Summer Learning 2016 – Choices and VTR

How do we learn and grow when we are apart? We workshop, plan, play, rest, and read to name just a few of our actions and strategies.

We make a commitment to read and learn every summer.  This year, we take a slightly broader approach to our Summer Reading Learning menu by adding two streams of TED talks, Voices of Diversity and SAIS.

Below is the Summer Learning flyer announcing the choices for this summer.

We will use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

We have the opportunity to model how to incorporate reading strategies into all classrooms.  Think about teaching young learners to read a section of their book and jot down a sentence, phrase, and word that has meaning to them.  Great formative assessment as the lesson begins!

When we share what resonates with us, we offer others our perspective.  What if we engage in conversation to learn and share from multiple points of view?


Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Prin

OAME 2016: Sketch notes for learning

OAME Annual Conference – Barrie 2016 – Leap Into Math
hosted by MAC2 at Georgian College, Barrie, ON

Robert Lang challenges us to open possibilities for every learner. Start with art and find the structure. Seek connections through creativity.

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Catherine Bruce highlighted the importance of fractions, the lack of clarity on the anatomy of a fraction, the need to attend to and understand unit fractions, and to help learners find clarity and understanding.

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Paul Alves modeled powerful pedagogy as he empowered participants to code.

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Melissa Poremba challenges us to use literacy to further develop a stronger culture of numeracy.

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Steven Strogatz used his New York Times series to highlight the importance of humor, empathy, relevance, and visualizations. His breast cancer article, Chances Are, connected, for me, to Catherine Bruce’s earlier talk. Fractions often bring more clarity and understanding than percents and decimals.

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Chris Suurtamm challenges us to honor algebraic thinking, visualization, and flexibility in learners of all ages.

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Never ever miss an opportunity to learn with Graham Fletcher.

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There were two sessions of Ignite talks at OAME. I was a speaker for the first session, therefore, no sketch notes.  Here are the highlights from the second session.

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HGSE Teaming: Sketch notes for learning

Our team (Maryellen Berry, Rhonda Mitchell, Marsha Harris, and I) attend the Harvard Graduate School of Education’s 2016 session on the Transformative Power of Teacher Teams taught by Katherine Boyles and Vivian Troen.

Below are my notes from each session and a few of the lasting takeaways.

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Teams that lack open conflict are dying entities.

Boyles and Troen challenge us to level up from a “culture of nice” to a collaboration.

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Elizabeth City joined us to make the case for teacher teams and introduce intentional talk around the instructional core.  How might be build collective efficacy?

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Boyles and Troen then facilitated a session to help teams set norms and change the sense of what is possible.  The instruction core was again emphasized as well as task focus.

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Daniel Wilson started our second day with a session on cultivating collaboration.  How might we have communication, coordination, cooperation, and collaboration.  His definition of collaboration, coming together to create something new, inspired our team to co-labor and set new goals?

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Monica Higgins used the Mount Everest case study as a catalyst for discussion around leadership, responsibility trust, and teaming.

Changing your mind can be a show of strength.

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Aviya Schler and Jacob Pinnolis discussed implementing faculty rounds at their school.  How might we build a culture of inquiry where we are curious about each other’s practice? What if we share our questions and help each other “see” what happens during class?

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Jodi Doyle and her team creating and sustaining collaborative, committed teaching teams.  How might we grow together to serve all learners in our care? What if we structure team meetings to embrace the power of positivity, have serious task focus around students learning, and be product oriented?

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Tina Blythe began our last day with using protocols to learn from student and teacher work.  How might we support deep learning and thinking?

Many eyes looking helps us learn and notice more.

How will we team? norm? collaborate? support? become more curious?