Recent Changes

Thursday, March 14

  1. page The Chinquapin School edited ... students share and digest research to solve a common problem ("rules of engagement" …
    ...
    students share and digest research to solve a common problem ("rules of engagement" for converging cultures);
    students analyze, synthesize, and collaborate to propose solutions to the shared problem;
    teachers design a lesson for collaborative learning, using a TPACK approach;
    teachers incorporate student perspectives in their planning;
    teachers assess their own learning in this process;
    teachers test out a lesson for collaborative learning and assess the students for "deep learning."

    Our goals/outcomes for the year-long project:
    to assess and reflect on lessons learned from the pilot project;
    ...
    Artifacts and Documentation
    *Please share any and all materials developed throughout the project. Artifacts can include videos, meeting notes, surveys used, presentations, pictures, supporting documents, URLs, slide sets, etc.*
    AssignmentAssignment Handout for
    {Rules for Engagement Symposium.docx}
    Rubric for Rules of Engagement Symposium
    (view changes)
    3:43 pm

Tuesday, September 25

Sunday, September 11

Tuesday, June 14

  1. page Garrison Forest School edited {Revised_GFS_Logo_Small.jpg} ... educational experience designed designed to help ... Fo…
    {Revised_GFS_Logo_Small.jpg}
    ...
    educational experience
    designed
    designed to help
    ...
    Forest School PLPeeps
    2010-2011
    PLPeeps2010-2011 PLP Cohort
    Name
    email
    ...
    Problem, Issue, or Possibility
    "Teaching behind closed doors."
    ThereWhile Garrison supports faculty professional development by generously funding participation to conferences and workshops, and by providing teachers with the necessary release time, there is little
    ...
    for professional growth or sharing in our community. Teachers are limited to a handful of workshops or conferences held outside of our campus,Our classrooms are closed off in their classrooms and are giventeachers who want to share have few opportunities
    ...
    what they are learning .learned to the broader faculty. New initiatives
    Objectives and Assessment
    Our objective is to create the culture of a Professional Learning Community that values active learning and professional sharing. We want teachers to have a variety of opportunities within the limits of the daily, weekly, monthly, and yearly schedule to foster this culture. To gauge our progress, we have surveyed our faculty, observed attendance at weekly PD opportunities, conducted informal conversations, and followed activity in the GFS Teaching and Learning Ning.
    (view changes)
    6:04 am

Monday, June 13

Friday, June 10

  1. page 2nd Grade Lessons and Resources edited ... This is a great You-Tube video to review concepts presented throughout the unit. Be sure to no…
    ...
    This is a great You-Tube video to review concepts presented throughout the unit. Be sure to note the credits given at the end of this video created by RozziBearHere.
    Interactive websites:
    Webonauts created nyby PBS Kids,
    Observe- carefully. Watch what is happening so you can make good decisions
    Respect- treat everyone well
    (view changes)
    5:36 am

