Tag Archives: #MyLearning

Intersection of struggle and hope (TBT Remix)

The trick is to choose a goal just beyond your present abilities; to target the struggle. Thrashing blindly doesn’t help. Reaching does. (Coyle, 19 pag.)

When learners are thrashing around blindly, how might we serve as refuge for support, encouragement, and a push in a new direction? (And, what if one of the learners is me?)

Many days we stand in the intersection of struggle and hope.

We can observe our children carefully and look into their eyes and say, “Can I tell you what a great person you are?” and follow-up with concrete examples of the way they give amazing hugs and how kindly they treat their friends.  This is the stuff of our most important relationships: Aiming to understand and be understood. (Lehman, Christopher, and Kate Roberts)

… some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their “low-ability” students. (Dweck, Carol)

Move the fulcrum so that all the advantage goes to a negative mindset, and we never rise off the ground. Move the fulcrum to a positive mindset, and the lever’s power is magnified— ready to move everything up. (Achor, Shawn.)

To pursue bright spots is to ask the question “What’s working, and how can we do more of it?” Sounds simple, doesn’t it? Yet, in the real world, this obvious question is almost never asked. Instead, the question we ask is more problem focused: “What’s broken, and how do we fix it?” (Heath, Chip and Dan Heath)

And so the challenge of our future is to say, are we going to connect and amplify positive tribes that want to make things better for all of us?  (Godin, Seth)

Move the fulcrum. Pursue bright spots. Amplify to make things better.

Aim to understand and to be understood.


Intersection of struggle and hope was originally published on December 10, 2014.


Achor, Shawn (2010-09-14). The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work (Kindle Locations 947-948). Crown Publishing Group. Kindle Edition.

Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc. Kindle Edition.

Dweck, Carol (2006-02-28). Mindset: The New Psychology of Success (Kindle Locations 1135-1138). Random House, Inc.. Kindle Edition.

Heath, Chip; Heath, Dan (2010-02-10). Switch: How to Change Things When Change Is Hard (p. 45). Random House, Inc.. Kindle Edition.

Lehman, Christopher, and Kate Roberts. Falling in Love with Close Reading: Lessons for Analyzing Texts and Life. N.p.: n.p., n.d. Print.

Transcript: Seth Godin – The Art of Noticing, and Then Creating.” On Being. N.p., n.d. Web. 09 Dec. 2014.

Reflection required: Learning over time #MyLearning

I am not defined by my performance today. I can grow and learn more with continued goal setting, practice, and feedback.

Yesterday I posted Patience required: Learning over time (#MyLearning) (#ShowYourWork). I ended the post wondering my learning is evident to the viewer of these artifacts.

“We do not learn from experience… we learn from reflecting on experience.” ― John Dewey

When serving as Trinity’s Personalized Learning Specialist, our Early Elementary Division Head of School, Rhonda Mitchell (@rgmteach), developed and refined a protocol for reflection.

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We want learners to collect, select, and reflect.

My COLLECTion is archived on my MyLearning Journey for #ShowYourWork Doodles and Sketch Notes Pinterest board.

I SELECTed these two from the collection:

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And, I REFLECTed on my growth and learning:

Throughout the 2014-15 school year, I doodled notes during every professional development learning session that I attended.  I remember how nervous I felt about taking notes this way during Joe’s opening faculty meeting last August.  I used an erasable pen because I was so scared of making a mistake. I remember most of his talk. The importance of our vision of pedagogy to deepen understanding, empower learners, and to cultivate community through personal experiences is clear. These tenants are reflected in our actions with learning progressions and our My Learning e-portfolios.  George’s comments in June actually connect to Joe’s comments from August.  We are in an age or era where we have connections at our fingertips.  No longer are we promoting a Jeopardy version of success.  How will we offer learners voice and choice? What if we co-create knowledge, problem-finding and problem-solving, and joyful experiences with our learners?

