March 3, 2015
Today's Purpose:
* review the reading-writing connection as taught in BCS CRAW Training
* consider the use of smartboards as classroom literacy tools
Agenda:
April 7, 2015
TODAY'S PURPOSE:
* share smartboard literacy strategies
* differentiate between intermediate/content literacy and disciplinary literacy
* discuss plans for April 28 Learning Walks
AGENDA:
I. Learning Walks (April 28)
II. Smartboard Literacy Strategies
III. Disciplinary Literacy vs Intermediate/Content Area Literacy
TODAY'S PURPOSE:
* share smartboard literacy strategies
* differentiate between intermediate/content literacy and disciplinary literacy
* discuss plans for April 28 Learning Walks
AGENDA:
I. Learning Walks (April 28)
- advertising in departments and at faculty meeting
- Lit Team hosts
- Lit Team facilitators
II. Smartboard Literacy Strategies
- team sharing
III. Disciplinary Literacy vs Intermediate/Content Area Literacy
- handouts
- film clip
- implications for ACRHS Literacy Team and schoolwide instruction
May 5, 2015
Today's purpose:
* To Debrief & reflect on Our April 28 Learning Walks
* To consider focus topics and plans for next year
*to select a date and place for our summer planning retreat
AGENDA:
I. Literacy Successes & Challenges in Our Classrooms
II. Debrief & Discuss Learning Walks
III. Dive into Learning Targets: How to Discuss them with Students in a Meaningful Way
Team Members Present Today:
II. Debrief & Discuss Learning Walks
III. Dive into Learning Targets: How to Discuss them with Students in a Meaningful Way
- Feedback chart
- LTs collected
- Focus? (LTs? Other?)
- Summer Planning Retreat -- date & place?
- LT videos
- LT Resources: Framing Learning Targets from the Student's Point of View, Strategies for Sharing Learning Targets
Team Members Present Today:
- Anne Haffey
- Casey Morton
- Ryan Allen
- Amanda Gladys
- Anne Beckett
- Laura Hutchinson
- Laura Mayer
- Molly Sager
learning targets collected from April 28 learning Walks
- I can evaluate the role and impact of liberation theology in regions impacted by imperialism.
- i can solve contextual problems using quadratic equations.
- I can calculate the percent composition of elements using their molar mass.
- I can make a point in class discussion using textual evidence.
- I can identify Gothic elements in modern pieces.
June 2, 2015
TODAY'S PURPOSE:
* to analyze the data from our recent faculty survey on learning walks
* to plan for our august 13 summer retreat
AGENDA:
I. Analyze faculty Learning Walks survey
II. Plan Summer Literacy Team Retreat (August 13) -- Amanda Glady's home
Anne Beckett
Anne Haffey
Mandy Gladys
Marcia Hudzik
Laura Hutchinson
Laura Mayer
Ryan Allen
Casey Morton
Molly Sager
IV. Minutes:
The team decided to increase our number of learning walks to 4 for the 2015-2016 school year. We will also change the format so that walkers divide up and see one host teacher for 25-30 minutes, then meet again as a large group for a 15-20 minute reflection. There will be a "menu" of options for walkers to choose from each time, so that teachers can personalize the experience to better suit their needs or curiosities. Focus might be SMARTBOARD, movement, etc. We will suggest to hosts that they provide additional info for walkers as they see fit. L. Mayer will inquire about ceus for this plan.
The team will meet August 13 for a 4 hour retreat. At this time, we will plan and prepare our August faculty presentation, including a handout/infographic explaining our plan.
I. Analyze faculty Learning Walks survey
- what does this mean for next year's work?
- learning walks
- PD (day one? throughout year?)
II. Plan Summer Literacy Team Retreat (August 13) -- Amanda Glady's home
- time
- goals
- food
Anne Beckett
Anne Haffey
Mandy Gladys
Marcia Hudzik
Laura Hutchinson
Laura Mayer
Ryan Allen
Casey Morton
Molly Sager
IV. Minutes:
The team decided to increase our number of learning walks to 4 for the 2015-2016 school year. We will also change the format so that walkers divide up and see one host teacher for 25-30 minutes, then meet again as a large group for a 15-20 minute reflection. There will be a "menu" of options for walkers to choose from each time, so that teachers can personalize the experience to better suit their needs or curiosities. Focus might be SMARTBOARD, movement, etc. We will suggest to hosts that they provide additional info for walkers as they see fit. L. Mayer will inquire about ceus for this plan.
