#ObserveMe – the other side – invitation and purpose

Observation by invitation and with purpose.

For context, stop and read Robert Kaplinsky’s
(@robertkaplinsky) #ObserveMe challenge if you haven’t.

How might we serve one another? What if we have questions about our practice? In a community of confident, competent risk-takers, it is safe to declare what we’d like to learn, our goals, and hoped for feedback.

Today, I served as observer-learner for two such teacher-learners.

Julia Kuipers (@J_kuipers3) 6th Grade Spanish:

screen-shot-2016-09-09-at-6-58-13-pm

Since Julia was seeking feedback on how much time they spoke in the target language, I tried to incorporate a timestamp in my sketch.

cr6kyndweaaa5rt

I could share my sketch in real-time prior to leaving the classroom for immediate feedback.  Later in the day, I could reflect on Julia’s class and use my sketch, I could offer additional feedback in her feedback collection form.

Her feedback form:

screen-shot-2016-09-09-at-7-01-13-pm

I liked that I could write about what I noticed and what I wonder.  I made sure that I commented on what I saw that could be used as evidence of time in the target language, students empowered to level up and stretch themselves, and students serving as resources for each other.  I wondered about extending formative assessment to include performance as well as efficacy.


Megan Hayes-Golding (@mgolding) Physics:

First, it is important to note that we are not at the same school, though this is still observation by invitation and with purpose.

screen-shot-2016-09-09-at-7-13-38-pm

While my sketch chronicled my observation, I noticed and noted when Megan provided levels of challenge within an activity and when students were set up for success when working independently.

cr7vvsswcaaryyu

Since it was at the end of the day, I had the opportunity to debrief and offer direct feedback in conversation with Megan.


I am thankful for the learning experiences today.  I am grateful for the invitations. I appreciate knowing what to observe so that I can learn and serve.

Observation by invitation and with purpose.

Everyone learns.

Wow!


Addendum: Megan’s reflection of this #ObserveMe experience

Mashup: #5Practices and #WODB

What if we engage in purposeful instructional talk as a team to focus on the instructional core? How might we design and implement a differentiated action plan across our grade to meet all learners where they are? What if we learn to integrate Smith and Stein’s 5 Practices for Orchestrating Productive Mathematics Discussions?

Becky Holden (@bholden86), our EED math specialist, and I are working on formative assessment using anticipate and monitor, the first two of Smith and Stein’s 5 Practices.  While we don’t want a template, we keep using this sketch to plan, think, and share.

anticipation-2

It’s still a work in progress.  We’d love to know what you think.

Brian Toth (@btoth4thgrade) shared his learners and time with me so that I could play and work with our students on SMP-6, attend to precision.

The following three sketches are the notes and jots of what we anticipate our learners will think and say prior to the start of class.

This slideshow requires JavaScript.

Our purposeful instructional talk set learning goals of I can attend to precision, and I can demonstrate flexibility to show what I know more than one way.  From our students, we are looking for complete sentences with strong vocabulary and word choice.  We want to see internal motivation to think deeply and a willingness to go past a surface initial answer. We know that we are growing toward constructing viable arguments. From our team, we are collaborating to learn more about our learners, to become more flexible ourselves, and to notice and note details of student answers so that we can design and implement a differentiated action plan across our grade to meet all learners where they are.

Toth-wodb

What if we learn and practice together? How might we grow in confidence, competence, precision, and flexibility?

Read with me? Book study: Positive Discipline in the Classroom

How do we engage with and make meaning and connections from text? How might we notice and note big ideas from a text to capture what speaks to us? How do we show and share what we are thinking? When we cannot find time to meet, how will we connect, learn, and share? What if we try a slow chat book study?

Screen Shot 2016-08-24 at 7.21.12 PM

An invitation sent to members of our learning community:

In preparation for our continuing work with Kelly Gfroerer and Sarah Morgan Bonham, you are invited to learn and share using a “slow chat book study” of Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom by Jane Nelsen, Lynn Lott, and H. Stephen Glenn. We will follow the schedule below to read and share ideas from a chapter per week.  

