Jennifer+Franson+Global+Collaboration

= = = = = = = = = If only....in our increasingly high tech world, I hope my students remember to look beyond their many screens and continue their path of collaborating and becoming more independent and deeper thinkers. = = = include component="pageList" hideInternal="true" tag="Franson 2013" limit="100"

= = == If only...
 * Ask questions/respond appropriately to teacher and each other
 * google drive (use to collaborate/build list of tech. activities or apps)
 * strengthen skills for collaboration
 * improve research strategies/skills
 * "box it" teach to each other (use "show me" app)
 * variety of resources (building network)
 * Edmodo (continue from last year)
 * turn control over to students

Google Drive Activities: -Using google drive to write readers response then students will share/respond to someone in another class.

Box it activity:





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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: My goal is to improve student questioning/collaboration through the use of technology and student driven activities.
 * What Obstacles/Problems do you anticipate? Time, technology glitches due to system error etc, trusting that students are correctly grasping content (having to undo something that was incorrectly interpreted)
 * What Strategies will you use to overcome these obstacles? collaborating as a whole group to see how correspondence is going, communicating through use of "google drive" and offering flip lessons to help with time
 * What resources and materials will you share via our EA wiki and learning community? flip lessons I find on line
 * Data Collection:
 * Pre-assessment-right now I am checking 60 posts weekly and it is taking too much time so I hope to move it towards them checking each other and using a rubric to guide them
 * Action Research Assessment and Evaluation:
 * How will you measure success? Check a FEW groups weekly and rotate through
 * How will you know if you have succeeded? maybe create a rigor/relevance rubric and use it to evaluate their work, projects, entries
 * What will you collect as evidence of success? help my students organize their projects or peices into folders on the Google Drive

Early Adopter: Inquiry & Design Challenge
Single Trait:

posted images to generate appropriate questions and responses || Images posted are clear and relate to topic. Feedback generated some questions and responses. || Images posted and unclear. || Images are unrelated or missing ||
 * || 4-Exceeds Expectations || 3-Proficient || 2-Developing || 1-Needs Improvement ||
 * Content || Response is clearly stated, is well developed and reflects evidence of effective, clear thinking. . || Response is evident, effective, clear thinking is somewhat demonstrated || Response and thinking is not always clear or related to topic . || Response is missing or unrelated to topic. Reflects a lack of effective, clear thinking. ||
 * Images || Effective use of

media type="custom" key="22294650" Destination Postcard

I would like to gain knowledge on a variety of technology resource sources/media to implement in my classroom that tie directly to content/curriculum I am teaching.

Name:Jennifer Franson


 * WIlchester Elementary
 * Topic: Online Communication
 * Discipline:
 * Grade Level(s): 4th Grade
 * Search for existing resources (articles, websites, blogs, videos, etc.) - post below and be sure to add them to our campus Diigo
 * 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 can online communication support student learning and curriculum in small groups? ===
 * Tweak: We are using Edmodo in the classroom. Are there any useful tips or activities that teachers can offer to help engage students to access Edmodo?
 * What question(s) remain: How do I (as the teacher) let go of the control and just allow for exploration and where do I find the time for the students to actually create/respond to questions? Time is a HUGE concern and me doing the research on good sites for students to use is really tough (what works & what doesn't). Is this something that I should pitch to the kids and have them help me with?
 * What new questions have surfaced as a result of your inquiry and exploration?


 * "This I Believe..."**

> > What question are you investigating? (include any tweaks, edits or modifications to your focus question) > > As a researcher: > As a learner: > > > What story is unfolding from your research? still a work in progress so unable to post
 * An Opportunity in Overalls**
 * How is your journey like that of a storyteller? The experience I gain from Early Adaptors will be things that I can share with others by actively participating/researching and creating an environment in my classroom for my self and my students to share their work and be ok when things do go wrong (belive that "I am Enough") Of a researcher? Having to research explore all of the different sites/apps that are useful for various activities/ lessons.
 * What are you measuring? students will create a rubric of their own based on questions that they come up with as a class (needing me guidance)
 * What patterns are surfacing? Student questions/statements are surface (need more depth).
 * What themes are emerging?
 * What does your data suggest? How can students dig deeper into their questions/responses (make thiem more meaningful)?
 * Where have you allowed yourself to be vulnerable in this process? The part she mentioned about shame and fear is so true to me. It is something that I sense from my students in my classroom daily (huge reality check). For the first time I am actaully seeing myself in the same situation as my students.
 * How are you allowing yourself, your professional learning to be 'seen'? By activley discussing with the kids their posts or suggestions and then tweaking lesson from their input.
 * In what way(s) have you found the courage to be 'imperfect'? WOW! I need to find the "courage" and probably speak to my students directly telling them I need their help with this process of using technology and finding "things" that working. I am having to take my own advice of "it is ok to mess up or be wrong" by letting go and accepting that things will go wrong.
 * What elements of a 'breakdown' or 'spiritual awakening' have you experienced? What might these insights suggested to you? That I am truly putting my pressure on myself than what is expected. After speaking with other group members I am feeling much better knowing that they are feeling the same way.
 * (//just bullet point notes for now//)

The Power of Vulnerability

 * Near the close of her talk, Brene shares what she has come to believe about the power of vulnerability. What are your current beliefs about your own research/inquiry project in learning?
 * bullet point list
 * What connections can you draw between your beliefs and the "Top 3" learning essentials your group listed at our last session? (//to revisit these, please go to the discussion area on your campus page//)
 * What connections can you draw between your beliefs and the "Top 3" learning essentials your group listed at our last session? (//to revisit these, please go to the discussion area on your campus page//)

**Resources**: > > >

**Activities**:Round 1 Round 2 Round 3

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