The team will meet August 13 for a 4 hour retreat. At this time, we will plan and prepare our August faculty presentation, including a handout/infographic explaining our plan.
August 13, 2015
Goals:
- Review dates for monthly Lit Team Meetings and 4 Learning Walks
- Review norms & mission statement
- Create Learning Walks Schedules -- invite learning walks hosts?
- Create Learning Walks "Look Fors" list (digital and handout)
- Plan first workday Lit Team presentation (slides, handouts)
- Discuss topics for monthly meetings & faculty meeting presentations
2015-2016 ACRHS Literacy Team Monthly Meetings:
September 1
October 6
November 3
December 1
January 5
February 2
March 1
April 5
May 3
May 31 (this is the June meeting unless we agree to move)
Learning Walk Dates:
Tuesday, September 29
Tuesday, November 3
Tuesday, February 16
Tuesday, April 12
October 6
November 3
December 1
January 5
February 2
March 1
April 5
May 3
May 31 (this is the June meeting unless we agree to move)
Learning Walk Dates:
Tuesday, September 29
Tuesday, November 3
Tuesday, February 16
Tuesday, April 12
Minutes:
Learning Walks:
- In department meetings, Lit team members will advertise Sep 15 workshop- Lit Team members will try newsela out (inlcuding setting up a class list) if applicable
Opening Faculty Meeting Tasks:
Learning Walks:
- 4 walks this year: focus on learning targets (unpacking, assessing, etc.)
- observe one teacher at a time
- walks are 20 mins for observation and 15-20 minutes to debrief as a large group (45 mins max)
- walks are at the beginning 20 minutes in the spring, middle of the period in the fall (TBD)
- Lit Team collects "look-fors" sheet from walkers as data to inform our PD decisions (data on instructional framework, including learning targets)
- Lit Team members will recruit hosts and we will ask for preferences of walkers and assign accordingly if possible
- In department meetings, Lit team members will advertise Sep 15 workshop- Lit Team members will try newsela out (inlcuding setting up a class list) if applicable
Opening Faculty Meeting Tasks:
- Create talking points and presentation slides that include:
- LTs video and activity, newsela, learning walks schedule and explanation, movement activity (Casey, Angela, Molly) - Create a "look-fors" data sheet to be used during this year's learning walks (Marcia, Laura H.)
september 1, 2015
Today's Purpose:
Lit Team Members Present Today:
Kevin Yontz, Angela Mace, Amanda Whittaker, Alex Grubb, Molly Sager, Laura Hutchinson, Laura Mayer, Anne Beckett, Casey Flack
Minutes:
- to welcome new members and review our purpose & norms
- to review plans for our upcoming faculty meeting presentation
- to plan for our upcoming Learning Walk
- to explore continued growth in learning target use: PLC learning target development & student self-assessment
Lit Team Members Present Today:
Kevin Yontz, Angela Mace, Amanda Whittaker, Alex Grubb, Molly Sager, Laura Hutchinson, Laura Mayer, Anne Beckett, Casey Flack
Minutes:
- Faculty Meeting = Sep 24: Hudzik & Morton will present -- video, discussion on LTs & Learning Walks. Laura M will send out the talking points and slides to presenters and Mrs. Sellers
- Laura M will send out soon a signup form about LW to faculty -- Lit Team will fill out, too.
- Our next meeting focus: Success Criteria for LTs, team work session on improving our content learning targets (Laura M will send us all a google form with a space for standard and a space for LT).
PLC Learning Target Activity
(click here to test your knowledge of well-written learning targets)
october 6, 2015
(Today's Goals:
Learning Walks #1:
Literacy Institute: Alex, Angela, Molly
Success Criteria:
- Debrief last week's learning walks
- Discuss the goal of LITT (Literacy Institute Teacher Training)
- Analyze the role of "Success Criteria" in learning targets
- Select our next focus for faculty sharing
Learning Walks #1:
- What are we hearing from our colleagues?
- What successes/challenges did we encounter unpacking learning targets in our own classroom?
- What did we see? (Google Doc with ideas for unpacking)
- What would we keep/change?
