Angelique+Student+Access

**Early Adopter: Inquiry & Design Challenge** **[|Everyday Is Special Blog]** include component="pageList" hideInternal="true" tag="moulton4" limit="100" If only students and teachers would be brave and willing to be vulnerable (willing to do whatever it takes) to achieve greatly in this thing we call education and learning.

Engage: 2014-15

A. Creating, Communicating, and Sharing
 * ====questioning for the purpose of expanding knowledge ====
 * ====sharing ideas, thoughts, products (within the district, another state, beyond country boundaries) with the intent of seeking constructive criticism for improvement ====
 * ====connecting/communicating beyond the classroom (within district, another state, beyond country boundaries) to expand cultural views and knowledge ====
 * ====taking ownership of extending learning beyond grade level mastery ====
 * ====be creative/innovative (no fear of failure; willingness to try/think) ====

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“You are imperfect, you are wired for struggle, but you are worthy of love and belonging.” ― Brené Brown

**Reflecting Forward, January 2014**
 * Review your post from our //Reflecting Forward// activity in October
 * Consider the responses you posted to each question...
 * How did your actions, language and priorities support your vision/mission as an Early Adopter iCoach (aka your destination postcard)?
 * In what ways did they dilute your efforts?
 * What goal will you set for yourself to act toward in the next four weeks?
 * How will you measure your achievement?
 * What specific strategies will you use to keep your //__own__// "optimism and hope alive"?
 * Reflect on the goal you set for yourself...
 * How is that goal evident in your every day actions, language and priorities?
 * What have you been able to achieve, given your efforts?
 * What specific strategies have you used to keep your __//own//__ "optimism and hope" alive (Developing A Positive Mindset)?
 * In what areas would you find additional support helpful?
 * How will you continue to "seek the small wins" and "illuminate the bright spots"?

Walking the Walk

 * 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-I want students to share and communicate globally using a collaborative tool, writing, product creations and questioning skills to become accepting of other cultural/language/learning differences alongside reaching district/state curriculum and objectives and connecting to professionals.
 * What Obstacles/Problems do you anticipate? Internet connecting issues and quality connections may be the greatest problems we encounter. All other issues will be due because of lack of preparation.
 * What Strategies will you use to overcome these obstacles?The strategies to use to overcome these challenges should include re-teaching basic skills and accommodations/modifications as needed.
 * What resources and materials will you share via our EA wiki and learning community? I will share ideas, processes, and specific tools/resources and task as they apply to each individual global collaborative meeting.
 * Data Collection:
 * Pre-assessment - //how will you determine the base-line of your students in your target area//?<span style="font-family: Arial,sans-serif;">What are we doing now to engage student’s and connect beyond the school building and community?
 * Action Research Assessment and Evaluation:
 * How will you measure success?<span style="font-family: Arial,sans-serif;"> What makes a lesson/activity connective globally and relevant to student needs?
 * How will you know if you have succeeded?<span style="font-family: Arial,sans-serif;">Student reflections and use of information in the classroom and within student created work.
 * What will you collect as evidence of success?<span style="font-family: Arial,sans-serif;">What the activity/lesson goal was before and what was achieved greatly or differently because of the sharing and communication components.
 * <span style="font-family: Arial,sans-serif;"> Pictures/videos/podcast, work samples, student reflections, student products, blogs, websites and whatever comes from this process.

[|How Youth Learn: Ned's GR8 8]

**<span style="font-family: arial,sans-serif; font-size: 1.4em; line-height: 1.5;">[|A Vision of K-12 Students Today] **

Destination Postcard: ** Student Ownership of Their Learning **

Through motivational buy in, students will be able to self educate in order to prepare for classroom participation with questions/examples of their learning to show prior and new knowledge of content to provide a continual path/connection to moving forward their own learning.


 * Angelique Moulton **


 * //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Campus: Westwood Elementary //
 * =====//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Grade Level(s): K-5 //=====
 * =====//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Discipline: LA, Math, Science, and Social Studies //=====
 * =====<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">//Topic//: Student Ownership; Flipped Learning =====
 * =====Focus Question: How can we get the educational system to buy in to the notion that students can learn on their own and do not necessarily need to wait for information, curriculum, or content to be presented to them by a teacher in a classroom during a school day? =====
 * How do we get curriculum designers to incorporate the opportunities to allow students to think for themselves at their own pace?
 * How is this relevant to their academic growth?
 * How will students access the content/curriculum? How can be incorporate rigor?
 * How will students access learning? And know when to slow down or move on?
 * How can students manage the different rates of learning in a blended learning/flipped environment?
 * What do students do when the learning rate is far behind or ahead of district timeline?

How is your journey like that of a storyteller? Of a researcher? This journey can only be described with an open door and guide to walk through. The door is always there. I dismissed the door because of the unknown and because few pay it any attention or give it any credibility. Most believe what resides on the other side is just a fade and will go away. However, once I decided to walk through the door, it turn out to be a beautiful world of color and wonder. The possibilities are endless and will redefine how we teach and how we learn. I am an active participate in this journey. My view of thinking and learning goes well beyond the classroom and school building. I will continue to enjoy and relish this process as I collaborate with teachers to create more engaging student centered learning.
 * An Opportunity in Overalls**

What question did you start out to find answer(s) to? How can educational technology redefine how we teach and learn in an effort to improve student success.

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How can we get educators to accept that students can learn without a physical classroom, teacher lectures, and do not necessarily need to wait for information, curriculum, or content to be presented to them during a school day? We must first start with reflections of the past...what has worked, what hasn't worked, and what might solve persistent problems. We should also include students and parents in the conversation. If students are to own their own learning, they cannot wait for someone to tell them when, what and how to learn new content. They must be taught how to think so they can develop a mindset of owner accountability. =====
 * 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? Student engagement to take control and own the action of learning without the constraints and limits to a classroom, teacher centered environment.
 * What patterns are surfacing? Student are highly motivated to have this opportunity.
 * What themes are emerging? Students do enjoy and value having a teacher (facilitator) to guide, assist and have meaning discussions with.
 * What does your data suggest? Classroom instruction driven by timelines are overrated and students are deprived of opportunities to think and explore in order to apply, develop and practice newly learned skills.

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//)

Design: 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. > >
 * 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]
 * []
 * Wiggins blog post http://grantwiggins.wordpress.com/2012/09/03/thinking-about-a-lack-of-thinking/
 * Our response: Thinking about the lack of thinking...


 * ===== 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.
 * 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: <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