EALAWSON+reflective+learning

Early Adopter: Inquiry & Design Challenge
=EA 2013=

Feb 24 We discussed the indicator that have been shown to make a difference. Socio-economics and parent background have less importance than creating was for student voice and motivation ideals.

As a researcher: What are you measuring?
 * What patterns are surfacing? **// Students are really enjoying being able to write interesting questions generates enthusiasm, //Students continue to be very hesitant about the on-line work. Parents want every thing in class reposted on-line which is too much work.**
 * What themes are emerging? **Support for innovation is in theory more than in reality**
 * What does your data suggest? **The students that try to use their On-line resources are improving in knowledge and testing more than those that refuse to try. But, the path of easiest way "to get the grade" continues to plague the student thinking.**

As a learner:
 * In what way(s) has your professional perception been expanded? **I have been encouraged to try to innovate with some support**
 * How are you allowing yourself and your authentic, real, professional learning to be 'seen'? **I am tamped down now. Since I did not really get buy-in yet for students.**
 * In what way(s) have you found the courage to be 'imperfect'?
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
 * What strategies are you using through this process that might benefit your students as well?
 * 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?
 * Students are not using rubrics well. They did not use the rubrics as planned nor as directed. this was shown by them grading them selve and thier co-workers as 80-90-100 on a 25 pt rubric.**This remains unchanged**
 * Retry of the Rubric is going much better but students are still not following the instructions and viewing this as a friends way of giving each other a top grade. Only students who have a non-participating co-worker are really using the rubric. **this leveled out**
 * The progress is not progressing will getting them to be self reflective. I have now read some more on the neuroscience of reflection. There is some indication that I have asked them to do things they are not developmentally read for. **Unchanged**

January, I was not allowed to attend due to STAAR practice testing and then it became a snow day..

Nov 4

Reflection on my getting students to reflect on their work. My updated personal activities. http://sbisdlearnsymphony.wikispaces.com/EA+Lawson+November+2013+housekeeping

We read and posted to: [|http://learnoutloud.edublogs.org/2013/11/04/doing-more-or-doing-some-things-differently/#comment-68]

Sept 30

Process oriented learning is a consolidation of knowledge The work of:  [|J Neurosci.] 2012 Sep 19;32(38):12990-8. =The relationship between working memory storage and elevated activity as measured with functional magnetic resonance imaging. =  [|Riggall AC], [|Postle BR].  [|Adv Physiol Educ.] 2013 Sep;37(3):233-41. doi: 10.1152/advan.00104.2012.  = Process-oriented guided-inquiry learning improves long-term retention of information = [|Vanags T] , [|Pammer K] , [|Brinker J] .

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Soft skills I teach
 * Time management
 * Computer proficiency
 * Word Processing skills
 * Communication skills
 * Self reflection
 * Self evaluation
 * Understanding that failure fosters growth
 * Prioritization skills
 * integration of knowledge

Investigation on Meeting of the Minds Investigate

Sept 23 Making the learning personal for both the teacher and the students. Teachers are the driver of the mini-van on the highway of learning.

Ideas for leveraging my work and learning:
 * time for more inquiry labs by moving some content to night/flipped model.
 * increase student confidence in class conversations ON TOPIC
 * decrease the barriers to building skills
 * more genuine Student collaboration
 * more experience in student conversation by doing frequent think-pair-share, debate, learn/teach pair, more inquiry oriented thinking,
 * grade work on STEMscopes so that they know more what to study at night.

6 words to describe my learning

Innovations, Pushing, Student success, Neuroscience, Retention

=EA 2012 = Destination Postcard: Name:Ericka Ann Lawson > =====Focus Question: d//raft a focus question and subquestions, that include student learning, and be prepared to revise these throughout the challenge //=====
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Campus:Spring Forest
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Grade Level(s): 8
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Discipline: Science
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Topic:Reflective learning - Students will learn to develop self reflection of their own learning. They will also learn to critically assess their <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> learning.
 * =====<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Topic: =====

How is your journey like that of a storyteller? Of a researcher?
 * An Opportunity in Overalls**
 * a huge learning curve is evolving.

What question did you start out to find answer(s) to?
 * What tweaks, edits, modifications have you made to your focus question?
 * I had tried to start with the essay format with a rubric to have students deeply reflect. This did not work student did nto understand the use or buy-in to the usefulness of the process. So, the results were not very insightful or reflective. I backed the idea up to only use on tests first so that they could see the usefulness in assess how they would do on something that matters to them. Then they bought in better and most, but not all, students now are willing to reflect on their
 * What question(s) remain?
 * Can we get them to develop the skills to self reflect prior to the test?
 * What new questions have surfaced as a result of your exploration this far?
 * Do students grasp the usefulness of reflection in study as well as testing. Can we move them to the self directed idea of reflection or is the abstract center stil too un developed to allow for the abstract reflection of analyzing what they know vs what they need to know.

As a researcher: What are you measuring?
 * What patterns are surfacing?
 * What themes are emerging?
 * What does your data suggest?

As a learner:
 * In what way(s) has your professional perception been expanded?
 * 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'?
 * How do you define vulnerability in the context of our work?What about this process makes you feel vulnerable?
 * What strategies are you using through this process that might benefit your students as well?
 * 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?
 * Students are not using rubrics well. They did not use the rubrics as planned nor as directed. this was shown by them grading them selve and thier co-workers as 80-90-100 on a 25 pt rubric.
 * Retry of the Rubric is going much better but students are still not following the instructions and viewing this as a friends way of giving each other a top grade. Only students who have a non-participating co-worker are really using the rubric.
 * The progress is nt progressing will getting them to be self reflective. I have now read some more on the neuroscience of reflection. There is some indication that I have asked them to do things they are not developmentally read for.

**Resources**:
 * 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]
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Activity:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">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.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">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 1 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 **===== > > //example:// Jennifer F. Round 1 >
 * 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

Round 1

 * Round 2 I missed this session due to choice to cover my own classes (I would have been out every other wednesday for 6 weeks.)**
 * Round 3**
 * Round 4**