Module
Formative Assessment is the key...
Assessment
- are we allowing for choice in the assessment?
- are we allowing for multiple opportunities?
- Learners need to monitor their own progress
Nearpod - both teacher and student led activities
When we ask students to be in charge of their reflections they need to know why! Not just a collection of work for collection sake
How do we keep students moving forward?
- Digital Playlists
- academic choices for students
Where is the best place to begin that would have the biggest return?
Thursday, June 28, 2018
Workshop 5 - Teaching with Proficiencies
Module
How do we define it?
- standards based
- instruction and assessment
- targeted
- multiple opportunities to engage
What is the one place to start?
- formative assessments and reteaching after summatives
Video from Folklife Center
-
The power in this is the chance to be transparent. No secrets, revision opportunities are essential
Bill Rich - Red House Learning - Learning Scales
* The creation of posters around the 4 main parts of PBL was most helpful. It put the ideas that could seem abstract in a more realistic place because teachers were adding their ideas of what they see in the classroom.
How do we define it?
- standards based
- instruction and assessment
- targeted
- multiple opportunities to engage
What is the one place to start?
- formative assessments and reteaching after summatives
Video from Folklife Center
-
The power in this is the chance to be transparent. No secrets, revision opportunities are essential
Bill Rich - Red House Learning - Learning Scales
* The creation of posters around the 4 main parts of PBL was most helpful. It put the ideas that could seem abstract in a more realistic place because teachers were adding their ideas of what they see in the classroom.
Wednesday, June 27, 2018
Wednesday Reflection - Competence
Thanks to some supportive conversations with several MGI staff from my Team I am feeling more competent about designing my Action Research. Through the workshops today on my strand I got another dose of the importance of giving students choice and personalized paths, and that should fit in nicely with my idea of bringing that to the PLP process. Students are not liking them, and I am wondering if they would more if they had more say in what gets posted and how evidence is documented. I think that is connected to competency...not liking something does not tend to make one feel competent at it.
I am impressed with how my Team works together. I have known them as building colleagues for years, but only started working with them in the last week. They/we set goals well and share the workload to get things accomplished. They listen to me and are patient with my newness to this particular job. I think that listening is key to building competence in students. Listen to their ideas, concerns, fears and successes.
I am impressed with how my Team works together. I have known them as building colleagues for years, but only started working with them in the last week. They/we set goals well and share the workload to get things accomplished. They listen to me and are patient with my newness to this particular job. I think that listening is key to building competence in students. Listen to their ideas, concerns, fears and successes.
Workshop 4 - Flexible Pathways
Module
Self advocacy...required for a student to be able to create a path
Transferable Skills
Equity
- do all students have the opportunity?
- flexible pathways should not be limited to extension activities
We must prepare them for the opportunities at the secondary level
Structures
- PLP exploration - My Next Move
- Geography section - mapping places they have been in the curriculum and where they have been or would like to go
- Digital Citizenship - managing their time on line
- equity issues need to be considered here as well
- Curriculum Development
- multiple pieces of evidence opportunities needed
Inviting community partners in and ask them to talk about how they got to that job - teaching pathways
- this is a nice twist on having "experts" into the classroom
The biggest takeaway for me was the idea of equity...keeping that in mind at all times so that students have equal chances at learning and the expression of it.
Self advocacy...required for a student to be able to create a path
Transferable Skills
Equity
- do all students have the opportunity?
- flexible pathways should not be limited to extension activities
We must prepare them for the opportunities at the secondary level
Structures
- PLP exploration - My Next Move
- Geography section - mapping places they have been in the curriculum and where they have been or would like to go
- Digital Citizenship - managing their time on line
- equity issues need to be considered here as well
- Curriculum Development
- multiple pieces of evidence opportunities needed
Inviting community partners in and ask them to talk about how they got to that job - teaching pathways
- this is a nice twist on having "experts" into the classroom
The biggest takeaway for me was the idea of equity...keeping that in mind at all times so that students have equal chances at learning and the expression of it.
