too quickly. In the 1980’s another problem people had faced was climate change. It is the change in the earth’s climate over a long period of time. In 2000 the 8 MDGs were created, and In 2015 the United Nations created the seventeen SDG’s after they signed the Paris agreement 

  

The 17 SDGs 

The 17 SDGs were goals created from the eight MDG's to protect the planet and everything on it further. 

The first goal is "No poverty." The purpose of this goal is to end all poverty by 2030. 

The second goal is known as "zero hunger." The purpose of this goal is o make sure everyone on the planet does not go hungry and has access to food and nutrition whenever they need it. 

The third goal is "good health and wellbeing." the purpose of this goal is to make sure everyone, no matter what age, is as healthy as they can be. 

The fourth-goal is "quality education." The purpose of this goal is to make sure everyone on the planet gets an equal and quality education. 

The fifth-goal is "gender equality." The purpose of this goal is to make sure women and girls get the same opportunities as men. 

The sixth-goal is "clean water and sanitation." The purpose of this goal is to make sure clean water is available and make sure every person has the opportunity to have good hygiene habits. 

The seventh-goal is "affordable and clean energy." The purpose of this goal is to make sure everyone on the planet has some form of electricity. 

The eight-goal is "economic growth and decent work." This goal aims to try and make sure a job is available to every person no matter their background. 

The ninth goal is "industry, innovation, and infrastructure." The purpose of this goal is to look at new ways of doing business which could lead to better ways for trucks to deliver food, trains to move people, and for electric and water companies to deliver electricity and water to third world countries.

The tenth goal is "reduced inequalities." This goal aims to give people the same opportunities in their own country and other countries. 

The eleventh goal is "sustainable cities and communities." The purpose of this goal is to make sure everyone has a roof over their head, and no one goes homeless. 

 The twelfth goal is "responsible consumption and production." This goal aims to make people realize that we should not use up resources that can't grow back. 

The thirteenth goal is climate action. The purpose of this goal is to convince people to take quick action against climate change to save the planet.

The fourteenth goal is life below water. The purpose of this goal is to protect the world's oceans and the things living in them. 

 The fifteenth goal is life on land. This goal aims to manage the forest and protect the forest's resources and the plants and animals living in it.

The sixteenth goal is "peace, justice and strong institutions." The purpose of this goal is to make sure that everyone, no matter what their background, has the same rights when it comes to the justice system and that every person has the same chance to get into the college of their dreams. 

The last goal is "partnership for the goals." This goal aims to create strong global partnerships to make sure goals 1-16 get completed promptly.

If I had enough time to teach the students, I would go in-depth to give my students a better understanding of all of the goals and why they are important and necessary to protect the planet.

Mastering Sustainability and CLIMATE Change: creating a introduction video

 

Mastering Sustainability and CLIMATE Change: Creating a introduction  video 

Engage 

Creating a intro video 

Hi everyone here is my introduction video to the 17 sustainability goals video. in my video I go in-depth about the history of sustainability goals as well as what each goal means. I really enjoyed creating this video and it gave me a deeper understanding of the 17 SDG's and helped me realize how important they are and why they  need to be in place. To create this video I used screen-O-matic and recored my voice on top of a image of the 17 sustainability goals I hope everyone enjoyes my video

Video Review 

I really liked this video. It was very short and did not go to in-depth so it could keep a child's attention. It also gave a very quick overview of the 17 SDG's which could give a child essential background knowledge 

Chapter nine text review

    

This chapter explained how we could connect technology to social studies. The text explains that teachers need to navigate any browser they come across to be effective teachers. The text states, 

"the teacher needs to be able to move around the Internet. This movement is accomplished by using a browser, e.g. Chrome, Firefox, Internet Explorer™, or some other browser. Using the browser, a teacher accesses any other computer or computer server that is available online. These computers are operated by businesses, governmental entities, educational units, public and private organizations and, even, individuals. There are numerous resources, such as Ackermann & Hartman,3 that are available which provide information about the issues of equipment, access, browsers, and computer servers."

