Donna+PLS

Early Adopter: Inquiry & Design Challenge
If only...I was more aware or more diligent at recording before and after reading videos of my struggling readers. include component="pageList" hideInternal="true" tag="cramer13" limit="100"

Walking the Walk
N *Not being able to untangle the confusions that are preventing them from reading on their grade level.
 * Given our discussion this morning, please consider and respond to the following, as they relate to your personal learning journey this year:
 * To have each of my intervention students reading on their independent reading level.
 * I will be using running records to analyze in order to know what cuing systems they are using or neglecting.
 * I'm not sure, yet. Putting their before and after reading videos would be perfect.
 * Data Collection:
 * Pre-assessment - //The baseline would be The DRA 2 and Observation survey scores administered in August.//
 * Action Research Assessment and Evaluation:
 * Ultimately I would have a student who is now a life long learner and independent reader.
 * I would witness the reading and comprehension of the once struggling reader.
 * Feedback from classroom teachers, parents and ultimately passing the standardized tests given at the end of the year.

ttp://prezi.com/c5eafbqvejfz/?utm_campaign=share&utm_medium=copy Destination Postcard:  comlplacent student to Personal learning strategies Three things that I offer are "not yet!" in a very postive tone. Asking, "What have you tried?" "Look what you've done!"

Name: > Provide the time and the opportunity with the easy accessed technology and the trust for the students to display their understanding in an authentic way. > > Experts everywhere
 * =====Campus:Westwood =====
 * =====Grade Level(s):K-3 =====
 * =====Discipline: You must reach the child to teach the child =====
 * =====Topic:Reading and Writing for success =====
 * =====Focus Question: How does a complacent child become a willing child, then a working, self-motivated and independent child? What will other student acceleration look like when increasing the rigor by adding the relevance of technology?=====

How is your journey like that of a storyteller? Of a researcher? My stories are my students' stories. I begin at the beginning. Whenever I meet a new student for testing, or a child just new to a class, or for whatever purpose, I begin by asking,"What do I need to know about you?" Automatically, they think, then they tell me the most significant experience/object in their little life. It usually has to do with a pet, a new baby or something that has been on their mind without their knowledge of it. I see it as an outlet for them and an inlet for me. I inturn tell them something about me that I think they need to know. Most of the time it involves my husband's cat, KITTY CAT CRAMER. Her story then connects to our story and is usually somewhat humorous. Since I have been taking the course Teaching Character hosted by Dave Levin, it has given me a little different language to use with my students.
 * An Opportunity in Overalls**

6 word Memoir-Application My Maintanance command post at work Use of laptop-ipad-iphone-digital camera-house phone

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


 * What tweaks, edits, modifications have you made to your focus question?
 * 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 tools can I employ my students with to help them step outside of "their bubble" and how do I do this?
 * 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?
 * 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?
 * ***Sara introduced me to the C-S-I approach to improve the reading comprehension of my third grade intervention groups. C-color, S-symbols and I-image. These drawing strategies are used as needed for students to remember what they have read. Well, I'll be, this way of showing their work must have been the big plan of my original PLA, Personal Learning Strategies. I thought my focus was going to be on the younger students, kinder and first. My focus on MEANING will be ongoing at those levels. But for now, I have naturally been drawn to the needs of these incredible 3rd grade readers who have trouble enjoying the deep structure comprehension of a selection.**
 * **My future rests with my observations**
 * What
 * //a-ha!//** moments, or elements of a 'spiritual awakening'/'breakdown' have you experienced? What might these insights suggested to you?
 * //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 Thinking about the lack of thinking... Students need the opportunities to absorb and think about the content presented in any format before we ask them to demonstrate understanding. They need time to think. Students love to respond to classroom questions with ‘I don’t know’ for various reasons. But given a couple of responses to allow for more thinking time, like ‘I need more time to think or ‘Come back me later’; students have the chance to think about a great response. Time may be the only connection for thinking and understanding. The shift for teachers, parents and students alike is NOT to assume that either the learner does not know (understand) or knows little just by a lack of use of academic vocabulary and a quick shallow response. Time must be given to process new knowledge and develop a thorough response. Deep questions require lengthier responses and more time to think and provided multiple formats and avenues to allow students to express their knowledge. How do we achieve this in 180 school days on 8 hours and 5 days a week? In other words, the current system does not compliment disruptive thinking.
 * 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]
 * []
 * Thinking Wiggins blog []
 * Thinking Wiggins blog []


 * ===== 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 1media type="custom" key="23908434"