Saturday, July 26, 2014

Don't "Rail" On Me For This "Post"!



The above visual helps me understand and share the relationships between the "posts of learning" (differentiation, feedback and reflection) and the "rails of learning" (instruct, practice and assess). I see each of the "rails of learning" as phases in the learning process, where each has a component of differentiation, feedback and reflection. 

Planning:
  • Let's use Understanding by Design (UbD), determine the Big Ideas and either create the Essential Questions (EQs) or empower our students to create them. 
  • Build in as many connections to prior knowledge and ideas of abstraction to create the curiosity and lead the innovative thought-process.
  • Build our learning around our "unpacked" learning outcomes or standards with Standard-Based Learning (SBL). Let's have our students help us "unpack" the standards to write them in student-friendly language. 
Instruct:
  • Let's be aware of the prior knowledge of our students as we integrate concepts and stretch everyone's thinking. 
  • As I recently learned at the Right Question Institute (RQI), let's leverage questions as a way to peak curiosity, share the ownership of learning with our students and help to pave the way to innovation.
Practice:
  • During our collaborative time, let's practice so we can learn to make and learn from mistakes. Let's lead the force to fail early and fail often paving the way to success. 
  • Let's prompt students to think regularly, not just do or perform. Too much of school has been about compliance and performance rather than about collaborative learning. 
  • Students should be encouraged to practice any and all concepts with which they are not yet proficient.
  • Practice should not be graded. Let's allow students to practice with no fear of getting it wrong. Practice should be just that, practice. 
Assess:
  • To encourage all students to learn, let's offer various ways for students to demonstrate their proficiency. Empower students to learn and assess without fear by encouraging all learners to reassess until that they have that "aha" moment. Let's lead learners to practice until they don't get it wrong versus until they get it right. 
  • I plan to use more Exit Tickets (with tech) for Formative Assessments (FAs).
  • Assess more often but on fewer learning outcomes or standards. (SBL)

Let's plan to incorporate differentiation, feedback and reflection into as many phases or aspects of our learning. Learning is an individual thing, though it is strengthened through collaboration. 
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Tuesday, July 22, 2014

Our Learning Process

As was discussed today, several components of the learning process must be in place for the desired learning to occur. If the resulting data indicates there are gaps in understanding, we can examine the steps in the process.
  • If the data is correct, we look at the assessment. 
  • If the assessment was aligned to the Common Core State Standards (CCSS), we try to determine whether the learners were engaged in their learning.
  • If the learners were engaged, we examine whether the teaching was effective for the students' understanding. 
Examining the components of the learning process could provide insight into where the process is breaking down. Knowing which part of the learning is causing the disconnect, can be helpful in identifying the way to correct it. 
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Wednesday, July 16, 2014

Reflection on our 7/14 Learning at #EdCampBLC

Monday's Professional Development (PD) at the Boston Park Plaza Hotel was inspiring since many dedicated educators took the day to brainstorm how to encourage all administrators, teachers and parents to create an ideal learning experience for all our learners! EdCampBLC was focused on Building Learning Communities.

The following are the sessions in which I choose to participate:

 Block Scheduling:
  • Provides time on learning where concepts can be delved into with depth to add meaning and connections
  • Creates an environment where Flipped Learning could be implemented enabling learners to watch videos and try their hands in some hands-on practice prior to coming to class where more in depth learning takes place and questions facilitate more learning
  • Offers a lengthy differentiated learning environment where learners can collaborate to add depth of knowledge
  • Fosters learning where more cooperative and collaborative learning can occur 
  • Transitions need to be incorporated into these longer learning blocks to ensure the learning stays energetic and learners are encouraged to safe move often within their environment 
Common Core and PARCC:
  • Learning must be the driver!
  • Meaningful learning experiences come from great teaching and facilitation!
  • Let's continue to ask ourselves "What causes memorable learning to take place?".
  • The focus should be on Big Ideas and Essential Questions (EQs) as opposed to check off learning outcomes as they are taught.
Learning with Technology to Reach All Learners:
  • Content must be in an accessible format for all learners. 
  • Text to speech as well as speech to text were cited as resources that enabled some learners to find higher level of success. 
  • Several resources discussed included: Read & Write Chrome Extension, Rewordify, Explain Everything, UDL (Universal Design Language) Tech Toolkit Wiki and Notability 