It is clear to me that I am more confident with the process of doodling to learn. I’m no longer using an erasable pen; in fact, I’m informed and opinionated about what works best for me. Clearly, color adds value and communicates ideas.  I see growth in my sketches of people, ideas, and connectors. I am still in awe of how much impact doodling has on my retention and recall of ideas.

I’ve learned that I listen better, think differently and more deeply, and remember more when I exercise my creativity to use visuals to represent ideas.  It is true that a picture is worth 1000s of words.  When I frantically tried to write everything down – before doodling – I could record lots of words, but did I capture any ideas? Not often.

This reminds me of timed math tests. I know! Weird connection.  It reminds me of timed math tests because of the stress and pressure of time.  I learn and remember more through doodling because I’m not frantic. I’m not afraid that I’m going to miss something.  I know that I’m visualizing big ideas and their surrounding details.

I’ve also learned that the more I practice, the more I want to learn.  I see improvement, and I see where and what I want to learn next.

I plan to continue making my thinking and learning visible using sketch noting.  I am encouraged to learn and to share.  I am not defined by my performance today. I can grow and learn more with continued goal setting, practice, and feedback.

Again, I find value and real joy in having the collection.  My portfolio of doodles shows me several concurrent learning journeys. Reflection offers glimpses of what I’m learning and where I am now. I have choice in where I go next and in how I’m going to get there.

Worth repeating:

I’ve also learned that the more I practice, the more I want to learn.  I see improvement, and I see where and what I want to learn next.  

How might we teach, model, and facilitate experiences to collect, select, and reflect learning over time? What if we offer time, encouragement, and opportunities?

Patience required: Growth over time #MyLearning

Learning is not an insta-grow experience.

Struggle – working at the edges of ability – is critical.  Patience is required as is a growth mindset.

It might take a while to see evidence of growth. What if we practice, struggle, share, and seek feedback?

I’ve been tinkering with sketch noting, a.k.a. doodling, to make thinking visible, to listen differently, and to retain information.

I started last June, and it was awful.  You can see a body of work on my MyLearning Journey for #ShowYourWork Doodles and Sketch Notes Pinterest board.

Here is  page 2 of my notes from Joe’s opening comments for Trinity Faculty on August 4, 2014.dd23378ccd6e1a1ccb03646990fe5bcd

Is my thinking visible?

Here is page 2 of my notes while learning with George Couros during his Martin Institute keynote on June 9, 2015, just a quick ten months later.
ae3bd64b443e69796826e98275fd1370

Can you see my growth? I wonder if my learning is evident to the viewer of these artifacts.

I find value and real joy in having the collection.  My portfolio of doodles shows several concurrent journeys.

How might we teach, model, and facilitate experiences to collect, select, and reflect learning over time?

Growth over time…patience required.

I can… digital visual note taking

Since August, I’ve been dabbling with visual note taking.  You can see my progress at MyLearning Journey for #ShowYourWork doodles and sketch notes.  I’ve also started doodling to illustrate the #LL2LU SMP progressions.

I’ve been using great pens and a journal.  For months, I’ve been telling myself that I want to take notes on my iPad, but I keep doubting that I can. (Great growth mindset thinking, huh?)

I can draw on my iPad, but I wonder if, perhaps, I might need to practice to get more comfortable and gain confidence.  Isn’t this what we want from all learners in our care?  I know I can, but I am not where I want to be…yet. I can and will improve with practice and effort.

Here’s on of my first attempts using Paper by 53.  I decided to practice in my comfort zone. I chose a doodle for I can make sense of problems and persevere in solving them. persevere doodle Doodling on the iPad is different.  I can experiment, undo and redo.  While I’m not yet brave enough to use it to take note in real-time, I think it’s fun, and it offers different opportunities for self-assessment and 2nd chances.

How might we experiment with different representations, media, and strategies to enhance learning and fun?

