Tuesday, December 18, 2012
Thursday, November 29, 2012
Something to Blog About!
Please take a look at this article.
http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/Beyond-the-Scoreboard.aspx
Something to think about:
To improve the team, you don't study the scoreboard; you go out and practice. Considering the limited time educators have to do everything we must do, let's ask ourselves how much time we're spending looking at the scoreboard and how much we're spending in practice. We won't start winning until we do.
What does this mean for us????
Please blog about it!
http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/Beyond-the-Scoreboard.aspx
Something to think about:
To improve the team, you don't study the scoreboard; you go out and practice. Considering the limited time educators have to do everything we must do, let's ask ourselves how much time we're spending looking at the scoreboard and how much we're spending in practice. We won't start winning until we do.
What does this mean for us????
Please blog about it!
Wednesday, November 28, 2012
The Talent Code
We spent some time today beginning to take a look at the book The Talent Code by Daniel Coyle. The subtitle is Greatness Isn't Born, It's Grown. The book is broken into three sections:
Deep Practice, Ignition (Motivation), and Master Coaching.
Our first round of impacting quotes today circled around the struggle necessary in deep practice.
A dilemma that evolved over the discussion was:
How do we balance teacher expectations and 9th graders expectations in a way to lead to struggles but not course failures?
We agreed to read the first section on Deep Practice though the lens of the above dilemma.
-------
So with our PLC, we agreed that our topic is:
Differentiated Professional Learning Communities that Impact Student Learning
Rufus is working on the beginning of a Prezi that illustrates our Collaborative Actions this Semester.
Logistical roles:
Facilities/Tables: Pat
PLC Name Signs: Cheryl
FloorPlan: Brittany
Feedback Form: Electronic and Paper - Katie
So What?
Teacher Feedback form still to be developed.
Deep Practice, Ignition (Motivation), and Master Coaching.
Our first round of impacting quotes today circled around the struggle necessary in deep practice.
A dilemma that evolved over the discussion was:
How do we balance teacher expectations and 9th graders expectations in a way to lead to struggles but not course failures?
We agreed to read the first section on Deep Practice though the lens of the above dilemma.
-------
So with our PLC, we agreed that our topic is:
Differentiated Professional Learning Communities that Impact Student Learning
Rufus is working on the beginning of a Prezi that illustrates our Collaborative Actions this Semester.
Logistical roles:
Facilities/Tables: Pat
PLC Name Signs: Cheryl
FloorPlan: Brittany
Feedback Form: Electronic and Paper - Katie
So What?
Teacher Feedback form still to be developed.
Wednesday, October 31, 2012
PLC's: Increasing Professional Growth
As I visit each PLC teams that I have selected to share time with, I see how teachers are working collaboratively and sharing ideas. I can feel the synergy that surround the room. It is such a great feeling to see growth happening right then and there. Most of the teachers are so passionate about their work that they don't realize that they are creating this energy in the meeting room. And all for the love of impacting student achievement. I am really pleased to feel the growth as it is happening in real time and to know that the students will ultimately benefit from their growth. PLC's at their best!!!
Colleagues are displaying a strong commitment as preparations are made for December's PLC Showcase.
For example, one PLC is looking at options regarding extended school-home communication. Their plan involves inviting parents to WHS one evening to participate in a motivational presentation and discuss ways to increase student success.
This is just one instance of how plans are being developed and resources explored as teachers focus on professional learning concerning ways to really impact student understanding. Collaborative discussions are well connected and are moving forward!
For example, one PLC is looking at options regarding extended school-home communication. Their plan involves inviting parents to WHS one evening to participate in a motivational presentation and discuss ways to increase student success.
This is just one instance of how plans are being developed and resources explored as teachers focus on professional learning concerning ways to really impact student understanding. Collaborative discussions are well connected and are moving forward!
I must start with my experience from IGNITE INNOVATION yesterday at google fiber space. I had the opportunity to learn and collaborate with other educators. We had time to express how we want to have a project that would allow students to have fun with their learning styles.
During my check in with the PLC's today we had time to think and talk about how we use the PLC's teams for learning, collaboration and results. Two of my PLC's have started to design their team work for the Wyandotte High School Showcase on Wednesday, December 12th in the Social Hall.
During my check in with the PLC's today we had time to think and talk about how we use the PLC's teams for learning, collaboration and results. Two of my PLC's have started to design their team work for the Wyandotte High School Showcase on Wednesday, December 12th in the Social Hall.
Embedded Formative Assessment - Chapter 7
Quotes from the text:
"only learners create learning"
This (the idea that teachers can do the learning for the learners) is only exacerbated by accountability regimes that mandate sanctions for teachers, for schools, and for districts but not for students.