Literacy Institute: Alex, Angela, Molly
Success Criteria:
november 3, 2015
Today's Goals:
- Debrief Learning Walks
- Discuss PLC Survey on Teacher Needs
- View LT Video clip
Agenda:
I. Share out : What are some literacy successes and challenges we want to bring to the group? (From our own classrooms, from our departments)
II. Video Clip: What are STUDENTS saying about learning targets? Is a video project something we'd like to pursue? Is it something our faculty might benefit from?
III. PLC Survey: What are our colleagues saying? Where does Lit Team play a role? (Molly Sager)
IV. Learning Walks: What did we learn from the classes and reflections today? What does our staff need?
Attendance: Whitaker, Hutchinson, Mayer, Sager, Beckett, Mace
Minutes:
* We discussed the possibility of creating a student learning target video similar to TCRHS's - this idea met with mostly agreement and some issue -- we tabled it for later.
* We discussed our faculty's continuing need for help with learning targets. Laura will post samples and county wide tools on the school website and will advertise these tools to the faculty.
* We will create and distribute in departments "Unpacking Lists" to remind teachers how to unpack a target.
december 1, 2015
Today's Goal:
Proposed Agenda:
- Discuss strategies for building "stamina" when tackling long passages of complex text.
Proposed Agenda:
- Onion Article
- Strategy Share (Team Ideas; Tic Tac Toe Board)
- What the Research Says
- Habits of Mind
- Handouts
January 5, 2016
a (and student teacher, Fleck, Whittaker, BeckettToday's Goals:
* Share our lessons and student work in teaching persistence and stamina.
* Practice protocols for examining student work
Agenda:
Attendance: Hutchinson (and student teacher), Sager, Grubb, Mayer, Mace, Whitaker, Beckett, Flack, Sellers
* Share our lessons and student work in teaching persistence and stamina.
* Practice protocols for examining student work
Agenda:
- Share & discuss our stamina lessons
- Review protocols for examining student work (this is the work of PLCs)
- Apply a protocol?
- Do we want to share anything about persistence with faculty?
Attendance: Hutchinson (and student teacher), Sager, Grubb, Mayer, Mace, Whitaker, Beckett, Flack, Sellers
march 1, 2016
Today's Focus:
Agenda:
- Discussing methods for checking Learning Target progress throughout the lesson
- Planning for Upcoming Learning Walk
Agenda:
- Faculty Response to our laminated cards on movement and target checking
- What have we been doing in our own classroom to check on learning target throughout a lesson?
- Video Clip
- Laminated Target Assessment Checklist
- Plans for February 16 Learning Walk (sign up here)
Today's Focus: Movement
Agenda:
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The Literacy Team Makes Movement Public . . .
May 3, 2016
Today's Goals:
Members Present:
Agenda:
- Review Efforts in Movement
- Investigate the role of rigor in student learning
Members Present:
Agenda:
- Share our movement videos (posted above) and any other movement strategies we've been trying.
- Investigate Rigor
- Turn & Talk: How do We Define Rigor? (Record on Padlet below)
- Watch and discuss the 2 Video Clips below -- Discuss: how do these add to our thinking about rigor? (add to the Padlet).
- Hechinger Report (linked below) - discuss the bulleted purple questions below. Discuss: In what ways do our classrooms look like this?
- Teach Hub Article (linked below) -- jigsaw read/discuss the bullets under "Setting the Standard," below.
- Explain: Fisher and Frey distinguish btw. "difficult" and "complex" when it comes to rigor. They illustrate with the graph below. Their point is that we should differentiate for difficulty, not complexity. In other words, ALL students must have access to complex texts and tasks. It is their difficulty level that needs to be addressed through scaffolding (or not).
- Let's Practice on the Difficulty/Complexity Chart - Draw the complexity/difficulty chart below onto a large piece of paper. Using one sticky note per idea, each team member brainstorms activities she uses with students on a regular basis (vocab, homework, thinking maps, powerpoint, essays, etc.) Place these activities on the poster and discuss the implications.
How Can I Tell if My Classroom is Rigorous?
http://hechingerreport.org/rigor-its-all-the-rage-but-what-does-it-mean/
- Are all the students engaged and thinking, or only those who answer a question?
- What kinds of questions is the teacher asking? True or false? Recollection of facts? Or are students asked to recall something they already know and use it to solve a new problem?
- Are students given time to think through answers? If they don’t have the answer immediately, does the teacher move on to someone else?