Workshop 3 - Students as Partners
Students as Partners Module from MGI
Rachel's Module
The Continuum of Voice
- It's not about judging our location on it...we should be at different places at different times depending upon what our goals and needs are
More references from Bray and McCloskey
Do we even want our experiences to be all learner driven? Again, we are in two places at a time, working on training our students to be independent designers
Video - Role of students in personalized learning
- metacognition
- how can I improve?
- they know where they are and how to plan next steps
- consulting with teachers
- pacing
Negotiated Curriculum
- I need to remember this when designing ways to get students more engaged in their PLP posts!
- Present a choice framework that includes non-negotiables, but then offering student choice for what they want to learn and how they will present what they know.
Rachel's Module
The Continuum of Voice
- It's not about judging our location on it...we should be at different places at different times depending upon what our goals and needs are
More references from Bray and McCloskey
Do we even want our experiences to be all learner driven? Again, we are in two places at a time, working on training our students to be independent designers
Video - Role of students in personalized learning
- metacognition
- how can I improve?
- they know where they are and how to plan next steps
- consulting with teachers
- pacing
Negotiated Curriculum
- I need to remember this when designing ways to get students more engaged in their PLP posts!
- Present a choice framework that includes non-negotiables, but then offering student choice for what they want to learn and how they will present what they know.
How Might Middle School Students Be Involved in Classroom Curriculum Planning?
Article focuses on the idea of giving students say in a structured way so they are more invested
Giving them choice in the product may be the easiest way to start
Students are driving for their own independence so let's give them some say and control
Asking students for their input makes them feel like their ideas are heard
Choice of Content is the easiest place to start? I'm not sure I agree with that...how will this happen with math content that is coming from the top down
How much talking am I doing as a teacher? I appreciated this question
Try out the idea of a Genius Hour/Passion Project/Personal Interest Project
Try out the idea of a Genius Hour/Passion Project/Personal Interest Project
Tuesday, June 26, 2018
Workshop 2 - Facilitating Personalized Learning
Second workshop on Tuesday with Life...
Facilitating Personalized Learning
Engaged vs Empowered
- we certainly strive for empowered but sometimes a student won't always be interested
- isn't it a mix? A two way street?
- We provide the opportunity and guidance for them to get empowered?
Students may not always know what they need to learn...
- they need a push further into their interests to further research
- can they choose their interest within that framework?
It's a balance, not just turning kids loose...
Video...
How do you facilitate learning in Project Based Learning?"
Playlists
Giving students academic choice
Giving them some say in their process
- Use this during summative review sessions or reteaching post assessments to manage the class and allow for conferring
One does not have to think of Personalized Learning as "you are doing it or not"
- Where to inject this? Playlists during reteaching times? PLP posts in an effort to increase student engagement?
Facilitating Personalized Learning
Engaged vs Empowered
- we certainly strive for empowered but sometimes a student won't always be interested
- isn't it a mix? A two way street?
- We provide the opportunity and guidance for them to get empowered?
Students may not always know what they need to learn...
- they need a push further into their interests to further research
- can they choose their interest within that framework?
It's a balance, not just turning kids loose...
Video...
How do you facilitate learning in Project Based Learning?"
Playlists
Giving students academic choice
Giving them some say in their process
- Use this during summative review sessions or reteaching post assessments to manage the class and allow for conferring
One does not have to think of Personalized Learning as "you are doing it or not"
- Where to inject this? Playlists during reteaching times? PLP posts in an effort to increase student engagement?
Workshop 1 Redefining Engagement
- What does engagement look, feel and sound like? For you and for your students?
We want to build persistence and perseverance
What is our definition?
- excitement
- confidence
- persistence
Phil Schlecty - link on today's workshop page
- intrinsic motivation
Strong, Silver and Robinson
- SCORE
strategic compliance vs engagement
- does the content stick with them in later opportunities
- project based - can they carry out a complex task
- students that naturally extend and personalize the task
- are they asking more questions than answering?