When the level of challenge is low and the level of capability is high, the result is often boredom. When the level of the challenge is high and the level of the capability is low, the result is generally anxiety. When both are low, the result is apathy. However, when both capability and challenge are high the result is "flow. This way of thinking about motivation is radical because it does not locate "the problem" in the teacher or the learner but in the match between the challenge and capability.
students provided with positive constructive feedback by their teachers were more likely to focus on learning rather than performance
activating students as owners of their own learning is an essential component of motivation
Thoughts:
I am going to ask my students what school would look like if they were in charge. From my perspective, most students do not appear to enjoy school. Therefore, I will give them the opportunity to voice their opinions......knowing that everyone must learn the material and somehow demonstrate that they have learned and that we do have a certain amount of material that we must cover, how would you plan the day, the lessons, the semester? What would make class more exciting/interesting/enjoyable?
Another idea....based on this reading, I think that teachers do too much work and students do too little. With this in mind, I am going to try and change my focus so that every time I ask myself how I can do or figure something out.......I will change that to how can the students figure this out?
"only learners create learning"
This (the idea that teachers can do the learning for the learners) is only exacerbated by accountability regimes that mandate sanctions for teachers, for schools, and for districts but not for students.
When the level of challenge is low and the level of capability is high, the result is often boredom. When the level of the challenge is high and the level of the capability is low, the result is generally anxiety. When both are low, the result is apathy. However, when both capability and challenge are high the result is "flow. This way of thinking about motivation is radical because it does not locate "the problem" in the teacher or the learner but in the match between the challenge and capability.
students provided with positive constructive feedback by their teachers were more likely to focus on learning rather than performance
activating students as owners of their own learning is an essential component of motivation
Thoughts:
I am going to ask my students what school would look like if they were in charge. From my perspective, most students do not appear to enjoy school. Therefore, I will give them the opportunity to voice their opinions......knowing that everyone must learn the material and somehow demonstrate that they have learned and that we do have a certain amount of material that we must cover, how would you plan the day, the lessons, the semester? What would make class more exciting/interesting/enjoyable?
Another idea....based on this reading, I think that teachers do too much work and students do too little. With this in mind, I am going to try and change my focus so that every time I ask myself how I can do or figure something out.......I will change that to how can the students figure this out?
Mrs. Gladdis showed the group how to use Quizlet for vocabulary words and test. They discussed using it in Mr. Gibbens class for safety test.
Mr. Howard and Mr. Dutzel talked about their projects they are working on in the building Bull Doc and Breakfast in the Classroom.
The other group talked about Edmodo, Blogster and Notestar. The teachers showed each other how to use these programs.
Each group talked about what they will be presenting for the showcase in December. They all had good ideas for presentations.
Mr. Howard and Mr. Dutzel talked about their projects they are working on in the building Bull Doc and Breakfast in the Classroom.
The other group talked about Edmodo, Blogster and Notestar. The teachers showed each other how to use these programs.
Each group talked about what they will be presenting for the showcase in December. They all had good ideas for presentations.
PLC Showcase
At the end of our semester of work, all PLCs will be showcasing their work at the Wyandotte High School PLC Showcase on Wednesday, December 12th in the Social Hall.
The showcase will be a public demonstration of our learning,
collaboration, and results. Each PLC will showcase work that reflects
how your learning and collaboration has impacted student learning. Each
PLC is encouraged to be creative and innovative in their demonstration
(student examples would be highly encouraged); however, please be sure
the following are addressed through your presentation -
PLC Focus
If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
PLC Focus
Collaborative Actions
Summary of PLC Learning
Impact on Student Learning
Connections to Future Teaching and Learning
In
addition, all staff will have an opportunity to visit each
demonstration during the Showcase. Many outside guests will also be in
attendance. If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
Focus and Purpose
I am really struggling with the direction of one of the PLCs I am working with. The one on graphing calculators. My question is around the focus of the group. It really helped reading some of your blogs about other PLCs. I am trying to think about how much I step in to provide the structure and how much I have conversations with the individuals in the group. I have decided that I will be taking the foundational questions to all three of my PLCs today to help them take a look at their direction:
In a PLC, the team must continually ask themselves:
· What do we want each student to learn?
· How will we know when each student has learned it?
· How will we respond when a student experiences difficulty in learning?
Our PLC work together is to be focused on
efforts that will really make a difference in student learning!
The guiding principles and questions in each PLC’s work is:
The guiding principles and questions in each PLC’s work is:
Big Idea #1: Ensuring
That Students Learn
What
will our PLC try that will impact student learning?
