Click this link for my presentation materials. Good to see you! For quick access, here's a direct link to the PDF.

Students crave feedback. It’s so fulfilling to see writers furiously flip through their essays, looking for my marginal notes supporting and critiquing their hard work. In lieu of long, repetitive, non-helpful marginal corrections—though—I tend to code my feedback and refer students to a custom-made feedback document for each writing assessment. I call it "class comments."

I find my direct, specific feedback often successfully redirects students and helps them understand how to improve their craft. It's efficient, specific, and it helps everyone, not just the number of students who I aimed to correct. Linked here are a number of feedback sheets I distributed during my previous school year with AP Lit. Along with analytical rubrics for scoring, the class comments grow my writers page-by-page.

Learning should be fun and tap into students’ curiosity. From understanding The Crucible’s hysteria through the game Werewolf, practicing persuasion through elevator pitches, or reenacting Shakespearean duel scenes, my students respond to learning experiences with excitement and true engagement.

Pictured here, students in the "night phase" of Werewolf as we enter our unit on The Crucible.  Through their playful learning, students reflected on the meaning of hysteria,  compared events of the book with their gameplay experience,  reflected on and judged a full-blown all-class Ultimate Werewolf game. 

I also brought Magic: The Gathering to my tutorial hour with the help of the MagiKids foundation.

While teaching Film Lit online during the 20-21 school year, my students were tasked with creating their own short films for the final project. I wanted to help them.

I created an 11-part video series walking them through my entire creative process, from idea generation to final upload. The instructional series was successful; my students submitted some amazing films, commenting that my tutorials got them there.

Exhibited here is an episode about shooting the film. The entire playlist is here. The example film I created is called No Tuna, and is now a famous film in some students' minds.

I created a timestamped YouTube tutorial to help my department sync their class rosters to ZipGrade. I crafted the video so it could be followed along, step-by-step as they set up their own gradebooks. The video is not linked because it contains identifying student information, sorry! Timestamps were as follows:

Getting Started: 00:00
Rosters from MiStar: 00:44
Editing rosters in Drive: 02:26
Google sheet to Zipgrade: 05:49
Selecting Zipgrade fields: 07:10
Printing answer sheets: 08:41

In 2021, I presented at a Grosse Pointe Public School Board meeting about how teachers at GPPSS are innovating in the online learning space.

My short presentation starts at 28:07 in this archived video. I discussed how I encouraged student discussion using voice synthesis tools. Click here for the materials.

I received many email requests from students about how to update their reading progress on Goodreads, so I rapidly developed this instructional video to show them how and why to track their reading. Reception of the video was great and I saw huge growth in participation on the site. The video was scripted, shot, and edited by myself, primarily in Adobe Premiere Pro. 

In the summer of 2020, I was asked to create a sample ten minute instructional video to showcase my skills in video-based instruction. Here it is.

An element of my teaching that I try to preserve online is think-aloud reading and modeling annotation. In class, when we are attacking a poem for the first time or reading for a new technique, I will walk my students through that process live, usually on the document camera.

In this video lesson, I introduce a skill from AP Lit’s Unit 2: Poetry and four essential knowledge components that contribute to mastering that skill. Then I model annotation of a poem and invite students to respond with their assertions.

The script, filming, editing, and music was all done by me. I used my Fujifilm X-T20, iPhone 7, Yeti Blue, MacBook Pro, and Adobe Premiere Pro.

I produced and organized a workshop in June of 2020 for a junior class group of ~80 students preparing to begin the college application process. I streamed the Q&A workshop live and later posted it to YouTube for on demand viewing.

I presented this workshop to multiple groups of high school teachers, grades 9-12, all disciplines. As a result, we saw classroom applications of Flipgrid and other asynchronous discussion tools increase at each PrepNet school.

My classes feature many Socratic Seminars, and I found that it was tough delivering thorough feedback to each students due to the free-flowing nature of the discussion. I designed a Google Form that collects quantitative and qualitative feedback during the seminar. Students work in groups to evaluate other groups of students. After all the forms are submitted, Form Mule is used to automate the delivery of this feedback in only a few clicks.