   The text also explains how teachers can find great and reliable sources. Teachers can check if something is a reliable source by looking at who published the website. The text defines the term "reliability" as "the degree of consistency that the instrument or procedure demonstrates." The text also explains that educational websites normally run by colleges are reliable, as well as any website ending in .gov or .edu. Websites for businesses that have been around a long time are also reliable, but the same can not be said for small businesses because they may be popular one minute and unpopular the next. Also, before judging if something is reliable, you should first determine if something is valid. The textbook defines "Validity" as "that quality of a data-gathering instrument or procedure that enables it to measure what it is supposed to measure." 

   The text also explains various questions you can ask yourself when determining if a website is valid or reliable. The text states that these questions are:

• Who is the author or institution? 
• How current is the information? 
• Who is the audience? 
• Is the content accurate and objective? 
• What is the purpose of the information? 

The text also explains how a teacher can use search engines to help find information for her classroom and use libraries with online websites to search for information or books that would be useful in a classroom instead of actually going to the library, which saves a lot of time. News is also more readily available now online than it is on paper. When someone wants to look at a piece of recent news, it is just a button away. The text also explains the most beneficial social studies websites teachers use when looking up information about their teaching. 

The text also explains how to integrate technology into a classroom—the text first talks about hardware. I believe one essential piece of hardware in a classroom is a smartboard and different variations of it. Smartboards are interactive and get students actively involved in the lesson. Smartboards also have many lessons which have already been created that a teacher can use to help her students learn about whatever topic she is teaching. Using a smartboard with interactive materials built-in also means that the teacher spends less time searching for interactive activities and can spend more time helping her students learn. Teachers can also use iPads in the classroom to help their students learn. The text states, "iPads help to foster communication, cooperation, and critical thinking."

Teachers can also use a variety of software to help their students learn. Some examples of this software include The Khan Academy, Wordle, and Epal. The Khan Academy is an online website students can use if they don't understand a class topic. The Khan Academy provides:

• Extra lessons.
• Step-by-step instruction.
• Extra examples of problems that students can do to help them understand a topic.

Wordle is a website where students can generate a poster about words they find important. The text states, "Wordle is a toy for generating "word clouds" from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text." Epal is a digital pen pal website that students can use to talk to peers of the same age bracket worldwide. 

There are also various ways teachers can use technology in a unit plan. The text states "These multi-media approaches to thematic units are similar. There is a television broadcast, videotapes, and usually, a book, teaching guides, and ancillary materials. Social studies teachers have students watch the television presentations or show film/videotape versions of the programs. There usually is a classroom set of the books for students to read or check out. The teacher uses the instructor's guide to develop a three to four week teaching unit. Some form of an inquiry/research project is part of the unit."

I have learned many things from this chapter. Things such as integrating technology into a unit plan and how a teacher can use search engines and online library resources. I have also learned about beneficial software and hardware a teacher can use in her classroom to help her students learn. I have also learned the difference between reliable and valid resources and how to identify them. 

 

 Chapter Eight: text review 

This chapter helped me understand the difference between critical and creative thinking. Critical thinking includes analysis and evaluation, while creative thinking involves imagination. The text also gives information about knowledge and recall. I have learned that recall is the ability for students to recall something very quickly with little to no issues. The text explains knowledge is information a student knows, this information is not ingrained into their minds, and if they want to know this information again, they will have to study to understand it. The text states, “At the lowest level of cognition, students are required to show that they remember the information and ideas that they have learned. Older students may be asked to recall difficult or complex knowledge, but the emphasis is on the individual student’s ability to accurately remember what was learned. As knowledge changes and increases, information becomes more complex.” 

The text also gives us information about what comprehension is. The text states, “In order to demonstrate that students know what the information they are learning means, at the comprehension or understanding level, the student shows they understand, often by expressing the material in their own words, sequencing events, or summarizing what they have learned.” It was fascinating for me to define a world teachers use in everyday life finally. 

The text also explains lower-level thinking activities the teacher can use in her classroom. The text states, “The teacher can use a variety of strategies for checking students’ recall and comprehension: putting story events in chronological order, scrambling vocabulary words, organizing information into a memory game, organizing information into a quiz show format, and organizing information using graphic organizers. These strategies can facilitate students working together, if appropriate for the learning task. Flash cards are another way for students to interact as they practice needed information.” This quotation brought back a lot of memories for me. As an Elementary School student using flashcards was one of the main ways, I studied. My teachers also used Kahoot a lot to motivate students. She made it like a quiz show, and whoever had got first place got five bonus points on the quiz we were talking about the next day.

