A new definition of strength: Can we learn together? What if we collaborate, ask for feedback, and lean in to leverage expertise and perspective of others?

If we truly believe in communication, collaboration, and the other C’s, how are we – as lead learners – modeling and taking action?

<Note the timestamps in the following communication, collaboration, critical thinking, and problem-solving.>

 

“Hear” snippets of Nicole’s thoughts as she is developing the assessment shown above:

•  I’m  writing a mathematics unit for a grade level that I have never taught to learn, to  help my team, to help our young learners.
• This is hard.
• I’m trying to model backwards design unit planning (Grant Wiggins hung the moon, most recently evidenced by his math blog post today). Stage 2 (How will I know when they have learned it?) must come before Stage 3 (the learning plan). Teachers should have access to the assessments (formative and summative) at the beginning of the unit.
• Our learning outcomes are all I have to work with.  Reading these standards in depth helps me some, but I need feedback.
  • Develops an understanding of fractions
  • Reasons with shapes and their attributes
• I heart Google.
• The “I can…” statements need to be student-friendly. They will be directly related to the standards-based rubric we will need to create.
• I’ve worked through several leveled assessments as collaborations with classroom teachers, but I have yet to write one independently.
• Wait, why am I writing this independently? It’s nearly midnight. I’m sending this to Jill.

“Hear” snippets of Jill’s thoughts as she gave feedback and edited the assessment shown above:

• Wow…Such good work.
• Level 1 “I can decompose a figure into equal parts. I can name each part.”  
  • I wonder if decompose is a 3rd grade word. (I do not know.)  I also wonder about “partition” as a 3rd grade word.
  • I wonder if you are having a resolution problem with the shapes in Level 1. The image shown is a rectangle, not a square.
  • I wonder how successful a child can be partitioning the circle without having the center marked and using a compass.
• Level 2 “I can represent a fraction on the number line when some fractions are given to me.“  
  • Can we eliminate the word “some” and/or simplify?
  • What if we say I can represent fractions on a number line?
  • What if we add number lines to identify fractions before asking students to take action on number lines? Just this month, Jennifer Wilson and I presented on conceptual understanding of fractions and the new way to convey a consistent story using number lines. 
  • My TI-Nspire software and the fraction lessons will give me number lines. I’m not sure about mixed numbers and partitions past 1, but Nicole will know.  At least adding a visual might help.

Nicole thinking:

How on earth did Jill create this fancy number line in a Google doc? I like her train of thought here but think the visual at it stands now will be too hard for grade 3 students.

Jill’s thinking:

Right. Number lines too hard. Would it be easier if we think together now that we are both awake?

Below is a copy of the next iteration of this assessment after a Google hangout discussion and co-learning conversation.

How might we collaborate, ask for feedback, and lean in to leverage expertise and perspective of others?

A new definition of strength: We are stronger than me. Learn and share!

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[Cross posted on Curriculum Reflections]