Kathy+Reflection+of+Learning

Early Adopter: Inquiry & Design Challenge
Destination Postcard:

Walking the Walk

 * Given our discussion this morning, please consider and respond to the following, as they relate to your personal learning journey this year:
 * Identify your Goals & Objectives
 * What Obstacles/Problems do you anticipate?
 * What Strategies will you use to overcome these obstacles?
 * What resources and materials will you share via our EA wiki and learning community?
 * Data Collection:
 * Pre-assessment - //how will you determine the base-line of your students in your target area//?
 * Action Research Assessment and Evaluation:
 * How will you measure success?
 * How will you know if you have succeeded?
 * What will you collect as evidence of success?

My pebble is to lead our community of learners to reflect on their learning in a variety of ways. Inspiring all to take risks and be innovative on how they demonstrate their learning. Name: Kathy > > >
 * =====Campus: Westwood =====
 * =====Grade Level(s): K-5th =====
 * =====Discipline: All =====
 * =====Topic:To lead our community of learners on reflection of their learning and demonstrate their learning in a variety of ways. =====
 * =====Focus Question: How can our learning community reflect on their learning using innovative tools?=====

How is your journey like that of a storyteller? Of a researcher? Of a learner? Where do you feel most vulnerable? How are you leveraging the potential power of vulnerability? I want to support and environment in which teachers are continuous reflective learners.
 * 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?
 * I need to not just understand the different backgrounds of my students, but more importantly how their background affects their perceptions.
 * What question(s) remain?
 * What tools can I employ my students with to help them step outside of "their bubble" and how do I do this?
 * We have started using blogs for teams of teachers to reflect on their learning. We have also started using twitter.
 * How can I ensure this is a process that staff implements on a consistent basis?
 * It has been difficult to have staff reflect on a consistent basis. Even for me. We get so wrapped up in everyday "stuff".
 * What new questions have surfaced as a result of your exploration this far?
 * How can I best measure/resolve my students' perception or point of view hindering mastery of content.

As a researcher: What are you measuring?
 * What patterns are surfacing?
 * What themes are emerging?
 * What does your data suggest?

As a learner:
 * In what way(s) has your professional perception been expanded?
 * How are you allowing yourself and your authentic, real, professional learning to be 'seen'?
 * It has been difficult to communicate in this manner and have your learning be as transparent.
 * In what way(s) have you found the courage to be 'imperfect'? I'm still working on this.
 * 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? Set aside some time each day/week to reflect and implement new skills.
 * What **//a-ha!//** moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you? Others have implemented in an easier way than I have.

What story is unfolding from your research?
 * (//just bullet point notes for now//)

**Resources**: Thinking: Wiggins blog post: [] Our response: Thinking about a lack of thinking By Grant Wiggins
 * 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]
 * []
 * []

In reflecting upon this article, we discussed how students even at a young age learn that there is one answer and feel uncomfortable in challenging the teacher’s interpretation of the “correct answer.” Most students feel the need to please the teacher with the one correct answer. This only compounds as students move through middle and high school. We thought of an example of a teacher asking students to research social issues of the election and discuss them in class. One student then reported back to parents who became upset with the lesson and complained to the principal. This landed the teacher in the principal’s office to defend the lesson. We believe that the parents will be a harder sell in this new model of teaching than the teachers. One question that we came up with is how do we convey this thinking shift to parents? We hope that increasing transparency of the classroom and allowing word of mouth between parents will ignite interest in changing the way we teach. Spotlighting teachers on websites as well as in newsletters can help as well.


 * ===== 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.
 * 

//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