Susan+Self-Reflection


 * 6 Word Memoir:**
 * 1) //**What a blessed and nauseous** summer!//
 * 2) Unsure hopeful of what's to come.

=//If only my kids could create/develop their own questions at a higher level and for their questions to become natural and relevant to what we are learning and to the real world. In return, they will be able to display them on a blog, Edmodo, or in another form or fashion for others to answer.//= __*Activity for the coming week:__ After loooking at our Science Journals, TSW create questions based on the topics that they have already researched on the District Databases. TSW return to the library to find the answers. In addition, TSW ask their peers the questions too to see what schema they know and if they help challenge the kids to even deeper questions based on their answers. The next step will be for them to post their questions on Edmodo for others to answer- peers, teachers, and administrators.
 * Reflecting
 * Ownership of Learning
 * Deeper Thinking
 * Problem Solving

Thinking, New Learning & Future Actions = Self-Reflection The students can orally represent a reflection to a buddy as well as creating a written piece digitally to demonstrate the information learned. Students will apply their reflection (thinking, new learning, future actions) to incorporate the relevance of their learning to use in real world applications.
 * Early Adopter: Inquiry & Design Challenge**
 * Susan's Self -Reflection**

Walking the Walk
> My students will learn to question their learning, create questions at a deeper level, and be able to use different forms of communcation to show their thinkning/questioning.
 * 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? Will students create questions that they already know the answers to? Technology? Confidence building- perserverance-problem solving skills Questions and answers posted. Informally look at questions already created based on our first activity and when we have class discussions. > Listening to class discussions where the kids have control, questions being asked and answered, learners engaged, postings on Edmodo and responses. > Students engaged, kids always wanting to learn more and asking each other questions across all content areas. Journal writings, postings on Edmodo, research products, recordings with flip cameras...
 * 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?

Name: Susan Wilkins
 * =====Campus: Westwood Elementary =====
 * =====Grade Level(s): 2nd =====
 * =====Discipline: All =====
 * =====Topic: Self-Reflection =====
 * =====Focus Question: How do my kids prove or show that they can self-reflect to a higher level of applying it to themselves, to others, and to real world situations? (text to self, text to text, and text to world) Video? Different digital avenues?=====
 * My kids will have to be able to communicate with each other in order for them to self-reflect at a higher level. Their oral language skills will improve. They can record each other reflecting.
 * How will they practice communicating?
 * How will they record each other?
 * How will they self-reflect?

How is your journey like that of a storyteller? Of a researcher?
 * An Opportunity in Overalls**
 * I am continuing to refine and analyze my data/learning from my kids and I am allowing the kids to guide "us."**

What question did you start out to find answer(s) to?
 * What is reflecting? What does it look like?**

I need to not just understand the different backgrounds of my students, but more importantly how their background affects their perceptions.
 * What tweaks, edits, modifications have you made to your focus question?
 * **I am now focusing on my kids creating questions to help each other with self reflecting instead of me do all of the talking and questioning. I want it to become natural for my kids.**
 * What question(s) remain? **How can I make it natural for my kids to self reflect on their own without my guidance?**
 * What tools can I employ my students with to help them step outside of "their bubble" and how do I do this?
 * **I can model, model, and model by thinking aloud when I self-reflect. I can teach my kids how to ask questions about their learning.**
 * What new questions have surfaced as a result of your exploration this far?
 * **How can I motivate my kids to self-reflect at home and to continue to self reflect in other classrooms and as lifelong reflectors?**
 * 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?
 * Student's growth-postings about what we are learning on Edmodo, Go Animate, and possibly Glogster and Storybird.**
 * I plan to model, model, model , and give the class more time to try new avenues to show their learning. Then I plan to have my "experts" train others.**
 * There is some confusion about how to log onto the different programs. I do not want this to hinder them from showing me their thinkinh and learning!**
 * I need more time/need to give my kids more time to post their reflections about what we are learning.**

As a learner:
 * In what way(s) has your professional perception been expanded?
 * **I have self-reflected and realized that my kids are at different levels and need different avenues depending on what level they are at- similar to their academic levels.**
 * 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'?
 * **This is my weakness. When I self-reflect and see others I think that I am not accomlishing enough as far as academics and technology. It is hard to find a balance with all that goes on during the day. I want to do the best I can to help my kids succeed and teach them and show them the best avenues and techniques.**
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
 * **Vulnerable: Using new programs & not preparing my kids in the "best way" or not using the best programs or sites to help my kids show their learning.**
 * What strategies are you using through this process that might benefit your students as well?
 * **Allowing my kids to see me make mistakes and the fact that it is "ok" and they can self-reflect & pick themselves back up.**
 * 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?
 * (//just bullet point notes for now//)

**Resources**: > Thinking We made several different connections while having a discussion about your article. We really liked the point that you make about really knowing the content by explaining the information learned without using the new core word. As teachers we will make an effort to not be thoughtless and allow students the ability to express their learning through reflections by facilitating as a “guide on the side”. We need to be more thoughtful when it comes to students questioning and allow them to create their own independent learning styles to allow them the opportunity to question or express their own learning in an individual manner. When discussing thinking shifts we need parents to begin having deeper discussions about school content and also have a true understanding of learning and help support students and teachers when trying to have deeper meaningful reflections of knowledge. Students will have to be made more aware of their ownership in their own learning and that it does not fall back onto the parents and teacher. Plus they will need to be more willing to take a risk in a learning environment. The teacher will have to make more shifts by following the “gradual release model” and allow and accept student questioning that we may not know the answers too.
 * 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]
 * []
 * Wiggins Glog: []

Susan Wilkins Michelle Hammac
 * ===== 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 2Round 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 1s