How will this contribute to student success
in the classroom and increased
student achievement for all
students?
Big Idea #2: A Culture
of Collaboration
How will we work together to impact student
learning?
Big Idea #3: A Focus on
Results
What results will we measure to determine if our effort improves student learning?In a PLC, the team must continually ask themselves:
· What do we want each student to learn?
· How will we know when each student has learned it?
· How will we respond when a student experiences difficulty in learning?
Monday, October 29, 2012
PLCs
I really love the new PLC structure that we have adopted this year. I have loved getting to see groups of professionals dive extremely deep into an idea / concept that they've always wanted to learn more about but haven't been able to find the time until now. I love it even more now that we are no longer rotating amongst the groups and are now 'assigned' three groups to continuously check-in with and grow from. While I loved getting to see a variety of things going on around the building while jumping from PLC to PLC, I truly enjoy being able to dive deeper with the groups I have. The three groups I have are extremely hardworking and goal oriented. They are all fairly small (2 of them only have 2 people and the third had 3 people), so it is easy for them to share among themselves and learn quite efficiently. While the size is definitely a strength as far as efficiency, it can also be a struggle when trying to gain more insight into a topic. The number of perspectives is limited, so they must push themselves to reach outside their own circle to find more ideas / perspectives. This can be difficult at times; however, they are doing a great job at doing so.
Thursday, October 25, 2012
Language, flipping, blogs and math
Yesterday I got a chance to visit all of my PLC's, though one just briefly.
I started my hour of learning with the Language Acquisition group. They, led by Mr. Young, are charging forward with the comprehensibility project. We spent some time looking at a book Mr. Young had on iMovie projects. It does a great job explaining how to maximize your iMovie, describing how to utilize many of the edit/add-on options. They have a lot of passion about helping people understand each other through language. They have not been updating their blog. I think I need to end with them next week.
Next I briefly stopped by flipped classroom/audio capture group. They do such a fantastic job of sharing with each other that they always have something to talk about. They are all at different places in their flipped classroom quest, but seem to to help each other question and figure out where to go next.
At a quick stop by the graphing calculators group I got to get in on some math talk. Super fun.
The Modern Software just keeps on going. They have so much enthusiasm and are so willing to learn they inspire me. The last holdout got on to the group blog and posted (way to go Mr. Lee!). They are ready to start implementing in their classrooms. I believe they want to do it, but it is scary to start something new with a room full of students.
I started my hour of learning with the Language Acquisition group. They, led by Mr. Young, are charging forward with the comprehensibility project. We spent some time looking at a book Mr. Young had on iMovie projects. It does a great job explaining how to maximize your iMovie, describing how to utilize many of the edit/add-on options. They have a lot of passion about helping people understand each other through language. They have not been updating their blog. I think I need to end with them next week.
Next I briefly stopped by flipped classroom/audio capture group. They do such a fantastic job of sharing with each other that they always have something to talk about. They are all at different places in their flipped classroom quest, but seem to to help each other question and figure out where to go next.
At a quick stop by the graphing calculators group I got to get in on some math talk. Super fun.
The Modern Software just keeps on going. They have so much enthusiasm and are so willing to learn they inspire me. The last holdout got on to the group blog and posted (way to go Mr. Lee!). They are ready to start implementing in their classrooms. I believe they want to do it, but it is scary to start something new with a room full of students.
Wednesday, October 24, 2012
PLC's
My check-in with Lisa Kristie Lee, Willie Nation-centered around critical thinking. They all agreed that their students are starting to take more responsibility for their learning, and not waiting for the teacher to give them answers to questions. My enlighten with my visit with S. Hahs, K. Edwards, A. Watts PLC. Their PLC has chosen to work on Effective Teaching-How to use Available Technology resource that will help with student learning. All three state that it was hard at first to get focus on how their PLC would function, but looking back they would not change their decision to work together.
Sunday, October 21, 2012
In reflecting on the work of Dylan William (2011), a clear model is provided concerning key research conclusions. Overall, the author focuses on essential components for effective classroom pedagogy. While each chapter outlines specific topics, Chapter 5 (Providing Feedback That Moves Learners Forward) and Chapter 7 (Activating Students as Owners of Their Own Learning) resonate with me.
For example, the rationale for providing constructive feedback is research-driven along with practical techniques for teacher practice. With an emphasis on ways to deepen student understanding, effective feedback should:
Likewise, as we examine methods to "activate students as owners of their own learning," educators are challenged to continuously reflect on their own practice and assess how knowledge gained through professional learning can be applied in the classroom.