With a slow chat book study you are not required to be online at any set time. Instead, share your ideas and respond to others’ thoughts as you have time. This accommodates different schedules to allow for maximum community participation and for great conversations to unfold at a slower pace. We will use Twitter hashtag #TrinityReads to share and follow  the comments of others.

No need to sign up for the book study – just have a twitter account and search for hashtag #TrinityReads. And, when you post your comments please do include #TrinityReads so others can follow along and find your comments easily.

When you have more to say than 140 characters, we encourage you to link to blog posts, images, or other documents to share more fully.

The Book Study Schedule and Prompts

To help you think about what might be shared as you read we have established the following schedule and prompts to help with sharing and discussion.

Screen Shot 2016-08-28 at 9.29.56 AM

Each week the following prompts will be used to encourage sharing and discussion:

Monday:
Sentence/Phrase – Share a quote that is meaningful to you, that captures the core ideas, that moved, engaged, or provoked you. Say more…

Tuesday:
Connect – How do these ideas connect to what you already know, think, and study?  What text-to-self, text-to-text, text-to-world: connections can we make?

Wednesday:
Extend – What new ideas extend or push your thinking in a new direction?

Thursday:
Challenge – What now is a challenge for you? What will/did you try?

Friday:
I used to think… now I…

 How do we show and share what we are learning? When we cannot find time to meet, how will we connect, learn, and share? What if we try?

Join us.  We value your thinking, learning, and contributions.

Common mission and vision: Be together, not the same

What if we share common mission and vision?  During the 2015-16 school year, we worked together as a team on our SAIS accreditation.  We brainstormed, struggled, and learned together.

As a team, we have completed our professional learning during Pre-Planning.  I had the privilege of attending and participating in all meetings.  (I did not sketch the sessions I helped facilitate.)

Can you see our connectedness, themes, and common language?

August 9: All School Meeting

01-Marshall-PrePlanning1

August 9: Early Elementary Division meeting

02-Mitchell-PrePlanning1

August 9: Upper Elementary Division meeting03-Berry-PrePlanning1

August 10: Deepen Understanding to Strengthen Academic Foundation

August 10: Goals, Structures, and Processes

August 11: Diversity, Equity, and Inclusion04-Diversity-PrePlanning

August 11: Positive Discipline (a la Dr. Jane Nelsen)05-PositiveDiscipline1 06-PositiveDiscipline2

August 12: Strategic Teaming: Leadership, Voice, Hopes and Dreams

August 15:  Upper Elementary Division Meeting07-Berry-PrePlanning2

August 15: Early Elementary Division meeting08-Mitchell-PrePlanning2

Again… share common mission and vision.

Be together, not the same.

Strategic Teaming: leadership, voice, our hopes and dreams

We know high-functioning teams have great impact on student learning.  How might we grow in our strategic teaming to commit to the good, hard work it takes to meet the needs of our learners?

Last year during Pre-Planning, we began our intentional work to strengthen faculty teams (see Strategic Teaming: 3 Big Ideas Learning Communities Embrace for details.)

Today, we asked each team to review and discuss the 3 Big Ideas high-functioning teams embrace along with the 4 key questions these same teams routinely ask themselves.

This slideshow requires JavaScript.

As we grow in our leadership, teaming, and collaboration, how might we learn more?

In today’s session, we used the first 4:15 and the last 0:45 of Julian Treasure’s How to speak so that people want to listen.

I hope our teams will return to the talk to watch what we skipped.  The big takeaways for me are

  • spreading sunshine and lightness in the world.
  • …authenticity…standing in your own truth.
  • …what would the world be like if we were creating sound consciously and consuming sound consciously and designing all our environments consciously for sound? That would be a world that does sound beautiful, and one where understanding would be the norm, and that is an idea worth spreading.

Strong teams regularly self-assess how well they function within their norms – the hopes and dreams for how they are when together.

Screen Shot 2016-08-12 at 7.46.16 PM

Each team had a quick open discussion of their work, successes, and struggles with last year’s norms.  We strive to strengthen our teaming by setting new norms.Screen Shot 2016-08-12 at 7.48.43 PMWe turned to another expert and provocateur by watching the first 5:45 of The Myth of Average: Todd Rose at TEDxSonomaCounty.

