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.
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