John+Robbins+-+Self+Awareness

include component="pageList" hideInternal="true" tag="robbins" limit="100" Reflections 11/4: [|http://learnoutloud.edublogs.org/2013/11/04/doing-more-or-doing-some-things-differently/#comment-70]

**More Student Driven Questioning and Discussion**

Why is this worthwhile? - Student generated questioning and discussion allows for course content to be presented in a way that is engaging and interesting to my students in a "real life" way.

My first is to teach students what a good question looks like. Good questions/questioners:
 * Suspend the activity of asserting.
 * Generate speculation of possibilities.
 * Discover relationships that are not given.
 * Generate more questions/stream of thought.

Needs:

- What does a good question look like? - How can students recognize a good peer answer that isn't necessarily the answer that they had in mind to a question that they generated? - How do I respectfully disagree? - Best ways to record/share/collaborate? - Help students think critically to form opinions and not allow opinions to be given to them.

**Six Word Memoir**

 * Unsure
 * Confused
 * Thoughtful
 * Accomplished
 * Thoughtful
 * Unsure

Early Adopter: Inquiry & Design Challenge
Destination Postcard:  Everything that we do is to satisfy our individual needs. We all have different needs and will therefore find different value in each lesson.

Name: John Robbins
 * Campus: Spring Forest Middle
 * Grade Level(s): 6
 * Discipline: Social Studies
 * Topic: Self Awareness
 * =====Focus Question: What type of questions will drive my students to reflect on themselves and relate the content/experiences that we cover to their lives.=====
 * //I need to understand the vastly different backgrounds and life experiences of my students. //
 * //I need to determine what platform best allows for students to reflect and build on each others reflections. //

How is your journey like that of a storyteller? Of a researcher?
 * 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.
 * How do I achieve the level of engagement/interest necessary to drive them to create and ask good questions every time?
 * 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?
 * 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.
 * Focus should be more on allowing their different perceptions to broaden and enrich their understanding. Allowing unique "off topic" input can increase interest and engagement.

As a researcher: What are you measuring?
 * What patterns are surfacing?
 * I am seeing a shift in my focus and goals each time that we meet. I think that each little tweak builds on the last and has really lead to a transformation in the way that I teach and how my students learn.
 * What themes are emerging?
 * What does your data suggest?

As a learner:
 * In what way(s) has your professional perception been expanded?
 * I have seen that giving up control on projects and allowing students to create questions can really reveal their level of understanding and can lead to some great conversation that might not have happened had I not "stepped back".
 * How are you allowing yourself and your authentic, real, professional learning to be 'seen'?
 * In what way(s) have you found the courage to be 'imperfect'?
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
 * I think there is vulnerability in trying anything new. I have felt vulnerable in this process because each time we meet, I find my direction shifting. I feel like I have taken a lot out of these meetings, but I have consistently struggled with not having a "product to show".
 * What strategies are you using through this process that might benefit your students as well?
 * I am constantly reflecting on my learning and the new things that I take away from each of our meetings. I think that my students can benefit by using this same practice. I always ask them to look back on what they learned and reflect on how our learning can help us across the board, not just in Social Studies.
 * What **//a-ha!//** moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you?
 * 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?

**Resources**:
 * 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]
 * []

>>> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> >>>> http://sbisdlearnsymphony.wikispaces.com/Becky+Singley%2C+Student+Blogs%2C+Round+2 >>>> >>>>
 * [[file:Nacirema+Lesson.pdf]]
 * Wiki Roles - [|http://][|whitmer.wikis.birmingham.k12.mi.us/Wiki+Roles]
 * Student-generated text - http://dgh.wikispaces.com/
 * Becky's page (Stratford)
 * http://sbisdlearnsymphony.wikispaces.com/Becky+Singley%2C+Student+Blogs%2C+Round+1


 * Activity**


 * Round 1
 * **Round 2**
 * Round 3