Category Archives: Professional Development Plans

Facilitating student reflection – #LL2LU

The primary and early elementary grades are a natural place to introduce reflection and instill in students the habit of collecting work that demonstrates evidence of learning and growth. (Berger, 281 pag.)

We learn by doing. As a faculty team, we continue to grow our understanding of intentional reflection and the impact on learning.

Deeper understanding is the result when learners think about their thinking.  The My Learning Portfolio process prompts students to think about their thinking when they select artifacts to archive, and as they capture their thoughts about learning experiences through reflection. (Mitchell, n. pag.)

Our young learners have 2+ years of entries in their My Learning Portfolios. For a glimpse of impact, check out Kathy Bruyn’s August post, Student Portfolios: It’s all worth it!.

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As students progress through the grades, it is important that portfolios and passage presentations evolve with them and challenge them in new ways.  (Berger, 281 pag.)

During our last professional development session, Marsha Harris (@marshamac74), rolled out our first draft of learning progressions and a vision of vertical alignment of teacher moves to facilitate student reflection and archiving artifacts.

Grade Learning Targets (Level 3)
3s/
Pre-K
I can document learning moments for my students.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
K/
1st
I can offer opportunities for my students to make choices about their My Learning artifacts.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
2nd I can teach my students to independently use My Learning to capture reflections through prompting into their portfolios that include voice and images/video.
3rd I can empower my students to curate their reflections into their portfolios with simple prompts for reflection that include voice, choice and images/video and I can offer pathways for my students to gain more independence for entering reflections in My Learning.
4th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can introduce students to the RIP3 model for reflection.
5th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can facilitate student use of the RIP3 model for reflection.
6th I can facilitate student use of the RIP3 model for reflection. I can empower my students to analyze and assess their growth as learners.  I can offer opportunities for students to produce reflective essays through a variety of media to tell their story a.k.a, their learning journey.

The corresponding learning progressions, collaboratively designed by our Academic Leadership Team (ALT),  serve as one way to reflect,  self-assess, and grow as a facilitator of reflection.

They exclaimed, “Look how little I was!” as they flipped through Kindergarten pictures of themselves and classmates. They watched videos of themselves talking in front of their First Grade peers. They chuckled at how they drew noses when they were in Kindergarten. They looked at photographs of their writing and saw how far they’ve already come. The energy in the room was evident– the purpose of online portfolios clear. (Bruyn, n. pag.)


Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming Schools through Student-engaged Assessment. N.p.: n.p., n.d. Print.

Portfolio Practice As Learning Model.” TRUE Learning. Rhonda Mitchell, 17 Jan. 2014. Web. 19 Dec. 2014.

Student Portfolios: It’s All worth It!” Kathy Bruyn. N.p., 29 Aug. 2014. Web. 19 Dec. 2014.

Doodling the C’s – Lesson 08: Explaining

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 about observing.  Lesson 08 is about explaining.

Project:  What if we doodle to convey additional meaning for a learning progression?
  1. Select or write a new learning progression to highlight a pathway to success for a skill, topic, or process.
  2. Doodle to add additional information and/or meaning.

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 #LL2LU#ShowYourWork #TrinityLearns (or your school’s hashtag)

 

Assessment of Assessment part 2 #LL2LU

Continuing to consider how we assess the quality of the assessments we use with our learners, I wonder what might happen if we take the time to learn more about and from the instruments and products of our work.

In Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. DixonThomasenia Lott AdamsEdward C. Nolan and edited by Timothy D. Kanold, they offer an Assessment Instrument Quality – Evaluation Tool and a High-Quality Assessment Diagnostic and Discussion Tool.

What if we, as a team, use similar tools to reflect and assess the quality of our assessments?

Last week, I began this conversation with one team to pilot a couple of items using their most recent assessment.  The draft of the first two items are shared in my previous post Assessment of Assessment #LL2LU. As strong, motivated learners, they asked about next steps and goal setting. (Wow! and Yay!!)

Here is a draft of the next two items I’ve selected  based on their request and desire to learn.

Balance of higher- and lower level- cognitive-demand tasks
What percentage of the assessment tasks are of higher-level cognitive demand? Have we, as a team, agreed on an appropriate balance?

Level 4
I can connect higher-level cognitive demand tasks to process learning progressions to support and motivate learning.

Level 3
I can collaboratively design an assessment that has the appropriate balance of age and grade appropriate higher-level and lower-level-cognitive-demand tasks.

Level 2
I can collaboratively determine the balance of age and grade appropriate higher-level and lower-level-cognitive-demand tasks include on our assessment.

Level 1
I can assess student learning using items identical to tasks completed in class.

