Bunnypaws+Communication

Early Adopter: Inquiry & Design Challenge
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The Rabbit’s Warren I came to the realization as I watched the movie Rudy that a champion has failures and victories; so my three step motto has become: > over the victories; enjoy life)
 * 1) 1. Enter and work like a champion (leave problems outside and join our school family)
 * 2) 2. Learn like a champion (practice makes permanence)
 * 3) 3. Leave the classroom and live like a champion (triumph

Like Jack Dempsey said, “A champion is one who gets when he can’t.” [] theme song from Rocky

Introduction: Welcome to the flip classroom called The Rabbits Warren! This is the beginning of our walk through a garden of cherry blossoms and happy rabbits eating delicious carrots. Join me and make problem solving a practical way of understanding math.

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http://prezi.com/c5eafbqvejfz/?utm_campaign=share&utm_medium=copy Destination Postcard:

My 6 Word Memoir 

Grand Canyon, Geisha, Cherry Blossom, Epilogue If only. . . my students would take the first step with me and seek new avenues of technological cognition in my classroom.
 * build formulas and blue prints for math;
 * Doo Wat Diddy, T3 long form, T3 short form, Yoda, Jack's Glasses, red lights, test taking skills,
 * upload to you tube and Edmodo
 * let students be in command of taping and recording for their peers

Walking the Walk
> *Edmodo set-up for the class and each child
 * 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 -
 * Video tape myself explaining the Do Wah Diddy and other formulas/skills
 * Create new class in Edmodo and input each child
 * Have students to provide feedback on what they seen
 * Group students in groups of 4
 * Brainstorm on skills and formulas and have students to select
 * Students will construct and formulate rubric with teacher
 * Review steps to critique

What Obstacles/Problems do you anticipate?
 * What Strategies will you use to overcome these obstacles?
 * Students and teacher will


 * 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?

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Beatrix Potter once quoted, "There is something delicious about writing the first words of a story. You never quite know where they'll take you." Just learning to take the first steps of writing in English can be a door to the wonder of imagination. media type="custom" key="22331000" width="72" height="72"



Name: Deborah Garza, Ed.D.
 * =====Campus: Westwood Elementary =====
 * =====Grade Level(s): 3rd grade =====
 * =====Discipline self-contained =====
 * =====Topic: Comunicating and self-expression in English =====
 * =====Focus Questio//n: How would you tell your friend about what you saw?//=====
 * //What words can you use to begin telling your friend about what you saw/heard?//
 * //How would you make it interesting?//
 * //Would you record your response?//
 * //Would you draw and write a few sentences?//
 * //Would you write about it?//

How is your journey like that of a storyteller? Of a researcher? My journey is like that of a storyteller because of the way I have changed my way of thinking, taking risks, and letting students become a part of this journey. Shedding off the "old scaly me" has revealed a part of me that is more giving and more trusting. I can say the journey is like that of the yellow brick road without the wicked old witch.
 * An Opportunity in Overalls**

For this year, I have learned to be more flexible and let the students be the bold thrust of the learning and activities. Last year's yellow brick turned into a wonderful Japanese cherry blossom garden this year. My bunnies are eating the cherry blossoms that are in this garden of learning. My bunnies have learned to ask questions and extend their answers by going to the internet. The

My journey is like that of a researcher in that I have had to analyze the data, look at the task, and see how changes made with the students yield a better product. I can become the researcher with a heart to see beyond the student, the task, and the surprises that make me glad that I am a learning teacher!

What question did you start out to find answer(s) to?


 * What tweaks, edits, modifications have you made to your focus question? The tweaks that I have made are: letting the students take the reins and not being a "mother rabbit." I have also had to tweak my expectations because I have been surprised about the quality and quantity of the responses of my students.
 * What tools can I employ my students with to help them step outside of "their bubble" and how do I do this? I need to have my students brainstorm the type of assignments they want to do and what type of product they will construct/formulate.


 * How can I best measure/resolve my students' perception or point of view hindering mastery of content. I think I need to explain what my objectives are to the students, how I can plan with my students, and understand that this task includes the word "us" and not "me". I am cognizant that I will get a better product and the task will be shared.

As a researcher: What are you measuring? I am measuring the potential of students who are learning English, as well as, measuring what the deep structure of language acquisition can encompass in terms of
 * 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?
 * (//just bullet point notes for now//)

**Resources**: >> Our response: >> Mr. Wiggins, your points of interest regarding thoughtfulness and thoughtlessness really describes the perils and pedagogical stalemates that teachers are facing in the classrooms of today. >> Even though we are at the front trenches of educating our future citizens, we wonder what a doctor or an attorney would do if she/he faced a medical/legal board that is composed of people from different walks of life? This certainly would not happen; however, this is happening in our educational system. The teacher is merely a piece of clay being molded by many others who have not been in the classrooms of today. >> Can we make the educational leaders come to the trenches and see what a year is like dealing with the daily tasks of teachers across America? >> The thinking shifts that need to happen is for the teachers to be on the State Board of Education instead of people who have taught years ago or people who do not know about the intricacies of education. We are the experts; therefore, we need to take hold of our education system and set the educational system. >> Another shift is the home and the parents. We need more collaborative work with parents and community in order to educate our children. >> The last shift is to have education become a priority by letting teachers do what they need to do—TEACH. >>
 * 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]
 * [|http://groups.diigo.com/group/sbisd-early-adopte]
 * Thinking
 * Wiggins blog post http://grantwiggins.wordpress.com/2012/09/03/thinking-about-a-lack-of-thinking/


 * ===== 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 1