Category Archives: Professional Development Plans

MyLearningEdu 1.5 (week 4) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

  1. Screen Shot 2014-09-01 at 8.36.43 PMRead Reflecting on My Learning 1.0.
  2. Watch The Future of Publishing (shown below).  How might we reframe or reverse the way we are seeing, learning, thinking, and acting?
  3. Reflect, write, and post. Read and comment on posts from at least two others inourMyLearning 1.5 cadre.  You might consider using the following protocol for your comments:
    • I like…
    • I wish…
    • I wonder…
    • I want to know more about…

BONUS: If you have written and published for other websites or magazines, cross post your work on your blog as artifacts of your writing and contributions to the learning of others.  (Examples:  Falconry: I believe in you is posted on Experiments in Learning by Doing and on Flourish.


 

7:20 TED talk and doodle session #TrinityLearns #showyourwork

doodle3

(sketch by @katonims129)

How might we experiment and learn together about creativity, communication, critical reasoning, and collaboration? What if we risk, practice, and share to make our thinking visible? How will we grow and learn if we practice and accept feedback?

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As you can see from the email above, Kato Nims and I have been experimenting with sketch noting or doodling to take visual notes since the beginning of the school year.

Twenty-four of our colleagues responded that they would like to participate on Thursday with several more asking for another session next week because of carpool duty.  The little experiment turned into a bigger experiment.

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Screen Shot 2014-09-18 at 9.00.37 PMEighteen of us gathered in the Art room at 7:20 this morning and another six met this afternoon. We watched Kiran bir Sethi teaches kids to take charge and sketched.

We shared our sketches and ideas in small groups and debriefed the experience.  We will try again next week. I wonder who might take action on this experiment in other venues to learn with others.

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Resources shared in our session:

doodle

MyLearningEdu 1.5 (week 3) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

Screen Shot 2014-09-01 at 8.36.43 PM

  1. Read Categories vs Tags and Silvia Tolisano’s (@langwitchesAnatomy, Grammar, Syntax & Taxonomy of a Hyperlink. Return to your previous post(s) and add both categories and tags and improve any hyperlinks  if you have not already done so.
  2. Watch Matt Cutts: Try something new for 30 days (shown below). What habits should we practice? What habits are we modeling and teaching? What habits do our student-learners want to acquire? How can we make reflection part of the habit of schooling?
  3. Reflect, write, and post. Read and comment on posts from at least two others in ourMyLearning 1.5 cadre.  You might consider using the following protocol for your comments:
    1. I like…
    2. I wish…
    3. I wonder…
    4. I want to know more about…

 


 This course is designed to build teacher experience, confidence, and understanding of reflection, digital portfolios, and feedback.  Strategies employed in this course will be hands-on and digital development practices for reflection, self-assessment, learning, feedback, and growth.

At the end of this course, participants should be able to say:

  • I can use reflection as a formative assessment and self-assessment tool.
    • I can develop and utilize journaling and e-portfolios.
    • I can use authentic peer-to-peer and self-assessment practices to inform professional growth and learning.
  • I can design processes that can be used in a classroom to promote and celebrate self-reflection for learning.
    • I can integrate technologies that enhance self-reflection and asynchronous communication.
    • I can facilitate authentic peer-to-peer and self-assessment practices to motivate growth and learning.
This class will meet asynchronously throughout the semester from August 1 through January 1.  Participants will document their learning on their professional blog.  Participants will collaborate, learn, and share by commenting on the blogs of others participating in this course.

To earn 2 PLU credits (Georgia Department of Education), participants will

  • establish a professional portfolio to document the journey of becoming a more reflective teacher.
  • demonstrate fulfillment of required activities by posting completed work and reflections to individual blogs.
  • model connectedness by reading and commenting on the reflections of others in this course.
  • practice offering warm and cool feedback in constructive, kind, and purposeful ways using suggested protocols.

MyLearningEdu 1.5 (week 2) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

  1. Screen Shot 2014-09-01 at 8.36.43 PMRead What Do You Know About Creative Commons by Bill Ferriter and/or How to Attribute Creative Commons images in your blog properly?
  2. Peak Learning Exercise – “Think about your own life and the times when you were really learning, so much and so deeply, that you would call these the “peak learning experiences” of your life. Write a rough draft: Tell a story (you may include pictures, symbols, or other icons, too) about this peak learning experience, and respond to the question, “What were the conditions that made your high-level experience so powerful and engaging?”(adapted from 21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009; used as choice in Writing-Is-Thinking CFT Pre-Institute Assignment with Bo Adams in 2012.)
  3. Post one of your Peak Learning Experiences on your blog.


