Category Archives: Professional Development Plans

#TEDTalkTuesday from A More Beautiful Question

One of the choices for summer reading in our community is A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Idea by Warren Berger (@GlimmerGuy).

The following three are featured in the book, and I thought we might want to hear from them to add depth to the reading.

Mick Ebeling: The invention that unlocked a locked-in artist

Jack Andraka: A promising test for pancreatic cancer … from a teenager

Dan Meyer: Math class needs a makeover

Enjoy!

WODB: #MathFlexibility and Construct a Viable Argument #LL2LU

Have you checked out wodb.ca? It’s a #mustdo for developing mathematical flexibility and deepening learning.

No one threw rocks at me last week when I launched WODB with our entire teaching faculty, not just the math faculty. Actually, I think it was quite fun.

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How might we lend each other our observations and thinking? What if we improve the way we notice and note our observations? Can we help the young learners in our care to construct viable arguments and critique the reasoning of others? 

What if we try? Can we slowly hack away at the “one right answer” culture in our classrooms?

Suppose you choose which one doesn’t belong and it is different from the one I selected. Is it possible that we can both be correct? Can we construct a viable argument to make our case? In other words, can we say why we see things the way we do? Can we critique the reasoning of someone who sees it differently? Are we able to teach listening to and seeing another’s point of view?

Will listening to another add to our understanding and the flexibility of our thinking?

MathFlexibility #LL2LU
Do we apply what we learn?  If teaching very young learners, run – don’t walk – to check out Christopher Danielson’s A Better Shapes Book.

As a faculty, we played with WODB on Friday. On Monday, it was put into practice with our youngest learners.

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What might we learn if we risk trying new things? How might we learn and grow?

Be brave.

Risk.

Experiment.

Learn by doing.


Bourassa, MaryWhich One Doesn’t Belong? N.p., n.d. Web.

Danielson, Christopher. Which One Doesn’t Belong: A Shapes Book. A Talking Math with Your Kids Production, 07 Jan. 2015. Web. 30 Apr. 2015.

Summer Reading 2015 – 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.  Below is the Summer Reading 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.)

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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.)

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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!

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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?

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Berger, Warren (2014-03-04). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury Publishing. Kindle Edition.

Boushey, Gail, and Joan Moser. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Me.: Stenhouse, 2014. Print.

Brown, Sunni. The Doodle Revolution: Unlock the Power to Think Differently. New York: Portfolio/Penguin, 2014. Print.

Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

Ritchhart, Ron; Church, Mark; Morrison, Karin (2011-03-25). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Wiley. Kindle Edition.

#AmericanPromise – PD Reflection

Have you watched American Promise?

As part of our PD day, we gathered and watched a 45-minute version of the film.

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American Promise Sketchnotes Jill Gough

What happens when you don’t fit in? Are you coached to change to become like the norm? Do you choose to change to be more like the norm? Does the environment change to fit you?

How might we continue to grow as a community? What actions will we take?

Foster bravery, gain and maintain a strong sense of self, acknowledge and expand success.

For every learner.

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.


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