Marcy+Robinson-Effective+Teamwork

Ridgecrest Critical Thinking Collaboration:
-RGE Early Adopters from Cohort 1 collaborated today to discuss how to implement Critical Thinking Skills across Grade Levels. We brainstormed ideas of how to make this a campus wide initiative. Teachers discussed having a 30 min time on Fridays where each teacher teaches a Critical Thinking "elective"; such as origami, poetry, drama, debating, creating music/movies, Sudoku, etc. -It was also discussed to implement current events from the local, state, and world news into classroom discussions/lessons. This is an excellent real-world application for our students, considering most of them don't watch the news. -EA team collaborated on implementing critical thinking into writing as well; using current events, storybird.com, and other websites were shared. -it was discussed how the students are often reluctant to explain and answer "why" questions. We are often given one word answers as teachers when we question our students. "Say something" sentence stems were shared to help prompt reluctant students. -We discussed blogs, answered questions and updated

Landform Resources:
 * http://www2.needham.k12.ma.us/eliot/technology/lessons/landforms/landforms.html
 * http://productforums.google.com/forum/#!topic/gec-educators/jgyK4FmmAio

Early Adopter: Inquiry & Design Challenge
Year 2 Destination Postcard: This is my vision for the end of next year. My kids owning their learning and working in groups to solve problems and create content based projects

Year 1 destination post card: . 

Here is my video journal: media type="custom" key="22343716"


 * Name:Marcy Robinson
 * Campus:Ridgecrest
 * =====Grade Level(s) Fourth =====
 * =====Discipline: Math and Science =====
 * =====Topic: Effective teamwork =====
 * =====Focus Question:What roles/expectations are needed within a student workgroup in order for the groupwork to be effective? What part does time management play in groupwork? How can student choice in demonstrating their understanding meet my expectations for mastery of a content? How can I get students to the point of working in groups effectively? for example...1. Conversations are related to topic. 2.They are discovering on their own. 3. They are choosing their own topic. 4. Choosing their own method of demonstrating understanding.5. They are reflecting on their learning and making connections.=====
 * **Reflections**
 * : make a work station to lay the foundation for group work. So, have the kids create a list of what they need in order to work well together. What roles? how to use time management? how do we find the information? how can we present?
 * Have a "what do you already know about....." work station. For example, if I know that I am introducing division in two weeks, have a workstation be that they create a presentation showing me what they already know about division...and they can present to the class.

How is your journey like that of a storyteller? Of a researcher? My journey is giving me the "stories" that I need to make changes in the way I teach. I am able to listen to what the kids tell me and observe the things that they do, and use that "data" to tailor my instruction. -My journey is like a story teller in that I am able to share my experiences/stories with my class. I can share with them the things I have tried/learned, etc. Then, they can try and learn too. And, as a class, we can reflect on things that worked and didn't work and adjust our "story". I am like a researcher in a sense that I am gathering data through observations and experiments. Then using that data to make changes and "liven" up my classroom. I am trying to get my hands on as many "devices" as I can so my kids can be researchers as well. -
 * An Opportunity in Overalls**

What question did you start out to find answer(s) to?


 * What tweaks, edits, modifications have you made to your focus question?
 * Well, I originally had the focus question of "teamwork". Then, I thought I had "veered" away from that. BUT, now, I have found, that I am right back there. I am allowing the kids more choice and freedom. I have found that if I give them the ownership of making decisions in their learning groups, the quality of work is improved.
 * I need to not just understand the different backgrounds of my students, but more importantly how their background affects their perceptions.
 * I found myself really enjoying learning and exploring new avenues with the kids. And, earlier in the year, I had more time to take out of my day to show and model new things to the kids. Now my question is "How can I continue to integrate new technological tools while feeling the time constraints of testing?"
 * I think that my "theme" has changed a little. My focus question now is "Now that my kids are starting to make decisions and problem solve on their own, how can I use that to "spark" their owning their learning?"
 * What question(s) remain?
 * I still struggle with my little ones who "mess around". I have a vision of those kids, someday, contributing to the conversation and participating. HOW do you reach EVERY single type of learner? AND-is it even possible?
 * What tools can I employ my students with to help them step outside of "their bubble" and how do I do this? I have employed them with freedom to solve problems on their own. I don'g give them as many "directions". I will say "ok, you and two others will watch a Brainpop over changes to the earth, then get on someone's Edmodo and reply to the questions that are there.
 * So, every class has the 2-3-4 kids that just "don't care" and aren't willing the learn, try, etc...how do i ensure that they make a contribution to the learning?
 * What new questions have surfaced as a result of your exploration this far?
 * HOw can I continue to integrate meaningful/engaging projects into the curriculum without taking away from preparing the kids for the upcoming STAAR test? OR-how can I better integrate the two?
 * How can I best measure/resolve my students' perception or point of view hindering mastery of content.
 * How can I continue to implement these things with the current time constraints and testing pressures that we are facing?
 * How will this change the way i teach next year?
 * How do I keep this "fire" that has been lit?
 * HOw do I start fresh with a new group of kids next year? I feel I have come so far with my class...