Learning through Gamification:
  • Regular concept checks enable students to improve and thrive!
  • Improvement is always recognized and encouraged!
  • We need to find ways to empower students to compete, even if only with themselves!
  • Learning games provide for immediate feedback and opportunity for improvement! 
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Tuesday, July 1, 2014

Inspired for a Higher CALIBER of Learning

In the past five days, I've received life-changing inspiration, opportunities to serve and profound truths to empower me and those I influence to reach for a higher CALIBER of learning! Allow me to "spell it out" for you!

 C-Collaboration - Our collaboration at the Cambridge Public Schools Educational Excellence Institute (#CPSEEI) was not only inspirational but calming, as I did not have the good fortune to attend #ISTE2014 in Atlanta! Our day of Professional Development (PD) was centered around learning from each other, inspiring each other and challenging each other to reach new heights of excellence for our students and ourselves! Thanks to Jeffrey M. Young (Superintendent of Schools in Cambridge MA), Jessica Huizenga (@DrJessHuizenga) for coordinating the day and so many engaging presenters for providing such a great day of collaborative learning! I'd like to especially thank Sheila Yates for her engaging and practical session on Mathematical Practices and Discourse. I was especially grateful to connect with Mary DeLai, our new Superintendent for Wilmington Public Schools! We followed each other on Twitter and started brainstorming for our district!

 A-Adapting - Linda Jordan led a mentally stimulating session on the importance of creating a Culture of Learning focused on Relationships, Rigor and Relevance! Her slides say it all!


L-Listening - Our dedicated and faithful group of Christian Educators (#ChristianEducators) gather every Thursday at 9pm ET to share, encourage and challenge each other. This week we focused on listening skills and the importance of listening to understand, not just to respond. We discussed 10 principles of listening, 6 biblical listening skills and barriers to effective listening.






 I-Inspiration - Our keynote speaker at #CPSEEI was the incredibly inspirational Salome Thomas-EL (@Principal_EL)! His standing ovation spoke to that! He encouraged all in attendance to be the adult in a child's life that he or she will look back on and remember the kinds words, motivation and reason to keeping going.





 B-Brain Rules  - After finishing John Medina's book on Brain Rules, I realized how interwoven sleep, exercise, music and stress are to the way our brain works. He discusses 12 Brain Rules that explain how we learn, characteristics that improve and diminish our ability to learn and how being aware of these rules enables us to take charge of our learning and the learning of those around us!

 E-Excuses - Sunday's sermon was entitled "Christian Weight Loss - Drop the Excuses!". John Harrison is an eloquent preacher and a Certified Financial Planner (CFP). He was our guest speaker on Sunday, June 29th. During his entire message, he carried around a dumbbell in his hand. We all wondered about its significance. At the close of his message, as he put down the weight, he encouraged everyone to rid themselves of all excuses and allow God to work through us so we can reach more of our potential! What an inspirational and scripture-based message. Next time I hit the gym to lift, I'll be reminded to "drop the excuses" and live to serve others as I was called to do!

 R-Reflection - Our "Dream Team" for our Culture of Learning (#COLchat) on Monday's at 9pm ET with Michele Corbat (@MicheleCorbat), Rodney Hetherton (@RodneyHetherton) and Adam Hartley (@AdamHartley2014) focused the conversation around the importance of "Reflection". I've learned from this group the importance of regular reflection. That reflection, combined with feedback from our Professional Learning Network (PLN), has enabled many of us to transform our Culture of Learning into engaging learning environments where teachers and students look forward to our time together!




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