The text also goes very in-depth when talking about higher-level or middle-level thinking. The text states two main ideas. First that “students are expected to retain information over time and to be able to use it meaningfully, it is necessary to move beyond lower levels of cognition. Higher level cognitive objectives require students to be able to a ted to authentic apply, analyze, synthesize, and evaluate information. These higher levels of thinking are better suited to authentic assessments such as projects, rubrics, and writing assignments. In the Emporia State University model, application and analysis are classified as middle level objectives. Synthesis and evaluation are classified as higher level objectives.” and secondly that “When students are thinking critically and creatively, metacognition can be helpful. Critical thinking, creative thinking, and problem solving require that the student use a variety of strategies. This flexibility in thinking is nurtured by helping students identify the strategies they used or attempted to use to solve a given problem, answer a question, or begin to create a new product. Encouraging students to share their strategies with each other can help to increase the students’ repertoire of thinking strategies.” These two ideas that I cited from the text helped me realize how important high-level thinking is to a student and a classroom. 

The text also explained why application is important. Application is less about what you know and how you can apply what you know to answer the question. For example, when taking genetics last semester, we were never given multiple-choice questions. We often had to apply what we knew to questions involving genetics. As well as being able to understand the genetics of a purple lizard with a red and blue parent. The answers were never straightforward and often required a lot of critical thinking to answer, which means the answer still might not be 100% correct. I believe application is critical in a classroom because students should not just know the information. They should also be able to explain why they need to know this information.

The text also explained why analysis is important to students. With analysis, students are looking for relationships between what they learned possibly two months before and what they are learning now. With analysis involves a lot of critical thinking because what they are learning builds on top of each other, and each part of every lesson is interconnected in some way, shape, or form. 

I was surprised to learn how important synthesis was in the classroom. But after reading about it, I understand why it is important or even essential to use in a classroom setting. The Text states, “In order to solve problems and to deal with information and ideas in creative ways, synthesis is a higher level of thinking defined by Bloom. Synthesis involves students in coming up with innovative ways to use the information and ideas they are learning about which may include writing, producing artwork, thinking of new ideas and strategies, or dramatizing concepts in ways that are new and original to the students. Providing opportunities for students to be creative with what they are learning is an important way to build interest and involvement in learning.”

And finally the text talks about Convergent and Divergent thinking. This was very interesting to learn and read about. before reading the text, I was unsure of what convergent and Divergent thinking were. I was also unsure of what they entailed. After reading the text, I realized that divergent thinking is just another way to say creative thinking and that convergent thinking is just another way to say critical thinking. After reading chapter Eight, I have learned different things I can’t wait to use in my own social studies classroom.

  Chapter Seven: text review 

After reading chapter seven, I feel I have a better understanding of the different teaching methodologies. The different teaching methodologies include lecture, small group instruction, Roleplay and simulation, and individualized instruction. I now understand the difference between these methodologies. I understand that lecture is primarily teacher-focused. Where the teacher is teaching the kids what he or she believes they should learn. Through lecture, students learn through the teacher talking or PowerPoint and more. During the lecture, they are not in charge of their own learning. It is the teacher's job to teach them what they need to know. With small group instruction, the students are in charge of their own learning. Simulations are also very teacher-focused, with simulations is where the learner is put into a specific role. When Mount Saint Mary did the poverty simulation. I was given the role of a teenager who could not go to school much because she had to take care of her siblings. This helped me realize how bad poverty could be. By using simulations in a classroom, teachers can get difficult topics across in a new way. The same could also be said for role play. Individualized instruction is very focused on the teacher helping one student and one student alone. 