Appropriate scoring rubric (points)
Are the scoring points assigned to each task appropriate and agreed upon by each teacher on the team? Are the point valued for every task clearly indicated on the assessment? Do our scoring rubrics  make sense based on the complexity of reasoning for each task?

Level 4
I can facilitate reflection and goal-setting for learners based on the areas of success and growth on the assessment.

Level 3
I can embed collaboratively assigned point values for each assessment item on the assessment.

Level 2
I can collaboratively assign point values to all assessment items prior to implementing the assessment.

Level 1
I can assign point values to all assessment items prior to implementing the assessment.

I am wowed by the engagement and interest in assessment and design. I am grateful for the time given and questions asked to help further my learning.

Co-learning in progress! More coming soon.


Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 720-722). Solution Tree Press. Kindle Edition.

Doodling the C’s – Lesson 07: Observing

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 about reading and comprehension.  Lesson 07 is about observing.

Project:  Doodle as you observe.  Choose from 2 of the 3 choices listed below:
  1. Observe a colleague teach a lesson.  Doodle what you learn and notice.
  2. Sketch-note through a faculty meeting.
  3. Doodle the big ideas and salient points from a professional development session or workshop.

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)

Suggestions:

  •  Observe another teacher.  Capture the teacher moves, essential learnings, student questions, and student actions.
  • Capture the big ideas from your next faculty meeting.
  • Illustrate the important points from a conference session or keynote.  Ask the speaker to sign your sketch-note.

#HLTA: High-Leverage Team Actions

I’m reading Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. DixonThomasenia Lott AdamsEdward C. Nolan and edited by Timothy D. Kanold.

In their handbook, they offer tools that scaffold collaborative pursuit.   They identify 10 high-leverage team actions (HLTAs) to  impact learning and improve team work, instruction, and assessment.

What if we use this to set goals for our team and guide our actions in one team meeting per month/week/quarter? If we are not there yet, could we pick 1-3 and take concentrated action?


Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 3-5, 241-243, 273-279, 286-289, 300-302). Solution Tree Press. Kindle Edition.

Assessment of Assessment #LL2LU

How do we assess the quality of the assessments we use with our learners? Do we?

In Beyond the Common Core: A Handbook for Mathematics in a PLC at Work  written by Juli K. DixonThomasenia Lott AdamsEdward C. Nolan and edited by Timothy D. Kanold, they offer an Assessment Instrument Quality – Evaluation Tool and a High-Quality Assessment Diagnostic and Discussion Tool.

What if we, as a team, use similar tools to reflect and assess the quality of our assessments?

Next week, I plan to begin this conversation with at least one team and pilot a couple of items using their most recent assessment.  Here is a draft of the two items I’ve selected as a start.

Identification and emphasis on essential learnings
Are the essential learnings included on the assessment as  “I can . . .” statements, and are they student friendly and grade appropriate?

Level 4
I can collaborate with my team to analyze the assessment data from each learning target to plan for continued learning.

Level 3
I can embed learning targets in assessments for student learning, feedback, and reflection.

Level 2
I can display and use the agreed upon learning progressions during and after the unit to help students learn and grow.

Level 1
I can reach consensus with my team on the essential learning progressions for the unit and write them in student friendly and grade appropriate language.

Visual presentation
Do our learners have plenty of space to write out solution pathways, show their work, and explain their thinking for each item of the assessment?

Level 4
I can collaboratively agree upon and include the point values for each assessment item on our formal assessments.

Level 3
I can collaboratively design and implement an assessment that is organized, easy to comprehend, and has enough space to show both student thinking and teacher feedback.

Level 2
I can design and implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

Level 1
I can implement an assessment that is organized, easy to comprehend, and has enough space to show student thinking.

I am curious about how our teaching team will assess their assessment. I am grateful for the engagement and interest in assessment and design.


Dixon, Juli K; Adams, Thomasina Lott (2014-10-13). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work™, Grades K-5 (Kindle Locations 720-722). Solution Tree Press. Kindle Edition.

Doodling the C’s – Lesson 06: Reading

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 about listening.  Lesson 06 is about reading and comprehension.

Project:  Doodle as you read for comprehension.  Choose from 2 of the 3 choices listed below:

  1. Read an article, suggestions below.
  2. Reread a chapter of your summer reading selection.
  3. Step into student shoes. Be a listener during a read aloud by doodling to an audio book.

While reading:

    • Practice the technique of visually thinking about what you are reading.
    • Sketch in the margins, on Post-it Notes, or in your sketch-note notebook.
    • Be sure to document what you read to share with others.

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)

Suggestions (articles):

Suggestions (reread chapter from your summer reading selection)

Screen Shot 2014-11-26 at 12.09.11 PM

Suggestions (doodle to a chapter of an audio book)

Not sure about audio books? The above are free with a 30-day trial of Audible)