Tag Archives: @lottascales

Sketchnotes, Doodles and Visual Thinking Jam – #GaETC2014

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Sketchnotes, Doodles & Visual Thinking Jam at the  Georgia Educational Technology Conference.

The provocation:

How might we incorporate symbols and doodles (“on paper” and digitally) in order to better express ideas, and summarize/synthesize our learning and reflections? How might notetaking become more personal, visual, brain-compatible and shareable across networks? Come join an introduction, conversation, exploration and practice session to learn and share about the “doodle revolution” and how we might grow ourselves and our learners through visual thinking?

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

photo[1]

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]

Visual Note Taking – Join the Doodle Revolution, #GISAConference

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Visual Note Taking – Join the Doodle Revolution at the 2014 Georgia Independent School Association (GISA) conference.

The provocation:

How might note taking become more active, personal, brain-compatible and shareable? How might we incorporate symbols and doodles to improve listening, better express ideas, summarize/synthesize learning and make connections? Join a conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

IMG_5680

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]

#EduCon #MartinConnects #LL2LU to 8 sites

How might we learn and grow together when we are far apart? What if we leverage the power of connectedness and social media to learn and share?

Shelley Paul and I presented Leading Learners to Level Up at EduCon. Working in collaboration with Grant Lichtman of The Martin Institute for Teaching Excellence, SLA broadcast our session live to 7 additional sites across the country.

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We generally followed the plan shown below.

We loved using Flickr to share our low-fidelity drafts across sites.

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Here’s one comment from feedback collected at the end of the session. I appreciate all of the learning that was acknowledged.

  1. I had not sent a picture to Flickr before.
  2. I had not got into Wi-Fi before on the iPad.
  3. I like the “I can” statements for giving feedback to students.
  4. I appreciated connecting with other teachers in the room to know what they are doing.
  5. I thought the story about playing basketball was effective in helping us see that kids may not be getting what we are teaching.
  6. The people around the room from Parish were very helpful when I had technical questions.

Unfortunately hearing the online presentation was difficult, and we could not see what the presenter was talking about on the screen online.

The workshop was beneficial despite its drawbacks.

As always, here is the full set of feedback offered at the end of the session.

The English Connection – #LL2LU with #WALearns & @lottascales – Feedback

Yesterday, Shelley (@lottascales) and I facilitated a day-long learning session for Woodward Academy’s English Connection on Leading Learners to Level Up.  While we did accomplish everything on our lesson plan, we used the questions of these 20 learners to chart a path that was slightly different from our intended path. I love when this happens.  I always want to be responsive to the learners way of thinking to lead by following.  Almost always we accomplish the same tasks but in an order that makes sense to the learner rather than the teacher.

After introductions and the 4-minute overview of Leading Learners to Level Up, we offered an experience with leveled assessment using fractions.

I really expected to have tomatoes thrown at me, but that did not happen.  There was some anxiety, but that is normal. Our students experience this everyday, right?  When everyone had completed the assessment, I asked if they could tell me what they could do? Yes. I asked if they knew how to ask for help using specific language? Yes.  That is the point, right?

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At the break, the magic of this type of communication happened.  Before going to break, several learners collaborated to continue to work on the fractions assessment.  It was awesome!

How might we bright spot or highlight what learners know rather than what they do not know? What if we design learning progressions that help our learners understand what they can do and know how to ask for help to move to the next level?

“In order to engage in high-quality assessment, teachers need to first identify specific learning targets and then to know whether the targets are asking students to demonstrate their knowledge, reasoning skills, performance skills, or ability to create a quality product. The teacher must also understand what it will take for students to become masters of the learning targets.   It is not enough that the teacher knows where students are headed; the students must also know where they are headed, and both the teacher and the students must be moving in the same direction.” (Conzemius, O’Neill,  66 pag.)

