This is my learning reflection from August-November 2013.
http://learnoutloud.edublogs.org/2013/11/04/doing-more-or-doing-some-things-differently/#comment-63

Technology Change Agent and Evangelist - Chris Lehmann (Principal of Science and Leadership Academy - Philadelphia)
Questions to consider:
  • What is Chris' vision for change in his school and in education in general? My vision is there is a big difference between education and training. Without education, you are not going to have 21st century citizens.
  • How can we have so many passionate, dedicated educators in our schools and still have so many problems? Good people are in a bad system and the system always wins. You have to change the system to make the changes.
  • What does Chris mean when he says "technology must be like oxygen"? Technology breathes life into education. For the 21st century learner to be engaged they need to use technology.

Questions Chris would ask us:
  • What questions or Inquiry are you doing with your students?
  • What do you see as the differences between education vs. training?
  • What are you doing to work with students, parents, teachers, and administrators to dream of what school can be?



Soft Skills: Time Management, Collaboration, Questioning, Completing a task, Work Ethic

Mantra to my mindset: Intentional dive for this year
http://tinyurl.com/EAmantras

Take calculated risks. That is quite different from being rash." -- General George Patton

"Take risks: if you win, you will be happy; if you lose, you will be wise." -- Anonymous

"People who don't take risks generally make about two big mistakes a year. People who do take risks generally make about two big mistakes a year." -- Peter Drucker



I will be starting each class with the questions assigned to each table. Maximum 2 questions per table. 3 minute discussion among themselves then go over it as a class. In class, they will be solving some word problems, but creating their own and solving and discussing their solutions. By the end of the week, I will have videoed 5 examples. I will have to give them instruction on making their own word problems.


How is class time going to be spent?

  • modeling academic conversations and how to make a case for a solution and defend and critique others.
  • kids will create tutorials for others and show them how they think about things.
  • more projects

Early Adopters How the Pieces Fit

6 word Memoir: Flipping, ISTE, Stanford, Goals, Reflect, Revise

Early Adopter: Inquiry & Design Challenge

Destination Postcard:
photo (2).JPG
Name: Donna Ward
    • Campus: SFMS
    • Grade Level(s): 6th
    • Discipline: Math
    • Topic: Flipping the Classroom
      • Ensure that all students are learning from watching videos and working in groups and classwork and them taking ownership of their learning. To ensure other learners are helping others and therefore, enhancing their learning.
    • Search for existing resources (articles, websites, blogs, videos, etc.) - post below and be sure to add them to your campus Diigo
    • Jigsaw notetaking and sharing of resources
    • Individually, design a student resource, activity type, or project to try in the classroom over the next month to test. Then, get feedback from partners.
    • Try out resource, activity type, or project during the month(s), documenting plan, process, execution and reflection and collect student work samples.
    • Focus Question: How do I build collaborative learning which will lead to student ownership?
      • Needs to Know: How do I deal with the issue of access?
      • Does posting questions anonymously change the questions?
      • How will kids self assess themselves? How will the team access?
      • How do I make videos?
      • When do I use other resources?
      • How do I make better videos?
      • Do I build more external motivators for collaborative/ownership learning?

An Opportunity in Overalls
How is your journey like that of a storyteller? Of a researcher?


What question did you start out to find answer(s) to?
  • What tweaks, edits, modifications have you made to your focus question? I have been more focused on my role of helping struggling students that I have not been building the capabilities of students to help each other. I need to recommit to students teaching students. Make sure that there is displays of student work for kids to learn from, team kids up. Increase working activities at the tables. Next year, I want to make a conscious effort to "teach" kids why they will be watching videos and how to watch the videos. I want to really consider that there should be a learning guide to go with the videos.
  • What question(s) remain? What are more things I can do to get students helping students and therefore learning and teaching themselves. There is a question that remains with the new adoption of a textbook.
  • What new questions have surfaced as a result of your exploration this far? What more can I do to facilitate other learners? What activities can be brought into the classroom to engage learners.
  • Will I be making new videos for the new textbook?
  • Ideas: taking videos, kids working with the i-pads showing others, talking through how to do, taking pictures, Really need to implement this during the end of the year and work out all the details so that next year I am ready to go. Then again, there will be an education process.


As a researcher:
What are you measuring? Student achievement through being helped and by helping other students. Students should be able to verbalize steps and math vocabulary. Students should be able to explain math processes and defend their solutions.
  • What patterns are surfacing? Kids are reluctant to share with others. Kids lack the confidence to verbalize. Kids think working together is "cheating". Kids think that teaching other kids is the "teacher's job". Going to have to do alot of student teaching to get them to overcome these beliefs.
  • What themes are emerging? If you work on the skill sets needed, the kids will adjust and embrace the learning. Kids love working with technology
  • What does your data suggest? Starting out, I am on target with the rest of the district. I have to believe that through our assessments and using open ended assessments and working with the kids, that the next CBQ will show a gain.

As a learner:
  • In what way(s) has your professional perception been expanded? In technology, in pedagogy, in resources.
  • How are you allowing yourself and your authentic, real, professional learning to be 'seen'? Yes, by appraiser and ICLE.
  • In what way(s) have you found the courage to be 'imperfect'? The messiness of technology
  • How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
  • What strategies are you using through this process that might benefit your students as well?
  • What a-ha! moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you?


What story is unfolding from your research?
  • We solved the issue of access, huge success, I am seeing much better numbers over time, after due to get the viewership up.
  • Significant accountability practices have been put into place.
  • Classroom activities abound, very interactive classes, going deeper with the content, applying the content, need many more activities to fill the time with, more hands on time.
  • Have not incorporated the ipad teaching tools as much as I planned, this has not changed.
  • Have seen collaboration, but still needs refinement
  • Researching instructional design to enhance presentations and videos
  • Improved flipcharts, lots of work put into it this year, will be great if the textbook isn't huge difference.
  • Better questioning, but needs more preparation, more deliberate, the questioning piece has to be reinstated and need to include warm-up, kids can watch the video while they we are doing to questioning exercise.
  • Want more kids talking through the process, still need to incorporate
  • More math-speak, need to find more examples, maybe some kids log "math talk vocab" during a class period and we post the info.
  • Kids speak favorably of it
  • Added EdCanvas, now Blendspace
  • Kids take more of an active role in their learning
  • Standardized assessment has seen gains, have seen huge gains this year, like double the district average
  • Kids watch over and over to get it
  • Found out about and used Instagram, weVideo, iMovie, Educreation, Glogster, Edmodo, GoAnimate, Socrative, Google Apps, Really did not add or even use as much this year.
  • Huge gain this year in having them complete the review before hand and then spend the day before the test going over the review. Peer table leader explains the questions.




Resources:



Activities:
Ward Round 1
Ward Round 2
Ward Round 3