Engagement to Empowerment
John Spencer - blog and YouTube channel
AJ Juliani - blog
How do we design engaging experiences? See checklist in slides
Creation of our own Quipu beads
This "chalk talk" intro was great because it was "student" created. We were not told the definition, but got to create it from our own experiences.
We want to build persistence and perseverance
What is our definition?
- excitement
- confidence
- persistence
Phil Schlecty - link on today's workshop page
- intrinsic motivation
Strong, Silver and Robinson
- SCORE
strategic compliance vs engagement
- does the content stick with them in later opportunities
- project based - can they carry out a complex task
- students that naturally extend and personalize the task
- are they asking more questions than answering?
Engagement to Empowerment
John Spencer - blog and YouTube channel
AJ Juliani - blog
How do we design engaging experiences? See checklist in slides
Creation of our own Quipu beads
I was glad to see this idea come back from a few years ago. Here's the rationale behind them:
Green Fuzzy - I found it on the floor on the way up to the bin. Perfect. Engaging students is a squishy and inexact task.
Silver Flower - student input in their learning is like watching a flower bloom!
Silver Prism - There are many ways to engage students, and teachers need to have a variety of options for a variety of situations. It's not rolling the dice, but having a set menu of options.
Monday, June 25, 2018
Setting Up Identity - Reflection Day 1
The idea of intentional creation of student identity was modeled well today as we started our own Identity Wheels. I think that facilitating lessons around helping students be able to express their identity is key, especially as I work on expressing my own identity as a new member of this 5/6 Team. Variations on an Identity Wheel and integrating it with Team wide literature groups around developing and expressing identity is a way we have talked about starting the year. I am personally thinking about creating my action research around increasing student engagement in their PLPs by giving them more creative choice in what they post and how they post it. This focus on engaging students authentically is how I identify as a practioner!
Identity to Reflection - Identi-tree and the PLP
I loved the idea of the imagery of a tree to build a student identity
Starting with the roots that support and nourish the tree - fill the roots with phrases and words that make them unique
Habits of Work and Learning (HOWL) - self assessing character goals
Wish, Outcome, Obstacle, Plan (WOOP) - a way of self assessing a goal
Starting with the roots that support and nourish the tree - fill the roots with phrases and words that make them unique
Habits of Work and Learning (HOWL) - self assessing character goals
Wish, Outcome, Obstacle, Plan (WOOP) - a way of self assessing a goal
Saturday, January 27, 2018
PLP in the Elementary Classroom
PLP Template
- I didn't use this!
- I was focusing on reflections and not as much a formalized PLP plan
Started with All About Me projects
- Multiple forms of presenting this
Goal Creation
- was not a new activity but there hadn't been the reflection part
- What are you good at?
- What is challenging for you?
- Academic and Personal goals
Reflection
- Proud moments and Epic Fails
- Designed some questions and sentence starters - was still challenging for this age group
Student led Conferences
- Using their sites as a guide for the conference
- Fall is goal sharing
- Spring is progress, reflection and evidence on those goals
There is a need to teach Reflection skills specifically!
Reducing the number of goals and the frequency of which they set new ones is a key
Self-direction and independence is the direction to head and that will bring about engagement!
- I didn't use this!
- I was focusing on reflections and not as much a formalized PLP plan
Started with All About Me projects
- Multiple forms of presenting this
Goal Creation
- was not a new activity but there hadn't been the reflection part
- What are you good at?
- What is challenging for you?
- Academic and Personal goals
Reflection
- Proud moments and Epic Fails
- Designed some questions and sentence starters - was still challenging for this age group
Student led Conferences
- Using their sites as a guide for the conference
- Fall is goal sharing
- Spring is progress, reflection and evidence on those goals
There is a need to teach Reflection skills specifically!
