All posts by jplgough

Learner, Love Questions, Problem-finding, Math w/technology. Interests: Collaborating, PLC, Formative assmt

Doodling the C’s – Lesson 05: Listening

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on memory boosters.  Lesson 05 is on listening.

Project:  Listen to a couple of TED talks of your choice.
(suggestions below).

1st TED Talk:

  1. Practice the technique of visually thinking about what you are hearing.
  2. Listen to the video twice.
    1. During the first time, stop the video when needed to pause to sketch.
    2. On the second time through, do not stop the video. Work your way through and see how much you can sketch note.
2nd TED Talk:
  1. Be brave.  Practice what we’ve learned in Lesson 4: Memory Booster.
  2. Sketch-note the chosen TED talk without stopping the video.  It is ok to miss some things.
  3. Share your doodle using the hastags #ShowYourWork and YourSchoolsHashtag #TrinityLearns or #WALearns, etc.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)


Doodling the C’s – Lesson 04: Memory Boosters

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on faces and figures.  Lesson 04 is on memory boosters.

Complete the five Memory Boosters Lessons:

Project (pick one):

  • Create a 7.5 x 10 poster of Lessons Learned from the Building Blocks, Lettering, Faces & Figures lessons using these building block.
  • Create a 7.5 x 10 poster for an upcoming class or lesson.
    • Mind map of connected ideas
    • Important message
    • Pathway of success for an essential learning.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Doodling the C’s – Lesson 03: Faces and Figures

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on lettering.  Lesson 03 is on faces and figures.

Complete the four Faces & Figures Lessons:

  1. Stick Peeps
  2. Faces
  3. Emotions
  4. Sketch-note Example

Want more practice?  Experiment with these ideas.

Project (pick one):

  • Create a 7.5 x 10 poster of Lessons Learned from the Building Blocks and Lettering lessons using the building block.  (I like Jo Boaler’s stem:  I wish everyone my age knew…)
  • Create a 7.5 x 10 poster to describe
    • an important person or event
    • an important idea(s) from our current Read Aloud
 Remember… It takes practice.
  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Doodling the C’s – Lesson 02: Lettering

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on building blocks.  Lesson 02 is on lettering.

Complete the four lessons on Lettering:

Project (pick 1):
  • Refine your poster from 01: Building Blocks to include lettering and depth.
  • Create a 7.5 x 10 poster for one of the following:
    • Main character from a favorite book.
    • Upcoming essential learning and its progression
    • New or upcoming vocabulary word, process, skill
    • …or something of your choosing
Remember… It takes practice.
  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Making #LL2LU Learning Progressions Visible

From Chapter 3: Grading Strategies that Support and Motivate Student Effort and Learning of Grading and Learning: Practices That Support Student Achievement, Susan Brookhart writes:

First, these teachers settled on the most important learning targets for grading. By learning targets, they meant standards phrased in student-friendly language so that students could use them in monitoring their own learning and, ultimately, understanding their grade.

One of these learning targets was ‘I can use decimals, fractions, and percent to solve a problem.’ The teachers listed statements for each proficiency level under that target and steps students might use to reach proficiency.

The [lowest] level was not failure but rather signified ‘I don’t get it yet, but I’m still working.’ (Brookhart, 30 pag.)

How are we making learning progressions visible to learners so that they monitor their own learning and understand how they are making progress?

Yet is such a powerful word. I love using yet to communicate support and issue subtle challenges.  Yet, used correctly, sends the message that I (you) will learn this.  I believe in you, and you believe in me. Sending the message “you can do it; we can help” says you are important.  You, not the class.  You.  You can do it; we can help.

Screen Shot 2014-08-16 at 1.21.17 PM

Self-assessment, self-directed learning, appropriate level of work that is challenging with support, and the opportunity to try again if you struggle are all reasons to have learning progressions visible to learners.

Screen Shot 2014-11-09 at 6.34.55 PM

Making the learning clear, communicating expectations, and charting a path for success are all reasons to try this method.Screen Shot 2014-11-09 at 6.32.15 PM

In addition to reading the research of Tom Guskey, Doug Reeves, Rick Stiggins, Jan Chappius, Bob Marzano and many others, we’ve been watching and learning from TED talks.  My favorite for thinking about leveling formative assessments is Tom Chatfield: 7 ways games reward the brain.

As a community, we continue the challenging work of writing commonly agreed upon essential learnings for our student-learners.  Now that we are on a path of shared models of communication, we are able to develop feedback loops and formative assessments for student-learners to use to monitor their learning as well as empower learners to ask more questions.

By learning to insert feedback loops into our thought, questioning, and decision-making process, we increase the chance of staying on our desired path. Or, if the path needs to be modified, our midcourse corrections become less dramatic and disruptive. (Lichtman, 49 pag.)

Are learning progressions visible and available for every learner?

  • If yes, will you share them with us using #LL2LU on Twitter ?
  • If no, can they be? What is holding you back from making them visible?

Brookhart, Susan M. Grading and Learning: Practices That Support Student Achievement. Bloomington, IN: Solution Tree, 2011. Print.

Lichtman, Grant, and Sunzi. The Falconer: What We Wish We Had Learned in School. New York: IUniverse, 2008. Print.

Sketchnotes, Doodles and Visual Thinking Jam – #GaETC2014

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Sketchnotes, Doodles & Visual Thinking Jam at the  Georgia Educational Technology Conference.

The provocation:

How might we incorporate symbols and doodles (“on paper” and digitally) in order to better express ideas, and summarize/synthesize our learning and reflections? How might notetaking become more personal, visual, brain-compatible and shareable across networks? Come join an introduction, conversation, exploration and practice session to learn and share about the “doodle revolution” and how we might grow ourselves and our learners through visual thinking?

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

photo[1]

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]

Visual Note Taking – Join the Doodle Revolution, #GISAConference

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Visual Note Taking – Join the Doodle Revolution at the 2014 Georgia Independent School Association (GISA) conference.

The provocation:

How might note taking become more active, personal, brain-compatible and shareable? How might we incorporate symbols and doodles to improve listening, better express ideas, summarize/synthesize learning and make connections? Join a conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

IMG_5680

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]