Facilitating student reflection – #LL2LU

The primary and early elementary grades are a natural place to introduce reflection and instill in students the habit of collecting work that demonstrates evidence of learning and growth. (Berger, 281 pag.)

We learn by doing. As a faculty team, we continue to grow our understanding of intentional reflection and the impact on learning.

Deeper understanding is the result when learners think about their thinking.  The My Learning Portfolio process prompts students to think about their thinking when they select artifacts to archive, and as they capture their thoughts about learning experiences through reflection. (Mitchell, n. pag.)

Our young learners have 2+ years of entries in their My Learning Portfolios. For a glimpse of impact, check out Kathy Bruyn’s August post, Student Portfolios: It’s all worth it!.

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As students progress through the grades, it is important that portfolios and passage presentations evolve with them and challenge them in new ways.  (Berger, 281 pag.)

During our last professional development session, Marsha Harris (@marshamac74), rolled out our first draft of learning progressions and a vision of vertical alignment of teacher moves to facilitate student reflection and archiving artifacts.

Grade Learning Targets (Level 3)
3s/
Pre-K
I can document learning moments for my students.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
K/
1st
I can offer opportunities for my students to make choices about their My Learning artifacts.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
2nd I can teach my students to independently use My Learning to capture reflections through prompting into their portfolios that include voice and images/video.
3rd I can empower my students to curate their reflections into their portfolios with simple prompts for reflection that include voice, choice and images/video and I can offer pathways for my students to gain more independence for entering reflections in My Learning.
4th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can introduce students to the RIP3 model for reflection.
5th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can facilitate student use of the RIP3 model for reflection.
6th I can facilitate student use of the RIP3 model for reflection. I can empower my students to analyze and assess their growth as learners.  I can offer opportunities for students to produce reflective essays through a variety of media to tell their story a.k.a, their learning journey.

The corresponding learning progressions, collaboratively designed by our Academic Leadership Team (ALT),  serve as one way to reflect,  self-assess, and grow as a facilitator of reflection.

They exclaimed, “Look how little I was!” as they flipped through Kindergarten pictures of themselves and classmates. They watched videos of themselves talking in front of their First Grade peers. They chuckled at how they drew noses when they were in Kindergarten. They looked at photographs of their writing and saw how far they’ve already come. The energy in the room was evident– the purpose of online portfolios clear. (Bruyn, n. pag.)


Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming Schools through Student-engaged Assessment. N.p.: n.p., n.d. Print.

Portfolio Practice As Learning Model.” TRUE Learning. Rhonda Mitchell, 17 Jan. 2014. Web. 19 Dec. 2014.

Student Portfolios: It’s All worth It!” Kathy Bruyn. N.p., 29 Aug. 2014. Web. 19 Dec. 2014.

MyLearningEdu 1.5 (week 5) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

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  1. Read one (or more) of the following blog posts:
  2. Add a Share button to you blog posts to make it easy for others to share your blog posts.
  3. Reflect, write, and post. Read and comment on posts from at least two others in ourMyLearning 1.5 cadre.  You might consider using the following protocol for your comments:
    • I like…
    • I wish…
    • I wonder…
    • I want to know more about…


 

MyLearningEdu 1.5 (week 4) – Learning Together

How might we learn, reflect, and share?  What if we take a moment of learning and share it with others?

  1. Screen Shot 2014-09-01 at 8.36.43 PMRead Reflecting on My Learning 1.0.
  2. Watch The Future of Publishing (shown below).  How might we reframe or reverse the way we are seeing, learning, thinking, and acting?
  3. Reflect, write, and post. Read and comment on posts from at least two others inourMyLearning 1.5 cadre.  You might consider using the following protocol for your comments:
    • I like…
    • I wish…
    • I wonder…
    • I want to know more about…

BONUS: If you have written and published for other websites or magazines, cross post your work on your blog as artifacts of your writing and contributions to the learning of others.  (Examples:  Falconry: I believe in you is posted on Experiments in Learning by Doing and on Flourish.