Reducing the number of goals and the frequency of which they set new ones is a key
Self-direction and independence is the direction to head and that will bring about engagement!
Flexible Pathways in the Writer's Workshop
This interested me because I teach writing using Lucy Calkins.
They noticed "teachers were working harder than the writers" and needed to move the responsibility back on to the students
Allowing students to self choose their persuasive pieces is giving more ownership. What really impressed me was how the letters students write are actually mailed to their targeted audience!
How do we help students engage in the revision process?
- use shorter pieces and self generated topics
- "don't get too attached to your pieces!"
Hoping to see a change in student mindset around writing as Lucy get's implemented in elementary grades
They noticed "teachers were working harder than the writers" and needed to move the responsibility back on to the students
Allowing students to self choose their persuasive pieces is giving more ownership. What really impressed me was how the letters students write are actually mailed to their targeted audience!
How do we help students engage in the revision process?
- use shorter pieces and self generated topics
- "don't get too attached to your pieces!"
Hoping to see a change in student mindset around writing as Lucy get's implemented in elementary grades
What Do YOU Want to Know?
Pre Assessing the interest of students and the knowledge they have
- found lots of interest but not a lot of in depth knowledge
Survey to get at their common interests and how they like to work
Survey to assess the areas that wanted to work on, including content and work habits
Survey to assess the types of projects that they wanted to make
- not much interest in writing...
Needed to address student sense of identity to prepare them for going beyond their current world
- history of the town can help broaden their sense of self
- found lots of interest but not a lot of in depth knowledge
Survey to get at their common interests and how they like to work
Survey to assess the areas that wanted to work on, including content and work habits
Survey to assess the types of projects that they wanted to make
- not much interest in writing...
Needed to address student sense of identity to prepare them for going beyond their current world
- history of the town can help broaden their sense of self
Personalization in a 6th grade math class
Giving more voice, choice and personalization
How did this impact motivation and learning?
Surveyed students who would be coming into 6th grade
"I was looking for less talking and more hands on"
"I was looking to be able to work at my own pace"
"I was one of the smartest in my class and would get quickly bored"
"I hated blah, blah days. Spacing out and not listening"
How does this work when you have a program to implement?
Homework
Offers self selected options as well as an assignment for students who don't want to have to choose
Reflection on Work Habits - self reflect using a rubric and a written question section
Perhaps useful before student led conferences
How do you motivate students to work and keep pace when it's self directed?
These seem like self directed students
"I want to work with a partner so I had to keep moving"
"I don't need motivation because I want to do the work I'm choosing"
How did this impact motivation and learning?
Surveyed students who would be coming into 6th grade
"I was looking for less talking and more hands on"
"I was looking to be able to work at my own pace"
"I was one of the smartest in my class and would get quickly bored"
"I hated blah, blah days. Spacing out and not listening"
How does this work when you have a program to implement?
Homework
Offers self selected options as well as an assignment for students who don't want to have to choose
Reflection on Work Habits - self reflect using a rubric and a written question section
Perhaps useful before student led conferences
How do you motivate students to work and keep pace when it's self directed?
These seem like self directed students
"I want to work with a partner so I had to keep moving"
"I don't need motivation because I want to do the work I'm choosing"
Table Talk Day 5
Questions asked of me...
What is my purpose for this work?
What strategies will be rolled out to the students? What is the pace and what is the language that I will roll it out?
Listen to your body - identify what you need
"I don't know" is an ok answer but I need a thumbs up or down
We are conditioned to not listen to our bodies
Ideas for instruction
- non-fiction articles to get at the science
- people study of those that use mindfulness for success
Headspace
What is my purpose for this work?
What strategies will be rolled out to the students? What is the pace and what is the language that I will roll it out?
Listen to your body - identify what you need
"I don't know" is an ok answer but I need a thumbs up or down
We are conditioned to not listen to our bodies
Ideas for instruction
- non-fiction articles to get at the science
- people study of those that use mindfulness for success
Headspace
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