We embrace doing the work in the workshop, so we set about writing prototypes of learning progressions.  We asked each teacher-learner to take about 15 minutes to draft a learning progression for his or her classroom. At the end of approximately 15 minutes, we invited someone to be interviewed for the fishbowl exercise.  Carrie Edmison (@Edmison3rdGrade) volunteered to discuss her draft with me for some questions and coaching. Carrie had lots of questions as did I. We discussed her thinking and discovered that she needed two Level 2 items to guide learners to Level 3.  Carrie indicated that she could go from there to write a second draft.  Linda Freeman stepped up for the second round of the fishbowl.  As Linda shared her learning progression out loud with me, she immediately redrafted.  It was awesome! Isn’t it interesting how hearing someone else’s thinking and then literally hearing yourself can help refine your work?

Now that two rounds of the fishbowl were complete, we transitioned to working in pairs to learn from and with each other.  We shared our learning progressions and asked questions to help clarify thinking.

After lunch, we broadened our opportunity for feedback by completing a gallery walk.  Each teacher-learner read every learning progression and left feedback using Post-it Notes.  We used the prompts I like…, I wish, I wonder/What if…  to offer positive, constructive, and directed feedback.

The two  comments that standout for me after the gallery walk was how helpful the I wonder… Post-its were and how valuable the feedback was in helping refine the learning progressions again.  I heard I like how this is written; I’m going to change mine to be more like this.  Shelley reminded us that constructive and directed feedback will help improve our learning progressions.  After sorting her feedback, Rhonda Nichols (@Dimes_2) commented that the three Post-it notes that resonated with her the most started with I wonder. We help each other learn and grow when we offer positive, constructive, and directed feedback.

After this revision, we took the time to digitize our learning progression drafts in a common Google doc so that our work was shared with everyone.

During our final hour together, we brainstormed ways of calibrating and collecting artifacts that could serve as examples for each level in a learning progression.  We discussed next steps and plan to meet again in two weeks.

Here’s a sample of the comments from the collected feedback:

Even though this process seems overwhelming, I am so excited to be involved with this very important process!  The whole concept of Leading Learners will benefit the teachers as well as the students.  It is a win/win situation that will empower me as a facilitator in the classroom.  Thank you!

I like the practical. I am already revising my rubrics so they are more “student” friendly with the language – and not so judgmental. I love that we started with that and then ended with practical. I am writing my lesson plans for next week to begin this process.

I wish that I understood better how this will work with the faculty in my building.

I want to know more about what the children are doing at each level, what kinds of knowledge they are coming in with, and how I can support their learning at the next level.

I can hardly wait until we meet again.  I agree that this will get easier each time we practice.

_________________________

Conzemius, Anne; O’Neill, Jan. The Power of SMART Goals: Using Goals to Improve Student Learning. Bloomington, IN: Solution Tree, 2006. Print.

The English Connection – #LL2LU with #WALearns & @lottascales

How might we mashup leveled assessment, clarity of expectations, and alignment of curriculum? There is so much to do that we need our work to serve multiple purposes.  What if we meet together as a team to discuss, describe, and build prototypes of learning progressions in student friendly language?

I had the privilege of working with Woodward Academy’s English Connection to investigate these ideas.  Shelley Paul, Woodward’s Director of Learning Design, a.k.a @lottascales, and I facilitated a day-long professional development opportunity for 20 Woodward faculty-learners to experiment and learn.

Our learning plan for the day:

I like the learning plan.  It mirrors the original plan for Leading Learners to Level Up with much richer detail and use of technology way to communicate and collaborate.

I wonder if our plan will help Woodward’s teacher-learners engage in the process and feel confident as they begin the important process to align curriculum both vertically and horizontally.

I want to know more about teaching reading and writing and how it progresses as a young learner grows through our school from Kindergarten through their senior year.

Shelley and I have done some homework.  We have practiced this process with Dee Koscik (@koscikd) and with Peggy McNash (@pmcnash). We also met with the English Connection core committee members to discuss and overview the process.

In my next post, I will share our experience during the session and the feedback from the teacher-learners.  Stay tuned…