- Are students talking and sharing information appropriately, or is there total silence?
http://hechingerreport.org/rigor-its-all-the-rage-but-what-does-it-mean/
Setting the Standard
We all know that there is a certain standard of excellence that we implicitly expect of our students. Sometimes these standards are made clear to students via examples, rubrics, directions, and instruction. Sometimes these standards are less defined. What is essential for establishing the appropriate degree of rigor in your classroom is making sure that you overtly demonstrate to students what the expected outcome is. Here are a few key characteristics of a classroom that communicates the standards.
We all know that there is a certain standard of excellence that we implicitly expect of our students. Sometimes these standards are made clear to students via examples, rubrics, directions, and instruction. Sometimes these standards are less defined. What is essential for establishing the appropriate degree of rigor in your classroom is making sure that you overtly demonstrate to students what the expected outcome is. Here are a few key characteristics of a classroom that communicates the standards.
- Total classroom environment endorses a high-degree of performance from each student.
- Teacher believes in the potential for each student’s success and communicates this belief.
- Lessons and tasks are designed to lead students to expected outcomes.
- Examples of desired outcomes and undesired outcomes are overtly shared with students.
- Students have opportunity to revise their academic attempts.
- Higher-level, thought-provoking questions are asked by teacher.
- High-level, thought-provoking answers are shared by students.
- Teacher does not accept lower-level thinking or answers in discussion or academic tasks.
RIGOR IS A QUALITY OF CONTENT, NOT A MEASURE
OF THE QUANTITY OF THE CONTENT WE COVER.
Strong, Silver, Perini
OF THE QUANTITY OF THE CONTENT WE COVER.
Strong, Silver, Perini
May 31, 2016
Today's Focus:
Agenda:
- Select date and location for this summer's Lit Team retreat
- Review and make informed decisions based on recent faculty survey
Agenda:
- Select Retreat Date & Location: Retreat purpose is to complete team calendar, to finalize Learning Walk plans, to discuss district wide focus (per central office) and school focus (per Ms. Sellers).
- Analyze Recent Faculty Survey
- Which of these topics fit our focus as a Lit Team (for monthly meetings calendar and for faculty PD) ?
- Which Lit Teamers might want to facilitate?
- Wht format might our PDs take?
- 1 hour plan period workshops with ceus
- 5-10 minute faculty meeting shares
- classroom video or sample, to be sent out by coach
- laminated color cards (like our LT tips this year)
- other?
Summer Retreat: August 18, 2017
September 6, 2016Today's Goals:
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6 Elements of the Formative Assessment process
- Shared learning targets and criteria for success
- Feedback that feeds forward
- Student goal setting
- Student self-assessment
- Strategic teacher questioning
- Student engagement in asking effective questions
October 4, 2016
Today's Goals:
Agenda:
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Students experience grading as evaluation and judgement.
To be most effective, feedback must be experienced as information and description. |
Characteristics of Effective Feedback
- Timely
- Specific
- Descriptive
- Clear
- Criterion-Referenced (aligned to success criteria or rubric)
- Positive & Supportive (makes at least one observation about the strength of the work)
- Focused on the work and the process the student used to do the work
- Can be written, oral, or demonstrated
- "Mistakes" are viewed as opportunities for learning
- Students feel comfortable asking for help
- Students self-efficacy is high
- Students become better at appraising their own work
Am I providing continuous instances of feedback on ungraded practice work? Or is most of my feedback really an explanation of why students "lost points" in a grade?
November 1, 2016
Focus: Questions Worth Asking
Members Present: Mace, Hutchinson, McCullough, Lewis, Mayer, Grubb, Casteel, Klinker Agenda: I. Learning Walk Update (Next walk is coming up on Nov 15. Anyone want to walk?) II. Vocab website Vocabulary.com. (Angela Mace). (Do we want to make vocab an upcoming meeting topic) III. Strategic Teacher Questioning
V. Next Month's Meeting Topic: Student Generated Questions & Feedback that Feeds Forward - (members all choose one to focus on over the next month) VI. Faculty Focus Topic: Text Dependent Questions handout |
Departing from the text in classroom discussion privileges only those who already have experience with the topic.
Achievethecore.org
Achievethecore.org
Focus: Student-Generated Questions & Feedback that Feeds Forward
Agenda:
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January 3, 2017
Focus: Work Session to apply our fall semester research and learning
Options:
Options:
- Write a set of text-dependent questions with available resources.
