Renee+SSC

==Early Adopter: Inquiry & Design Challenge== media type="custom" key="23908502"

I want to help my students to communicate with each other respectfully and without fear. I also want them to be able to disagree respectfully and to explain to each other the how or why of their learning.

6 word memoir: with a change in mindset comes exciting growth

If only....my students would leave me at the end of the year able to use good communication skills (listening and speaking) to work collaboratively.
 * listening
 * taking turns
 * decision making
 * problem solving
 * explaining
 * sharing
 * debating
 * compromising

include component="pageList" hideInternal="true" tag="mendez13" limit="100" Renee's Citizenship Collaboration

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 that the students use good communication skills to work collaboratively
 * What Obstacles/Problems do you anticipate? teaching the students how to communcicate, listen, take turns, solve problems, make decisions, how to deal with not getting to do what they wanted if the group decides something different
 * What Strategies will you use to overcome these obstacles? fishbowl, using problems that come up in class and having the class help with the problem solving
 * What resources and materials will you share via our EA wiki and learning community? pictures, video
 * Data Collection:
 * Pre-assessment - //how will you determine the base-line of your students in your target area//?
 * video of collaborative work before being taught communication skills, problem solving skills, and decision making skills
 * Action Research Assessment and Evaluation:
 * How will you measure success? Are the students working together using good communication, problem solving, and decision making skills
 * How will you know if you have succeeded? Have the students been taught the skills and have they had plenty of opportunity to practice those skills
 * What will you collect as evidence of success? video of groups working together collaboratively and student interviews about group work



Name: Renee Mendez Will the students communication skills help them to ask more questions, justify answers, and respond more clearly? Will they begin to take ownership of their own learning?
 * =====Campus:Westwood Elementary =====
 * =====Grade Level(s):1st grade =====
 * =====Discipline:Elementary Education =====
 * =====Topic:Communication =====
 * =====Focus Question: How will improving the way students communicate with each other impact their learning?=====


 * An Opportunity in Overalls**

How is your journey like that of a storyteller? Of a researcher? My journey is like a researcher because we are trying to find what works. The students and I are working together to find out what good listeners do and how listening makes you a better learner. We are using trial and error in somethings. I am looking for ways to show the students that when they listen not just to the teacher but to each other, they are learning! I guess I am a storyteller in that I am retelling the story of the journet with my students to my collegues in these meetings. I tell of the things that surprised me, things that worked, things that didn't work. I've enjoyed telling my stories and getting feedback from my collegues.

What question did you start out to find answer(s) to? How will improving the way students communicate with each other impact their learning? Will the students communication skills help them to ask more questions, justify answers, and respond more clearly? Will they begin to take ownership of their own learning?

How can I get students to take more risks, share and feel safe enough to know that even if they are wrong we will help them get there
 * What tweaks, edits, modifications have you made to your focus question?
 * My focus question remains the same but I have had to slow down with the students. I expected them to be doing things but they weren't so we slowed down and just continued to talk about good speakers and listeners and practicing that. We are also continuing to practice how to respond to what someone says - this has been a hurdle for my students they are still talking over each other and we continue to practice.
 * 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 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? Students ability to communicate and listen


 * What patterns are surfacing?speaking is easier than listening, listening is easier in small groups
 * What themes are emerging?students want to be heard, they can use others questions to help improve their writing, they are impulsive and are having a hard time not talking over each other
 * What does your data suggest?students know what it takes to be a good listener/speaker but still need time to practice

As a learner:


 * In what way(s) has your professional perception been expanded?students are internalizing
 * How are you allowing yourself and your authentic, real, professional learning to be 'seen'?making mistakes and allowing the students to help solve the problems we encounter
 * In what way(s) have you found the courage to be 'imperfect'?things don't always work out as planned but I am able to move on and regroup and try something else
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?vulnerability is not knowing how this is going to turn out. Making mistakes, things not working as planned, trying and retrying until you get it
 * What strategies are you using through this process that might benefit your students as well? not getting frustrated, rethinking and retrying
 * What **//a-ha!//** moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you? it's ok to make mistakes, when the students see me make mistakes and figure out how to solve problems it is a good model of what they need to do as well

What story is unfolding from your research?


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

**Resources**:

Thinking: http://grantwiggins.wordpress.com/2012/09/03/thinking-about-a-lack-of-thinking/#comment-1668 **Summary of discussion about Thinking About Lack of Thinking** We connected to the quote “teaching all the content” is not the goal but “learning to draw upon and use content thoughtfully and effectively” is the educational goal. Our job is to design backward from the goal, not to march through stuff without considering the consequences. Begin with the end in mind – we need to think about not just where our grade level needs to be but where we need kids to be at the end of other grade levels and what we need them to internalize in order to get there. The power is in the thought provoking questions from both teachers and students. The thinking shift is not to skim the surface of whatever the learning is but to go deeper by questioning and extending their thinking in other disciplines, and giving them time to internalize what they are learning. Teachers must shift their thinking by allowing students time to internalize and reflect on their learning. Teachers have to let go of the control and allow the students to extend their own learning. How do we keep the faith that the students can get there when we have standardized tests and our scores may dip due to the shift?
 * 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]
 * []


 * ===== 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