Tag Archives: Shelley Paul

Connect, extend, challenge: using digital tools, tinkering to learn

How do we use technology to learn and grow, make mistakes and try again, test and revise?

In our EduCon “do and dialogue” session, Doodling the C’s: Creativity, Comprehension, Communication & Connections, Shelley and I used the Visible Thinking Routine: Connect, Extend, Challenge as a reflection and discussion tool after each round of doodling.

We have been using the following side in previous learning sessions.

Screen Shot 2015-01-27 at 7.38.21 PM

Not bad, but not a doodle.  Shelley produced the following awesome doodle to help learners engage with this routine as they reflect on their learning.

Screen Shot 2015-01-27 at 7.43.27 PM

Shelley asked me to add color.  Here’s where I learned something new and exciting.  I took a picture of Shelley’s doodle with my iPad and imported it into the Procreate app.

Using the app, I could try color, undo when I didn’t like it, and try again.  I do not have the ability to undo when using my favorite pens.  Using undo and redo gave me the opportunity to test, assess, and revise until I was happy with my additions to Shelley’s great doodle. Here’s the version I pitched to be the final.

photo[1]

We immediately agreed that the question mark’s yellow was not what we wanted.  If I’d used ink on paper, we would not have been able to revise and play with color without a complete redraw.

Together, we removed the yellow and tried several other colors.  Finally, Shelley suggested that we just continue the green them for challenge.

Screen Shot 2015-01-24 at 8.53.21 AM

When we ponder how, when and why to integrate technology, do we consider how learners might use digital tools as instruments of self-assessment, feedback, and tinkering to learn?

Doodling the C’s: Creativity, Comprehension, Communication & Connections #educon

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? Consider joining an Educon conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.

This is a “do and dialogue” session. Together, we will experiment and prototype graphical, non-linear, low-res notes to listen deeply, capture big ideas, make creative connections, and strengthen comprehension and retention of important moments, learnings, and lessons.

We will begin with a quick convo about the “why and what” of sketch noting, share a bit about its impact at our schools, and on our own thinking and learning, then practice and learn together. We will doodle to a TED talk, doodle while we read, bravely share our work, and discuss how doodling can change peer-to-peer observations and feedback.

Resources to explore:

Shelley and I modeled doodling all 4 C’s with our collaboratively designed doodle of the Connect, Extend, Challenge Visible Thinking Routine, shown below.

Screen Shot 2015-01-24 at 8.53.21 AM


Cross posted at Finding the Signal.

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]

#LL2LU Learning Progressions – Faculty Forum Oct. 30

As part of the Faculty/Staff Forum peer-to-peer professional development, I offered #LL2LU as a session. Shelley Paul (@lottascales) co-facilitated this session for our teacher-learners.Screen Shot 2013-11-04 at 6.48.08 PM

We set a lofty goal.  In the hour, we wanted everyone to write a learning progression and complete a feedback loop.

Here’s the learning plan:

Screen Shot 2013-11-03 at 10.05.42 PM

I was not completely sure we could accomplish the challenge, but it was worth a try.  We started with my 4 minute Ignite talk on SBG and the additional layer Leading Learners to Level Up adds.

Experiencing a leveled assessment always feels a little uncomfortable to a teacher.  I was worried, but Shelley encouraged me to persist. Feedback indicates that it was a good choice.

It was good to actually practice this method– how it feels to both TAKE a leveled assessment and CREATE the levels.

It was exactly what I needed. I have noticed that my kids have a hard time asking for help or knowing when they need help. Having “I can” statements will help them know where they are and where they need to go.

It was a great exercise in thinking about the proficiency levels and where we would like all students to be with a given skill. Practicing how to work backwards was important to see how to break down the skill. I also liked the idea of not having “grades” but levels and how that empowers students to learn to ask question.

It helps for me to have time to think & do. Evaluate & synthesize. It also really helps to have you there for guidance & advice.

It was exactly what I needed. I have noticed that my kids have a hard time asking for help or knowing when they need help. Having “I can” statements will help them know where they are and where they need to go.

Samples of the learning progressions generated during this hour are show below.  For the first time, I have seen a visual leveled learning progression for non-readers. Yay! Chari Nickerson (@charinickerson) sketched the four levels for Kindergarten for the life cycle of a plant and included I can… statements for reference.

One hour goes by really fast when you are engaged in the work and learning. We did not have time to convert these learning progressions into formative assessments, but we did complete the first feedback loop.  Just offering and receiving feedback deepens understanding and motivates revision.

What if we used this type of plan with our student-learners? What if we offered a challenge and a feedback loop? What might be learned if learners review the work of others? What feedback might they offer and receive?

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?

This slideshow requires JavaScript.

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…