- Create a set of success criteria for an upcoming unit or lesson.
- Design a student self-assessment or peer-assessment strategy for an upcoming lesson.
- Provide focused feedback on individual work-samples from a recent student assignment.
- Design a sharing session to take back to your department (based on one of our fall formative assessment topics or strategies).
- Develop a student goal-setting template.
- Your idea ...
February 7, 2017
Focus: Student Goal-Setting
March 7, 2017
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Common Core Standards for Speaking & Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
april 4, 2017: TEAM Shares collaborative Lessons
Agenda:
- Sharing our Collaboration lessons
- Thinking about Next Year ...
- topics?
- formats?
- faculty input?
May 2, 2017: Student Talk |
It is rare to hear teachers discuss their efforts to teach students to talk well. - Lucy Calkins, 2000
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Agenda:
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Lit Team Member Katie Klinker (Math Dept) shares her
Tips for Student Talk |
august 15, 2017: summer retreat
Present: Amanda Whittaker, Laura Hutchinson, Angela Mace, Molly Sager, Melissa McCullough, Katie Klinker, Ashley Greene. Laura Mayer
Agenda:
I. Summer News
II. Goals for Today:
IV. Lunch
Agenda:
I. Summer News
II. Goals for Today:
- review our work as a team and our work with FA last year
- discuss ACRHS's administrative curriculum focus this year ("Writing Wednesdays")
- make a plan for first day slide(s)
- make a plan for learning walks
- review important dates
- generate a monthly meeting calendar
- Lit Team Overview: "I Like/I Wish" (stickies and dbl column chart)
- Plan:
- maybe share with your dept at a PLC - (maybe a tech share (assign each colleague a month)
- maybe require a pineapple presentation
- write sample PDP goals (Katie Klinker)
- Plan:
- End of year plans: blending technology with the framework and with our content
- Plan:
- pull a tech tool or two into each Lit Team meeting (a tool or strategy to get kids to use their devices in a way that supports content).
- Google Classroom, etc.
- Plan:
- Last Year Review:
- What does formative assessment look like in my classroom? (posters)
- What could I add? (look back at weebly)
- What does formative assessment look like in my colleagues' rooms? (colored dots: green = we're good; red = we need more discussion and support)
- Plan:
- more info this year on technology, student accountability & empowerment (student discourse, student goal setting, success criteria, student questioning)
- 1st lit team meeting on how to get kids accountable
- This Year Plans:
- Discuss writing emphasis at ACRHS (brainstorm on google doc for Mrs. Sellers)
- Discuss reading emphasis (plus FA) district-wide
- Discuss Learning Walks
- Significant Dates
- Technology Video
- What do you like about this project?
- How does this tech project connect to initiatives the Lit Team has been discussing for several years?
- How does technology support content goals in this class?
- What are 21st C literacies? What must the teacher learn how to do first before teaching these skills to students?
- Reading & Writing Article (text rendering or save the last word for me groups)
- Do we have the "momentum" discussed at the end of this article? (implications for our own classrooms and our work with colleagues)
- the reading/writing connection (Fisher writing article) (Fisher reading article)
- Reading Reflection:
- maybe offer plan period workshops on reading and writing or after school
- use the writing article with strategies during the Sep 12 workshop
- let teachers know we aren't talking formal essays - we're talking about write to learn activities -- less threatening -- give specific strategies. writing is thinking.
- schoolwide startegies -- like annotations, thinkalouds
- So . . .
- Review Plans
- PDP Goal - Katie
- first day slides - Laura M, Melissa, Molly: PDP goal/supports, lit team members, learning walk dates, invite to faculty to come to Lit Team meetings - Laura emails faculty with topic after its decided at previous lit team meeting
- Learning Walks: one each semester where every host does 1:1 lesson. one each semester focuses on reading/writing. The umbrella for all is student accountability through tech, reading, writing.