I also learned more about collaborative learning and why it is important. The textbook explains that the most important thing is encouraging any accomplishment the student makes during this lesson. The textbook explains strategies a teacher can use to make sure the lesson goes well. The strategies as stated in the text are:

1. The affective needs of students must be met. According to Dr. William Glasser, these needs are: acceptance and belonging, power, freedom, and fun.2
2. Students need to have opportunities to get to know one another and become part of a democratic classroom community.
3. Competition in the classroom needs to be reduced or eliminated. According to Alfie Kohn, in the Cooperative Learning Magazine, "students should not be encouraged to view their peers as obstacles to their own success."
4. Group grading of cooperative activities should not be used.
5. Students and parents need to understand the benefits of having students work together.
6. Communication and social skills that are needed for successful collaboration and cooperation need to be identified and taught to students.
7. A variety of collaborative and cooperative structures should be used.
8. Collaborative and cooperative learning should not be overused – other teaching strategies also need to be used to meet the learning needs of all students.

The textbook also explains the different times that teachers can use collaboration in the classroom. Students can go over the previous day's assignments together. They can work together during the periods of the lesson where the teacher is not doing a lecture, and they can also review what they have learned at the end of the day to help each other study. The textbook then goes onto explain collaborative activities which happen successfully. 

The textbook also explains the different kinds of intelligence a student may have. These bits of intelligence, as stated in the text, are:

• Linguistic (word intelligence) 
• Logical-mathematical (math intelligence) 
• Spatial intelligence (picture intelligence) 
• Musical/rhythmic intelligence (music intelligence) 
• Bodily-kinesthetic intelligence (body intelligence) 
• Interpersonal intelligence (people intelligence) 
• Intrapersonal intelligence (self intelligence) 
• Naturalist intelligence (nature intelligence)

There are also different ways that a teacher can use these different kinds of intelligence in her classroom. The text states," In addition to using different multiple intelligences as strategies for instruction, practice and assessment activities can also utilize different intelligence areas. The teacher may design activities for all students to complete or provide choices for students as to how the students would like to demonstrate their learning. Integrating two or more intelligence areas can also help students be more successful with learning important concepts and skills." When dealing with different kinds of intelligence, a teacher can use a lesson involving cartoon characters like bugs bunny or mickey mouse. 

Google crome extention project

Google Chrome Extentions Project

The Google Chrome Extentions project was exciting and very fun to do. It was one of my all-time favorite projects of the semester so far. I loved that the first thing we got to do was use our bitmoji's. I love any activity using bitmoji's because I believe it could make something that students would normally think was dull a little more exciting. For the bitmoji part of the assignment, we could choose any five bitmojis we wanted to use for that slide. In fact, our assignment was to choose any five bitmoji's we wanted and add them to the slide. I really liked this part of the project because I got to choose bitmoji's doing ridiculous things like sleeping, hanging from a cliff, swinging into the presentation slide from a vine, or using the swing and saying hello. 

Click here to see the task I completed 

 Next, we were required to create a greeting using Screencastify. This was an exciting part of the assignment, but at the same time, it was also extremely frustrating. It took me a very long time to record a video that was two minutes long because my computer kept on crashing and deleting videos that I had completed. The crashing of my laptop had caused me to start something over from scratch. Due to the technical difficulties I had, I don't think I would use Screencastify in my classroom. I would not want my students to work extremely hard on an assignment to lose it because they were having computer issues. Instead, I might use Screen-O-Matic as a substitute. I've had similar issues with Screen-O-Matic, where my computer has mistakenly shut off, but with Screen-O-Matic, I have never lost my work and continue where I had left off. 

Here is the greeting video I created using Screencastify

I was then introduced to one tab, which I have fallen in love with. It is straightforward to use, and I can click on the icon to save all of my tabs I used for the day. One tab would be an absolute lifesaver in the classroom. I love how organized it could make a teacher. Instead of having multiple tabs open at once, you would have the tabs open by day, making essential materials easier to find. I was also introduced to EasyBib and Bitly. In fact, in my google chrome project, I said this about one tab, Bitly and EasyBib. “I would absolutely love to use these tools to teach students and engage them in active learning. My favorite tool would have to be EasyBib. Especially for students who are not confident in their ability to create in-text citations or are unsure how to create different citations for different formats. One tab would be very beneficial to my classroom. As I am working on resources to use for lessons, I could make sure I have a tab for each day of the week to allow for easy access I’m not sure that I would use bitly because I feel there is no need for it as long as I teach my students how to hide the links in other pieces of text.” 

