Mario's+Learning+Journey

February:
https://docs.google.com/a/springbranchisd.com/presentation/d/1PaCVs-gbEs2DhKpBX3GuCYRVtmcA5pj42Ih8Zi9eHQo/edit#slide=id.p

(// please copy and paste the two sections below - Mining the Effort& Opportunity in Overalls - to your personal learning journal //)

Taking one concept and really refine their work.
 * Mining the Effortt**
 * What artifacts of your personal learning have you been collecting? Going through twitter hash-tagging gave me a lot of opportunities to learn from educators on a global scale. The ideas, methodologies and resource that I have found since my discovery through twitter, has been phenomenal. I have learned new and innovative techniques that are working in classrooms across the country. Kids seem to be getting very excited about the technology they are using.
 * What process shifts do these suggest in your practice?
 * Infusing all the resources available in my professional learning community.
 * What artifacts of student learning have you been collecting?
 * Plenty of artifacts. Students have chronicled a lot of their learning potential through powtoon's, glogging, edmodo, and blogger.
 * What process shifts do these suggest in their practice?
 * What process shifts do these suggest in their practice?
 * What process shifts do these suggest in their practice?


 * An Opportunity in Overalls **

How is your journey like that of a storyteller? Of a researcher? I can definitely tell a story of confidence and efficacy-building. Students have become more excited and motivated about their learning. I have seen self-esteem growth, confidence skyrocket, and learning effectiveness grow as a part of this journey in the classroom.

Researching is definitely a quest that has increased in my classroom.

What question did you start out to find answer(s) to? How can we save our planet from deforestation?


 * What tweaks, edits, modifications have you made to your focus question? Wrote a proposal to investigate on-site in Costa Rica.
 * What question(s) remain? What can we do here locally, to save forests globally?
 * What new questions have surfaced as a result of your exploration this far? How will our efforts in reusing, reducing and recycling here, affect the entire planet?

As a researcher:

What are you measuring? Are my students understanding the problems of deforestation?
 * What patterns are surfacing? Engagement in learning.
 * What themes are emerging? Globalization not just through technology, but as stewards of our planet.
 * What does your data suggest? This generation of teachers and students must take real efforts to save our planet from deforestation.
 * What does your data suggest? This generation of teachers and students must take real efforts to save our planet from deforestation.
 * What does your data suggest? This generation of teachers and students must take real efforts to save our planet from deforestation.

As a learner:


 * Where have you allowed yourself to be vulnerable in this process?
 * How are you allowing yourself, your professional learning to be 'seen'?
 * In what way(s) have you found the courage to be 'imperfect'?
 * What //a-ha!// moments, elements of a 'spiritual awakening'/"breakdown" have you experienced? What might these insights suggested to you?

What story is unfolding from your research?


 * (//just bullet point notes for now//)


 * Defining Your Focus**


 * Collaborative Glossary (@http://tinyurl.com/EAvocab)


 * Considering the bigger picture...**


 * What IS Early Adopters?
 * What is Early Adopters NOT?
 * What examples from your/your students practice might you offer others to "show" this?

My Destination Postcard: 



Name: >
 * =====Campus: Thornwood Elementary (TWE) =====
 * =====Grade Level(s): 5 =====
 * =====Discipline: Science =====
 * =====Topic: Constructive and Destructive Forces of the Ear th (Volcanoes) =====
 * =====Focus Question: Is a volcanic eruption a constructive, or destructive force, or both?// Please be prepared to create your model of a volcano that will represent an eruption if slow and fast land changes... //=====
 * ===== Resources: //s// //earch for existing resources (articles, websites, blogs, videos, etc.) - please be sure to add them to our [|Diigo] //=====
 * ** Walking the Walk
 * How are you prepared to //Walk the Walk// this year? How will your journey reflect //action research// ?
 * Please go to your personal learning journal page and respond to the following:
 * 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? Student performance. When students are able to communicate via edmodo, and create surveys, I can measure their success.
 * How will you know if you have succeeded? As students post their learning in this network, I can assess their level of independence through distance learning.
 * What will you collect as evidence of success? I will monitor all student activity in edmodo on a weekly basis.

>

>> Working on the Work >
 * ===== Activity: =====
 * 1) Individually, design a student resource, activity type, or mini-challenge to try in the classroom over the next month to test. Then, get feedback from partners.
 * 2) Try out resource, activity type, or project during the month(s), documenting plan, process, execution and reflection and collect student work samples.
 * Round 1 -
 * We are going to have students do a tech research using various sources such as encyclopedias online to investigate constructive and destructive forces of the Earth; particularly, focusing on volcanoes. I really want students to focus on the constructive and destructive components of this phenomena!
 * Students will build their volcano models in 3-D form. They will connect land-forms affected, plant and animal life, and rock cycle activity.
 * In phase three, students will gather all their data, and use a technological presentation format. They may create a wiki, golg, blog, powerpoint, fipchart, stupeflix, GoAnimate, or....Powtoon!
 * 
 * []
 * < // please add link to Round 2 activity // >
 * < // please add link to Round 3 activity // >

//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: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