 At the end of this course, participants should be able to say:

  • I can use reflection as a formative assessment and self-assessment tool.
    • I can develop and utilize journaling and e-portfolios.
    • I can use authentic peer-to-peer and self-assessment practices to inform professional growth and learning.
  • I can design processes that can be used in a classroom to promote and celebrate self-reflection for learning.
    • I can integrate technologies that enhance self-reflection and asynchronous communication.
    • I can facilitate authentic peer-to-peer and self-assessment practices to motivate growth and learning.

 

MyLearningEdu 1.5 (week 1) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

Screen Shot 2014-09-01 at 8.36.43 PM

  1. Read Becoming a Reflective Teacher.
  2. Watch Obvious to You, Amazing to Others from Derek Sivers.
  3. Select a blog platform, get setup, and write an introductory post about your learning.


 This course is designed to build teacher experience, confidence, and understanding of reflection, digital portfolios, and feedback.  Strategies employed in this course will be hands-on and digital development practices for reflection, self-assessment, learning, feedback, and growth.

At the end of this course, participants should be able to say:

  • I can use reflection as a formative assessment and self-assessment tool.
    • I can develop and utilize journaling and e-portfolios.
    • I can use authentic peer-to-peer and self-assessment practices to inform professional growth and learning.
  • I can design processes that can be used in a classroom to promote and celebrate self-reflection for learning.
    • I can integrate technologies that enhance self-reflection and asynchronous communication.
    • I can facilitate authentic peer-to-peer and self-assessment practices to motivate growth and learning.
This class will meet asynchronously throughout the semester from August 1 through January 1.  Participants will document their learning on their professional blog.  Participants will collaborate, learn, and share by commenting on the blogs of others participating in this course.

To earn 2 PLU credits (Georgia Department of Education), participants will

  • establish a professional portfolio to document the journey of becoming a more reflective teacher.
  • demonstrate fulfillment of required activities by posting completed work and reflections to individual blogs.
  • model connectedness by reading and commenting on the reflections of others in this course.
  • practice offering warm and cool feedback in constructive, kind, and purposeful ways using suggested protocols.

Observation of Practice – Learning Together

What if we lend another our perspective?

What if we focus on what is happening in classrooms in purposeful and focused ways? What if we model and embrace formative assessment of our practice?

What if we add additional feedback loops in our culture?  How and when do adults in our schools receive formative feedback? If I have a question about my practice, how do I and from whom do I seek feedback?  If, as a school, we are studying formative assessment, self-assessment, and peer feedback, how are we practicing? Do I blog, journal, or keep a portfolio of my learning?  What might I want to learn? Are my students learning?

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Reading, Research, and Questions

How might we learn more about our practice? What if we team to discuss questions, concerns, and strengths of our learning environment, classroom culture, and planned learning episodes? What might we learn if we observe each other and discuss what we see, experience, and design?

What if we reflect, self-assess, and coach peers using the following protocol:

  • As a result of this observation of practice and feedback loop, which aspects of my teaching do I feel are bright spots?

  • As a result of this observation of practice and feedback loop, what questions do I have about my own teaching?

  • As a result of this observation of practice and feedback loop, what new ideas do I have?

In other words, will I see myself in my colleagues? Will I recognize effective strategies that we both use? Will I observe strategies that I might like to try? Will I want to know more about the instructional design? Will we ask each other questions where we need support?

As we piloted this 1-PLU course last spring, I enjoyed the observations and writing the reflections. I liked the emphasis on bright spots and questions about my own practice.  However, the most powerful part of this learning experience was the debrief after each lesson.  I was wowed by the questions, the vulnerability, and the humanity of discussions.

What if we shift the focus of peer observations from observing our peers to observing the products of their work – the actions of students?

Enhancing Growth Mindset in Math – Learning together

How might we, as a community of learners, grow in our knowledge and understanding to enhance the growth mindset of each of our young learners?  What if we enroll and take Jo Boaler’s How to Learn Math: For Students and share our thinking, understanding, and learning? What if we investigate and analyze the Common Core State Standards for the mathematics that we teach?

As a team of interested math learners, we will spend 10 hours (1 PLU of credit) learning together using the following outline as our course of study.

Screen Shot 2014-08-18 at 7.08.43 PM

In order to share our reflections, we will use a copy of the Enhancing Growth Mindset in Math Google doc to record, expand on, and share the reflections from the Stanford MOOC and our thoughts and connections to the CCSS.

It is my hope that each teacher-learner will share their reflections with everyone in the group or at least one other member.

How vulnerable will we be? What if we share what we know and don’t know and learn together?