I was also introduced to Pear Deck, which is an Add-on in google slides. I absolutely love this Add-on, especially if it needs to be used in a virtual setting. I believe it is a great way to get students engaged and allows them to really interact with whatever I am teaching them. For the Pear Deck portion of the project, I had to use Pear Deck to introduce a lesson. The lesson I chose to introduce was a lesson on Lewis and Clark. Lewis and Clark's expedition is one of my favorite things to learn about and will undoubtedly be one of my favorite social studies lessons to teach. I really enjoyed this part of the project because I got to play around with Pear Deck and become comfortable with it before fieldwork begins. 

Click here to view my Lewis and Clark Pear Deck assignment

I also love how the last two slides of the project in google slides gave even more resources a teacher can use both in a virtual setting and a physical classroom. I believe these resources are extremely beneficial to any teacher because these resources will help you, the teacher, your students to the best of your abilities and help you improve in the ways you teach. 

Chapter six: text review

Chapter Six: text review

I was reading chapter six, I was somewhat overwhelmed. But I was soon able to understand why the constructivist philosophy was critical. The text states, "The constructivist philosophy of education helps teachers create a curriculum that is meaningful and adaptable to a rapidly changing world. Constructivist teachers believe that students create meaning based on their experiences, ideas, and perceptions. When students face real, motivating learning activities and problems posed by teachers, learning becomes meaningful for students."The constructivist philosophy explains that students learn better using real-life examples rather than having information thrown at them. This chapter also gave me an overview or background about content knowledge and cultural literacy. The text states, "The concept of cultural literacy, content knowledge about cultural information, references, and allusions, is often identified with E. D. Hirsch, Jr. Hirsch is the author of books that identify what he considers to be essential content knowledge for all Americans. Some schools have adopted Hirsch's Core Knowledge® approach in designing the curriculum for their schools." By using real-life examples, information may become more meaningful to students. I also learned about how vital cooperation was in history. The text states, "Throughout American history, there are many examples of neighbors helping each other. In a CBS News American Spirit video example, community members help a neighbor who has lost his barn to fire. Democratic classroom communities provide opportunities for children to experience the benefits of working together that have been such an important part of the American tradition." I was also able to learn about democratic classrooms and the factors which help a domestic classroom function. The text states, "Democratic classroom communities are found in classrooms where teachers model and implement the ideals and practices of American democratic society. While these classrooms are productive places where learning takes place, they also provide experiences that are important for children's success in school and for their future responsibilities as American citizens." 

The text also explains five significant factors which make the classroom function. These factors, as stated in the text, are:

1. They feel safe and secure in the class.
2. They experience academic and social success.
3. They identify areas of personal talent and interest.
4. They feel accepted by other children and adults.
5. They contribute to the success of the class and view themselves as an important part of the class.

The text also explains activities a teacher can use to help students work well together. The text states "Group building activities help to remove barriers for working together by building trust, providing successful experiences in working together, and fostering mutual acceptance. Group building activities help to build class morale and to develop team spirit. While some time is necessary for group building activities to take place, these activities are an essential part of a democratic classroom community." The group building activities are a great thing for teachers to use at the beginning of the year to get a feel for who their students are as people. Democratic classrooms are excellent but may also have many problems. These problems as states in the text "include conflict with peers, bullying, and cliques."

The text also explains how class meetings are beneficial to a democratic classroom. The text describes the purposes a class meeting can have. As stated in the text, the goals of a class meeting are as follows: 

1. Sharing and celebrating meetings – used to share positive information and compliments with other students and to celebrate individual and group successes in the classroom
2. Check up meetings – used to evaluate how well things are going in the classroom and how well students are working together and getting along
3. Review meetings – used to review rules, procedures, or other information that students may be forgetting and to determine if changes are needed
4. Problem solving meetings – used to discuss individual and group concerns
5. Planning meetings – used to plan for class projects and for activities such as a field trip. Additional suggestions for using classroom meetings can be found in an Edutopia article.