- schoolwide exemplar of CER & rubric
IV. Lunch
September 5, 2017: Student ownership
Present:
Agenda:
Agenda:
- Student Ownership
- image reflection
- research discussion
- Upcoming Writing Workshop
- Lit Team facilitators
- Lit Team student/teacher samples
- Next Meeting: Works Session for October Learning Walk (student ownership lessons w/ 1:1 devices)
Student Ownership & Meaningful Student Involvement
https://soundout.org/student-ownership/
What It Is and Isn't
Student ownership is often mistaken for student empowerment, student voice and student engagement. They are not synonyms. Instead, student ownership is the amount of investment learners have in the topics they are learning, the methods they are learning through and the places where learning happens. Student ownership does not automatically happen through any specific method. It can be fostered through many different approaches, when done right.
Students and adults acknowledge their mutual investment, dedication, and benefit, visible in learning, relationships, practices, policies, school culture, and many other ways. Meaningful Student Involvement is not just about students themselves; rather, it insists that from the time of their pre-service education, teachers, administrators, paraprofessionals, counselors, and others see students as substantive, powerful, and significant partners in all the different machinations of schools. When they have this commitment every person will actively seek nothing other than to fully integrate students at every turn.
https://soundout.org/student-ownership/
What It Is and Isn't
Student ownership is often mistaken for student empowerment, student voice and student engagement. They are not synonyms. Instead, student ownership is the amount of investment learners have in the topics they are learning, the methods they are learning through and the places where learning happens. Student ownership does not automatically happen through any specific method. It can be fostered through many different approaches, when done right.
Students and adults acknowledge their mutual investment, dedication, and benefit, visible in learning, relationships, practices, policies, school culture, and many other ways. Meaningful Student Involvement is not just about students themselves; rather, it insists that from the time of their pre-service education, teachers, administrators, paraprofessionals, counselors, and others see students as substantive, powerful, and significant partners in all the different machinations of schools. When they have this commitment every person will actively seek nothing other than to fully integrate students at every turn.
How It Happens (Culture)
If teachers, principals, counselors or other adults throughout schools want to support students to actually own their learning, they should:
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What It Looks Like (Application)
When done right, student ownership looks like:
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October 3, 2017: Work Session for Learning Walks
Agenda:
- share our student ownership strategies fromt he past month
- discuss upcoming Learning Walks (October 24)
- hosts
- lessons
november 7, 2017: MEETING THE CHALLENGES OF ONLINE READING
Agenda:
I. Next Learning Walk: December 5
III. Practice with Google Doc extensions and add-ons for readability & comprehension
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RESEARCH & ARTICLES ON PAPER TEXT VS ONLINE TEXTS
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December 5, 2017: Work Session
Agenda:
- Set agenda for Jan 2 meeting (primary documents)?
- Debrief Fall Learning Walks -- any tweaks? What are you hearing?
- Work Session: Create a Lesson -- Resources: TDQ lesson template & exemplar from NC Core Advocates. Other templates: BCSFramework
What might my lesson include/focus on?
- write-to-learn strategy
- close reading strategy (with a complex text)
- TDQs
- annotations/summaries
- chunking
- multiple reads for different purposes
- student goal-setting or self-assessment strategy
- focused feedback
- student talk strategy
- rubrics, success criteria, exemplars
- 1:1 tool
- collaboration protocol/student roles
january 2, 2018: sources & strategies for online text
with Bridget Morton, Mars Hill University/Library of Congress
February 6, 2018: Work Session
Agenda:
- update on Matchmaker Month
- results from Lit Team interest survey
- possible form for meetings?
- Review of Hyperdocs & Thinglink
april 10, 2018: Student Talk & Movement
Agenda:
- Reminder: Learning Walk #4: April 24, 2018
- North Pole-South Pole Continuum: (Place yourself on the continuum)
- Who's doing the talking in your classroom? (North = teacher; South = students)
- I can't teach when students are out of their seats. (North = true; South = false)
- Text Rendering: (most significant word, phrase or sentence from article of your choice)
- Inside/Outside Circle or Line Dance (Discuss your thinking from the articles)
- Video Reflection (Take note of teacher and student moves in the video below)
- Back to Back/Face to Face: What connections are you making from the video to your own classroom?
- Next Month's Lit Team Meeting: May 1, 2018
Letting kids move in class isn’t a break from learning.
It IS learning.
- Washington Post, Jan 19, 2015
It IS learning.
- Washington Post, Jan 19, 2015
June 5, 2018: Looking Ahead
Agenda:
- Welcome New Members
- Pick a Summer Retreat Date (Angela Mace's House)
- Discuss Next Year's Focus
- look at our survey
- Mrs. Seller's focus
- district focus
Possible Focus Areas for Lit Team:
- hodge-podge of topics with no specific focus
- half district focus; half other focus or half variety
- culturally responsive classrooms
- examining student work
- "shifting the lift" (How to get students to take control of their learning) - subtopics would include shifting the lift in reading, writing, speaking, etc. Could also include more on growth mindset)
- vocabulary
- student talk
- feedback
- the power of QUESTIONING
- student developed questions
- teacher made questions
- TDQs
- assessment questions
- how questions help students with reading & writing
- the reading/writing connection
- this is the district-wide focus -- a deep dive into the connection btw Instructional Framework "cogs"
- idea is to make clear that writing is not an "event" but an everyday occurence, and that it isn't done in isolation, but in direct connection to the complex text being read for content
- SUBTOPICS:
- introduction to the read-write connection (professional literature, research)
- writing more often (write to learn, informal writing)
- writing about knowledge/content
- elaboration, evidence, and support
- role of student and peers
- managing & grading writing
- formal writing across the curriculum (learn to write)
- writing as a process, drafts and revisions
- BCS reading practices (new) & how they incorporate writing
- more?
august 8, 2018: summer retreat
september 4, 2018: Academic Vocab - Learning Walks
Agenda:
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October 2, 2018: Questioning for Surface, Deep, & Transfer Learning
Agenda:
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Never hold a strategy in higher esteem than students' learning.
- Douglas Fisher
- Douglas Fisher
November 7, 2018: Questioning for task development
Agenda:
- Team Sharing: Who has tried out question sets for surface/deep/transfer learning? (last month's meeting topic)
- Review recent 30 & Out (Acad. Vocab)
- Preview tomorrow's Learning Walk (November 7)
- Research on Questioning for Task Development
- Brainstorm for our Dec 11th "30 & Out" on Questioning
- sample teacher materials?
- sample student work?
- where do unit plans/text sets come in?
- Time to Apply: Developing a Question Based Learning Cycle for my classroom
- Next Lit Team Meeting: December 4th
December 4, 2018: Questioning for engagement
Agenda:
- Team Share: Who has tried questioning for task development (compelling or engaging questions)? What about questioning for deep and transfer learning (TDQs)?
- Reminder: Please advertise Dec 11th 30 & Out: Asking and Answering Questions that Count
- Review of Last Month's Topic: Questioning for Task Development (here are some samples in all contents)
- Questioning for Engagement
- memes
- student made questions (Q Charts)
- Digital Breakouts/Escape Rooms (Leigh Armistead)
- Next Lit Team Meeting: Jan 8, 2019 (culturally responsive classroom strategies? differentiation? more on vocab/questioning?)
tips for facilitating digital breakouts
planning template for a digital breakout lesson
January 8, 2019: Differentiation
Goal: Review the meaning and practice of "differentiation"
Agenda:
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February 5, 2019
MarCH 7,2019: dialogic instruction
April 2, 2019
Agenda:
Dialogic Instruction TALKING POINTS
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DIALOGIC APPROACH TO INSTRUCTION: Teachers create space for students to pose questions, wrestle with complex issues, clarify thinking, speculate, probe, disagree, resolve problems and reach consensus. This form of instruction assumes a higher level of authority on the part of the learners. Teaching Literacy in the Visible Learning Classroom (Fisher, Frey)
Teacher-Led Tools for Dialogic Instruction:
Student-Led Tools for Dialogic Instruction:
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may 7, 2019: Note-Taking
Agenda:
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June 3, 2019: Universal Design (UDL)
Agenda:
- Summer Retreat Date
- August 12, 2019; 8-12 am Molly Sager's House - 203 Riva Ridge Drive Fairview - (Thanks, Molly!!!) breakfast potluck signup
- Book Study -- (Thanks, Katie!!!)
- New Members!
- Jessica Roland
- Brooke Scott
- Shannon Fields
- Jennifer Beam
- Jamie Brown
- Universal Design for Learning (UDL)
- meaning/background/brain research (Laura)
- video
- reading
- Case Study: traditional vs UDL teaching and learning (Molly)
- meaning/background/brain research (Laura)
Universal Design for Learning (UDL) is a way of thinking about teaching and learning that gives all students equal opportunity to learn. At its core, UDL means that a teacher designs learning experiences in flexible ways to meet the needs of individual learners. When taking a UDL approach, teachers prepare the learning environment with flexible means, methods, and materials that will allow them to better meet the needs of every student.
august 12, 2019: Summer Retreat
This Year's Focus: Speaking & Listening
This Year's Book Study: Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners Agenda:
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September 3, 2019: Planning for Learning Walks
October 1, 2019: Fostering Academic Discourse
Agenda:
- meeting note-taker
- learning walk debrief
- Team Share: speaking/listening in our classrooms
- Book Talk chapter 2 (Fostering Academic Discourse)
- pp 22-23: What is Academic Discourse?
- pp 28-30: Academic Vocabulary
- role of sentence frames and word banks in speaking/listening about vocabulary
- 30 & Out on Sentence Frames: October 8, 2019
- Please try in your classrooms and send Laura student work samples or teacher materials
- What/How do we want to share with faculty?
- PLEASE RECRUIT FROM YOUR DEPT FOR NOV 5 LEARNING WALK
- A Houle, B Scott, Ernie Kuster, Troy will host
- PLEASE RECRUIT FROM YOUR DEPT FOR NOV 5 LEARNING WALK
- Next Lit Team Meeting = November 5, 2019
November 5, 2019: Planning for Purposeful talk
Agenda:
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When we keep the importance of talk in mind, we can build units of study and daily lessons on a foundation of collaborative tasks that provide multiple opportunities for students to talk, question, discuss, clarify, and create new understandings through their interactions with others.
Although talk is a key ingredient in every lesson, it is not the purpose of a lesson but the means to an end: the development of a skill or understanding of a concept.
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december 3, 2019: Preparing for Purposeful Talk (2)
Agenda:
- Review last month's chapter 3 takeaways
- pg 69-70
- chart (establishing a clear purpose and robust questions)
- review our previous question prep resources
- Team Share: How we plan for productive classroom talk
- Klinker: Contact Buddy, Funny 1st Question
- Troy: Guidelines, graphic organizers with counter arguments, rubric, reflection questions
- Scott: Conversation Trackers, Preliminary Prompt/norms/target eval, etc.)
- Resource: Planning Tools for Purposeful Talk (what can we add here?)
- Video: Getting Students to Talk
- What TOOLS do we see in play? (add to our resource list handout)
- What CHALLENGES do we see and how might they be addressed? (create a T-chart )
- Plans: How and what might we share with colleagues?
January 7, 2020: Creating an environment for Talk
Agenda:
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We can use the walls of the classroom to support more than the building itself; we can use them to support the learning that goes on inside.
Fisher, Frey, Rotheberg: Content-Area Conversations |
anchor charts that support discussion
anchor charts from acrhs literacy team classrooms
Compelling questions for each Lit Team member:
- How can I use my walls & seats to support academic discourse in my classroom?
- How can I address the power of classroom environment with department colleagues?
- Create at least one current-content anchor chart to use with students -- bring to February 4 Lit Team Meeting
February 4, 2020: Talk Environment part 2
Agenda:
I. Debrief today learning walks
II. Team Anchor Charts sharing
III. 2nd read: chapter 4 pp 83-84 "Creating the Routines for Talk"
VI. Taking it back to our departments
I. Debrief today learning walks
II. Team Anchor Charts sharing
III. 2nd read: chapter 4 pp 83-84 "Creating the Routines for Talk"
- what structures would need to be in place for this scenario to work?
- video: Reciprocal Teaching
- math example
- Civics example (Mrs. McCullough)
VI. Taking it back to our departments
Agenda:
- Gridview
- Check-in: How are we?
- Chp 6 of Content Conversations slidedeck
- Sample Spk & Listening online lesson
- Public Teaching
- Virtual Literacy Google Site
- What can we, as a Lit Team, do for our students and colleagues?
- Next Meeting: May 5 (vocab focus???)
june 2, 2020: planning for next year
Agenda:
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september 1, 2020: What does Literacy look like during remote learning?
October 6, 2020: How to Get Kids Talking during Remote Learning
November 10, 2020: REading in remote learning
december 1, 2020: Harvard Thinking Routines
January 12, 2021: Harvard Thinking Routines #2
february 2, 2021: Harvard Thinking Routines #3
March 2, 2021: Cultivating Genius Book Talk
link to the jamboard for this meeting