For example, the rationale for providing constructive feedback is research-driven along with practical techniques for teacher practice. With an emphasis on ways to deepen student understanding, effective feedback should:
- Promote Thinking
- Be Focused
- Relate to Purposeful Learning Goals
- Provide Corrective Guidance
Likewise, as we examine methods to "activate students as owners of their own learning," educators are challenged to continuously reflect on their own practice and assess how knowledge gained through professional learning can be applied in the classroom.
Saturday, October 20, 2012
A Different Approach to the Role of our Coaching
I did something different yesterday that resulted in a what I consider a very positive result.
Yesterday, when I (with the principal hat on) had to have a conversation with a couple of teachers, I pulled in their Coach from our Intstructional Team to serve as a support for them. What I was asking for was changes in practice. By utilizing the coaches as support, each teacher had a resource to coach them through the changes, and to have as a confidante to deal with the human side of change. The outcome was nonnegotiable, but it felt much more palatable and possible with the coach for each teacher available and involved. It was kind of like when we pull in a student's advocate to help when we are dealing with student issues.
I will be trying it again on Monday with a different situation. I will let you know if the results are as positive.
Yesterday, when I (with the principal hat on) had to have a conversation with a couple of teachers, I pulled in their Coach from our Intstructional Team to serve as a support for them. What I was asking for was changes in practice. By utilizing the coaches as support, each teacher had a resource to coach them through the changes, and to have as a confidante to deal with the human side of change. The outcome was nonnegotiable, but it felt much more palatable and possible with the coach for each teacher available and involved. It was kind of like when we pull in a student's advocate to help when we are dealing with student issues.
I will be trying it again on Monday with a different situation. I will let you know if the results are as positive.
Wednesday Oct 17
Despite a focused plan for the team meeting today, we spent the entire time debriefing the PLCs we visited this afternoon and looking at strategic coaching moves to support teacher growth. Though the To-Do list didn't get accomplished, the focus on the coaching process was a much better use of our time.
One thing I really appreciate with this team is the reflective analysis of what is working and what is not working to help us each grow and to help each staff member grow professionally. I also appreciate the way we support each other throughout the coaching process. At times, for a variety of reasons, we alone are not able to connect with a teacher on our coaching team. The way I watch another one of us reach out and lend a hand to make that connection is inspiring. The theme of "it takes a village" applies to us reaching all teachers.
Each week, the realization that this differentiated professional development and coaching approach is hard, time consuming, and a process. Some teachers might want to abandon this approach now and go to a more traditional content PLC approach because of the many tasks to be accomplished. We must stay the course and continue the focus chosen.
I look forward to the PLC Showcase in December.
I look forward to us getting better at blogging and using the blogs to provide support and feedback to our teachers.
I look forward to us, through this coaching model, making the connections among the many "things" teachers are charged to do and to help teachers understand those connections.
I look forward to watching the impact of this work on student achievement.
What a great team!
One thing I really appreciate with this team is the reflective analysis of what is working and what is not working to help us each grow and to help each staff member grow professionally. I also appreciate the way we support each other throughout the coaching process. At times, for a variety of reasons, we alone are not able to connect with a teacher on our coaching team. The way I watch another one of us reach out and lend a hand to make that connection is inspiring. The theme of "it takes a village" applies to us reaching all teachers.
Each week, the realization that this differentiated professional development and coaching approach is hard, time consuming, and a process. Some teachers might want to abandon this approach now and go to a more traditional content PLC approach because of the many tasks to be accomplished. We must stay the course and continue the focus chosen.
I look forward to the PLC Showcase in December.
I look forward to us getting better at blogging and using the blogs to provide support and feedback to our teachers.
I look forward to us, through this coaching model, making the connections among the many "things" teachers are charged to do and to help teachers understand those connections.
I look forward to watching the impact of this work on student achievement.
What a great team!
Wednesday, October 17, 2012
Wyandotte Making New Sport History
It has been a while since the last time that our football team has won a League Championship has posted a 5 wins and 1 loss record so far. We are hoping for more history being made. Our Volleyball team has grown in numbers and in competitive abilities. We had so many girls out that we had three (3) Volleyball teams all very competitive. Our Cross Country team Won a XCountry Meet and placed 3rd in two other meets so far. All of our Fall Sports are beginning to set new traditions. And this is only the beginning. I am excited about this year and the memories, traditions and history that Wyandotte High School has in store. It's a great time to be a Bulldog!!!!!
Today was an excellent one for sharing and reflecting. The professional learning generated by the instructional leadership team is well connected and insightful. Thanks!