 How might we dramatically expand our talent pool?

Each team worked to update their norms and discuss tools they might use to hold to these norms and provide feedback when necessary.

As Marsha Harris and I closed this Pre-Planning session, we wanted to  connect to Tuesday’s Division Meetings.

We hope to model the connectedness, commitment, and collaboration we seek in our teaching teams. Maryellen Berry and Rhonda Mitchell both closed their faculty meetings by showing Android: Monotone as a metaphor and message.

One fear we encounter while forwarding the tenets of professional learning communities is the perceived loss of autonomy.  We wanted to send the message

Be together; not the same.

To reinforce and support Maryellen and Rhonda’s message, Marsha and I showed Android: The Making of “MonoTune.” In the above video, Ji makes it look easy.  It’s not.

When we are in harmony and in unison but we are all distinctly different, that’s when magic happens in the world.

Be together; not the same.


GoogleMobile. “Android: Monotune.” YouTube. YouTube, 15 Feb. 2016. Web. 12 Aug. 2016.

GoogleMobile. “Android: The Making of “Monotune”” YouTube. YouTube, 15 Feb. 2016. Web. 12 Aug. 2016.

Teaming: Deepen Understanding to Strengthen Academic Foundation

How might we learn and grow together? How do we connect ideas and engage in productive, purposeful professional development (aka learning experiences) around common mission, vision, and goals? What if we model what we want to see and experience in our classrooms?

Influenced, inspired, and challenged by our work at Harvard Graduate School of Education’s 2016 session on the Transformative Power of Teacher TeamsMaryellen BerryRhonda MitchellMarsha Harris, and I set common goals for faculty-learners.

We can design and implement a differentiated action plan across our grade to meet all learners where they are.

But, how do we get there?

For a while, we will narrow to a micro-goal.

We can focus on the instructional core, i.e. the relationship between the content, teacher, and learner.

For today’s Pre-Planning session, a specific goal. At the end of this session, every faculty-learner should be able to say

We can engage in purposeful instructional talk concerning reading, writing, and math to focus on the instructional core.

Here’s our learning plan:

8:00 Intro to Purpose
Instructional Core: Relationship between content, teacher, student

Explain Content Groups tasks

8:30 Movement to Content Groups
8:35 Content Groups Develop Mini-Lesson

9:05 Movement back to Grade-Level Teams in the Community Room
9:10 Share Readers’ Workshop Instructional Core ideation
9:20 Q&A and transition
9:25 Share Writers’ Workshop  Instructional Core ideation
9:35 Q&A and transition
9:40 Share Number Talk  Instructional Core ideation
9:50 Q&A and transition
9:55 Closure:  Planning, Reflection, Accountability

We also shared our learning progressions with faculty so they might self-assess and grow together.

Today’s goal:
screen-shot-2016-09-10-at-10-09-44-am
Year-long goal:
Screen Shot 2016-08-13 at 8.04.56 PM
When  we focus on the instructional core and make our thinking visible, we open up new opportunities to learn and to impact learning with others.

How might we deepen understanding to strengthen learning?

Summer Learning 2016 – Choices and VTR

How do we learn and grow when we are apart? We workshop, plan, play, rest, and read to name just a few of our actions and strategies.

We make a commitment to read and learn every summer.  This year, we take a slightly broader approach to our Summer Reading Learning menu by adding two streams of TED talks, Voices of Diversity and SAIS.

Below is the Summer Learning flyer announcing the choices for this summer.

We will use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

We have the opportunity to model how to incorporate reading strategies into all classrooms.  Think about teaching young learners to read a section of their book and jot down a sentence, phrase, and word that has meaning to them.  Great formative assessment as the lesson begins!

When we share what resonates with us, we offer others our perspective.  What if we engage in conversation to learn and share from multiple points of view?


Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Prin

Seeking brightspots and dollups of feedback about learning and growth.

%d bloggers like this: