Hardie+Student+and+Teacher+Growth

Early Adopter: Inquiry & Design Challenge
My Destination Postcard: 



Name: Sandra Hardie
 * =====Campus:SBMS =====
 * =====Grade Level(s): 7th =====
 * =====Discipline: ELA Academic/GT =====
 * =====Topic:Students and Teachers Growing Together =====
 * =====Focus Question: What are the advantages to leading teachers to minimally prompt students and then step back and allow ourselves to discover new perspectives with the students?=====
 * ===== **Resources:** Blogger, Artwork, Songs, Poetry, Novels, Short Stories, Newspapers // (articles, websites, blogs, videos, etc.) //=====
 * =====//Who else is thinking about your topic? //=====
 * []
 * []
 * YouTube: Edutopia: Arts Integration for Deeper Learning in Middle School
 * =====//Who else is grappling with this element of practice? //=====
 * TED - Liz Coleman: A call to reinvent liberal arts education - 2009
 * TED - Ben Dunlap: The life-long learner - 2008
 * TED - Ken Robinson: Changing education paradigms - 2010
 * Youtube/TED - Ken Robinson: Do schools kill creativity?
 * =====//What are they finding? //=====
 * That the connection between the arts and learning is essential to making long connections to student learning.
 * =====// How are they sharing? //=====
 * By talking in motivational speeches on various socail media sites, programs that enter schools to help motivate the learning process of integrating the arts into other curriculum areas.
 * =====// - //// please be sure to add them to our [|Diigo] //=====

>> 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.
 * 
 * < // 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.//
 * Walking the Walk
 * How are you prepared to //Walk the Walk// this year? How will your journey reflect //action research// ?
 * ** To be prepared with materials from various literary areas to help students understand elements and how we are connected to many things at once. Action research can be found when items are needed to connect with and the students will be responsible for finding the literary element that relates to the theme/topic being discussed. **
 * Please go to your personal learning journal page and respond to the following:
 * <span style="background-color: rgba(255,255,255,0);">Identify your Goals & Objectives
 * ** To get students to own their learning and have them make connections between new and prior knowledge. **
 * <span style="background-color: rgba(255,255,255,0);">What Obstacles/Problems do you anticipate?
 * ** Making sure that students have past literary experiences and understand how the new relates to the old/builds. Time to research, materials to introduce. **
 * <span style="background-color: rgba(255,255,255,0);">What Strategies will you use to overcome these obstacles?
 * ** Introducing and interweaving materials to get students looking beyond just the one literary element being discussed. having examples to compare/contrast and other materials available for the students to shift through to look for connections on their own. Whether it is the literal connection to the deeper (mood, tone, theme) connection. **
 * <span style="background-color: rgba(255,255,255,0);">What resources and materials will you share via our EA wiki and learning community?
 * **<span style="background-color: rgba(255,255,255,0); color: #053e05;">Student generated samples of papers, computer generated projects, great class discussions from a blog. **
 * <span style="background-color: rgba(255,255,255,0);">Data Collection:
 * <span style="background-color: rgba(255,255,255,0);">Pre-assessment - //how will you determine the base-line of your students in your target area//? **Class discussions, short journal writing responses.**
 * <span style="background-color: rgba(255,255,255,0);">Action Research Assessment and Evaluation:
 * <span style="background-color: rgba(255,255,255,0);">How will you measure success?
 * <span style="background-color: rgba(255,255,255,0); color: #053e05;">**Through projects that show cross literary devices being used to create better connections with justifications.**
 * <span style="background-color: rgba(255,255,255,0);">How will you know if you have succeeded?
 * **<span style="background-color: rgba(255,255,255,0); color: #053e05;">By the higher level discussion in class and the level of connections found within projects being produced. **
 * <span style="background-color: rgba(255,255,255,0);">What will you collect as evidence of success?
 * ** Paper, computer, in class presentations. **

**Creating Your Activity Page [[image:InqDesign.png align="right"]]**

 * 1) Please make a new page:
 * Title: <name, topic, Round 1>
 * 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


 * FEBRUARY: **


 * Mining the Effort **
 * What artifacts of your personal learning have you been collecting?
 * I have become more willing to let students bring in websites/examples to explore than always providing for them.
 * More willing to utilize technology throughout class with class and personal devices


 * What process shifts do these suggest in your practice?
 * Not as structured
 * More open to discussions that are sometimes loosely tied to the topic yet produces stronger connections to the information: makes learning more concrete when the students are discovering the connection pieces.


 * What artifacts of student learning have you been collecting?
 * Items to drive instruction that is more connected to the students of today.
 * music examples
 * poetry examples
 * youtube examples
 * photography examples
 * painting examples
 * sculpture examples
 * newspaper examples
 * magazine examples


 * What process shifts do these suggest in their practice?
 * Student driven learning instead of teacher provided for extra examples to connect curriculum materials to real world examples
 * More technology use among students in order to find and then relate personal examples to the required components
 * More connections that make the learning more concrete and personal

How is your journey like that of a storyteller? Of a researcher? Researcher:
 * An Opportunity in Overalls **
 * I try to intertwine the' have to' curriculum to that which is related to the students lives today in order to make more meaningful connections
 * taking the student provided examples and researching the various ways they connect to the curriculum in order to make more connections throughout the year.
 * Taking the given student produced examples in other lessons creates a connection with those curriculum items as well.

What question did you start out to find answer(s) to?
 * What tweaks, edits, modifications have you made to your focus question?
 * What question(s) remain?
 * What new questions have surfaced as a result of your exploration this far?

As a researcher:

What are you measuring?
 * What patterns are surfacing?
 * What themes are emerging?
 * What does your data suggest?

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)