On-going examination of the PLCs is important as we continue to explore methods that connect our instructional focus to student achievement. Embedding formative assessments with an emphasis on routine checks for understanding indicates a more likely trend for positive results.
On-going examination of the PLCs is important as we continue to explore methods that connect our instructional focus to student achievement. Embedding formative assessments with an emphasis on routine checks for understanding indicates a more likely trend for positive results.
Today we discussed what we observed in the different PLC's. Each PLC is working towards improving student learning by collaborating weekly and sharing new ideas and strategies to increase active engagement and technology use. The group will be attending a meeting to discuss Wyandotte High School data on Friday.
Wednesday, October 3, 2012
I would like to share some of my conversation from our leadership team meeting . We are reading " Embedded Formative Assessment" text. We talked about peer tutoring instruction and how it could be more effective than one-on-one tutorial instruction from teachers. From a interview with some boys who said that they pretended that they understood something when in fact they didn't, typically not our of concern for the teacher's time but because they did not appear foolish in front of the teacher. When working with peers, a student would ask the peers to slow down or to go over something again until it was understood.
- Two elements of effective coopertive learning there must be group goals, so that students are working as a group not merely working in a group
- There must be individual accountability, so that individual students cannot be carried along by the work of others.
It'sBlog Time
PLC's at there best. I thought I had read enough research to know how PLC's work. But here at Wyandotte High School all our teachers have given PLC work a new meaning. I get to see how a PLC gets formulated to become a real living experience of professional learning. Our teachers have taken off and really have embraced the concept and are now moving towards applying their learning in their classrooms. I can hardly wait to see the results of their learning and how it applies to student outcomes. I am so excited about what we are doing for student learning at Wyandotte High.
What's my grade?
While reading Chapter 5 of Dylan Wiliam's book Embedded Assessment there were some key points regarding feedback that really piqued my interest. A sample of some of those statements are -
- We need to ensure that feedback causes a cognitive rather than an emotional reaction.
- Feedback should cause thinking.
- Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance.
- To be effective, feedback must provide a recipe for future action - not a 'what to do' but a 'how to do'.
- Never grade students while they are still learning.
- Feedback should cause thinking.
- Feedback should be more work for the recipient than the donor.
Today we talked about Chapter 6 which focuses on different instructional activities. Cooperative learning has four main factors: motivation, social cohesion, personalization and cognitive elaboration. You must focus on all four of these factors to be productive.
Another interesting idea is some students learn better from peer tutoring as opposed to one-on-one instruction from a teacher. Some students will not interrupt the teacher to ask a question however they would ask a peer tutor to slow down and explain the concept over until they understand.
The chapter also talked about different classroom techniques that can be used.
C3B4ME technique before a student is allowed to ask the teacher for help they have to ask three other students in class.
Check for Understanding - What Did We Learn Today? About five minutes before class is over divide the class into groups. Have each group make a list of what they learned for the day and present their information to the class.
Another interesting idea is some students learn better from peer tutoring as opposed to one-on-one instruction from a teacher. Some students will not interrupt the teacher to ask a question however they would ask a peer tutor to slow down and explain the concept over until they understand.
The chapter also talked about different classroom techniques that can be used.
C3B4ME technique before a student is allowed to ask the teacher for help they have to ask three other students in class.
Check for Understanding - What Did We Learn Today? About five minutes before class is over divide the class into groups. Have each group make a list of what they learned for the day and present their information to the class.
Book Study
Chapter 6 of our book study was reviewed today. Key highlights were shared concerning how to embed cooperative learning within formative assessments. The selected material is valuable as it discusses multiple techniques for checking student understanding. In particular, the literature discusses the benefits of cooperative learning regarding African-American students at the undergraduate level. In closing, what comments do you have concerning the work of Dylan William (2011)?
Providing feedback--can you win?
Feedback is important for students. More than grades, praise, or consequences, feedback can have a major effect on students learning. It should be easy, right? Give students feedback so they know how they are doing and what they need to focus on. All people take feedback differently. For some a comment as innocuous as, "your doing great!", can plateau their progress. How do we provide the feedback each student needs in the way they need it to push them forward? Relationships are so critical in education. Knowing the person and how they take feedback can make all the difference.
Listen interpretively.
Ask yourself, ”What can I learn about the students’ thinking by attending carefully to what they say?”
How often do we ask students questions where they get the correct answer for the wrong reasons?----
So how does all of this apply to us working with adults?
____
Feedback is key for students and teachers. But we need to ensure that feedback causes a cognitive rather than an emotional reaction. Feedback should cause thinking and it should be connected to future action.
.........Hm..........
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