As a researcher: What are you measuring? - I have also added measuring their ownership of this. How much of a role and I playing? Are they able to facilitate meaningful conversations on their own? How about solve problems? I am measuring my children's capacity to work effectively in teams. I am measuring their ability to use technology affectively.
 * What patterns are surfacing?
 * What themes are emerging? This year, we are using the blog to communicate and share work. The kids (some) are into creating prezi's, storyboards, etc on their own and sharing on their blog. My kids are really into posting things on our edmodo page. They want to respond to each other and download pictures...etc.
 * I am finding it easier to integrate into Science. I can link online games, videos, and questions all in one place.
 * What does your data suggest? The kids really enjoy the new things we are trying and are surprising me by how quickly they are able to figure it all out. For example, my kids didn't know how to download and save something and then find it to upload it somewhere else. Now, they can.

As a learner:
 * In what way(s) has your professional perception been expanded? Knowing that next year, I will be self contained, I want to start simple at the beginning of the year and try to spark the kids interests. And, then see how I can incorporate some of their "questions/interesting topics" into the curriculum.
 * How are you allowing yourself and your authentic, real, professional learning to be 'seen'? Most of what we are doing is on Edmodo and the kids are experimenting creating videos on Animoto. As soon as I get my other ipads, I want to check out iMovie and garage band too.
 * In what way(s) have you found the courage to be 'imperfect'? I am starting to feel nervous about upcoming testing. So, I am finding myself backing off my "thinking outside the box".
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable? I want to let go and allow them to fail/succeed/fine their own "ah-ha" like i have
 * 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?
 * Here is my blog:
 * http://www.marcum4.blogspot.com/

My BIG 3 -Let go of control -ask questions -Allow failure

**Resources**: Thinking [] This philosophy is very thought provoking yet challenging to wrap your mind around given the expectations that are required of educators. Although it would be ideal to shift learners into a more thoughtful learning environment, realistically educators still feel the pressure to perform at a satisfactory level on a standardized state required assessment.
 * Documentation & Reflection - http://balancedtech.wikispaces.com/Documentation+and+Reflection+Prompts
 * Inquiry - http://balancedtech.wikispaces.com/Inquiry
 * Resources: search for existing resources (articles, websites, blogs, videos, etc.) - please be sure to add them to our [|Diigo]
 * []

Add to that, the vast array of learning styles, not all students will successfully and comfortably adapt to this thoughtful learning process. There are as many learning styles in a classroom as there are children, so we should acknowledge and validate all avenues of learning.

-How can we shift to this philosophy of “thoughtfulness learning”, when the way students are assessed don’t reflect that style?

-How can we incorporate this philosophy to include all learning styles, specifically children who need a structured learning environment?

-Can/Should there be a "compromised" version to this philosophy?


 * ===== Activity: =====
 * 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.
 * round 1
 * round 2
 * round 3

//Please create a page for your activities that will help others understand the steps you are taking in your inquiry and design process.//

**Creating Your Activity Page [[image:sbisdlearnsymphony/InqDesign.png align="right"]]**

 * 1) Please make a new page:
 * Title: 
 * Template: activity design
 * Tag : design, campus
 * 1) SAVE your page
 * 2) Check to be sure your page appears at the top of our Activity Share page

//example:// Jennifer F. Round 1