Monday, May 23

  1. page Action Plan Dallas edited ... I would fix teachers that are stuck in "traditional" teaching modes. Schools need to…
    ...
    I would fix teachers that are stuck in "traditional" teaching modes. Schools need to tighten up with accountable evaluations and mandatory training to make sure teachers do not get "stuck" in old school teaching
    Teaching everything is not what is most important in a subject
    Barriers:
    Constraints to connected, passion-based learning experiences:
    Time to meet, time to practice with the new tools
    The culture – 105 years of success doing things the traditional way
    The idea of having to have a grade as a measuring stick of if you worked
    Staffing – if we are going to follow passion based learning – need teachers with expertise in a lot of
    areas – not qualified to do that just yet.
    Comes from students – if they are used to a funny teacher and can sit passively – other might ask them
    to do a lot of work – backlash from students. Poverty pedagogy they are used to.
    Art – discipline is different. Students get involved and are more passion based. Being connected with
    other faculty is difficult. Internet is used more in Art – no ability to discern quality images.
    Students used to traditional methods – just want to know the answer for the test so they can memorize
    and get an A.
    Hard for teachers to relinquish control. Messy – more chaos in the classroom. Cross division work, etc.
    Maturity of the students and how well they are able to be self-directed/self-focused.
    Class size.
    Class periods are short at 40 min. to support creativity.
    Take grade out so students work and don’t worry about working toward grade. More free to be
    creative.
    Technology itself. Internet connection sometimes doesn’t work. No 1:1 computing on campus. Difficult
    to get students to do research online. 15 min for computers to get connected. No money.
    Combination of teacher confidence and pushback from students. Teachers’ passion/inquiry, not
    students’.
    Not many teachers actually understands how to implement passion driven curriculum. Nebulous idea
    that sounds great, but exactly how is it done? Trial/error? Uncertainty of how to make it work, and will
    it work?
    Dichotomy of – make sure we are preparing kids for AP, SAT – lots of fact to memorize. Yet all PBL and
    experiences that can be so enriching may not provide those tools they might need to be successful.
    Pressure to bring those scores up. Can do during electives, not during AP.
    International students enter in 9th grade – need to reteach a lot, and language, too! Need to make sure
    students are understanding.
    Alternative for AP - Cover toughest topics – leave others for students to learn on their own.
    From school that has “chucked” AP. Students are welcome to take the test, but they show parents
    college acceptances and that they don’t buy in.
    Students need to be exposed to different subject areas, but not every student will be passionate about
    every subject? How do we cater toward students who do not have a passion in the subject?
    Inquiry based learning works with children; barriers with teachers – we have to cover this amt of info, I don’t have time
    I agree with time problem, haven’t seen uses of it in the classroom; invent the wheel for class
    Exclusively project based learning – kids learn tools fast; every child need a laptop
    Student barrier – I can’t believe you all have us doing all these projects right now
    Coordination – how does that integrate with what everyone else is doing
    Tech issues, communication (so students don’t feel overwhelmed)
    Assessment – grades are too high, out of line with department; kids don’t want to carry the weight from nonworking team members, not enough directions (students based projects, teachers have trouble not giving all directions)
    B/c subject is so content laden, how do I make it useful in my classroom, “do I need a wiki to teach AP calc?”; what does that look like
    Fear of change and tradition; a lot of work
    Time issue (on my own – to learn everything, in the classroom – cover everything, kids themselves, value add)
    Great for history, English, French, but what about in the math classroom?
    Students/parents – fear of exploring, if it’s not broke, why fix it?
    Explaining the process, assessment of larger projects
    Students/parents resistant to trying new ideas
    Top down – head of school needs to communicate that this is a goal of our school
    Rogue group trying to implement change
    Teacher level – TIME; build in time for us to be learners; time to retool; motivated to do
    Think creatively – barriers can come down; administrators have to be a part of the team
    Try to find a solution – invite parent community to learn more about the steps offered (allow for more performance based issues)
    Are teachers evaluated on any of this? There is a stated expectation (differentiation in the classroom), had to demonstrate how we achieved the set goals on the wiki (from Parish)

    (view changes)
    1:11 pm
  2. page Action Plan Dallas edited ... Plan (nonoptional) time top down for teacher collaboration Early releases so teachers could h…
    ...
    Plan (nonoptional) time top down for teacher collaboration
    Early releases so teachers could have planning time during the day
    Allow space for collaboration, a wiki, a ning available anytime anywhere
    Individuals can talk to others and learn from others outside their school community. Everyone gets to participate in PLP
    Network with people online to broaden the idea pool
    Help teachers build confidence to try new things, pair up with a mentor teacher. Collaborate
    Teachers need to collaborate across content areas. Get out of the silo
    Share in cross divisional department meetings about projects and get feedback
    Teacher pairings to implement collaboration
    Teacher collaboration opportunities increased during school day, observing each other etc.
    Substitute teacher duties for collaboration with other faculty and engage students
    Add collaborative learning time where teachers can work together
    Professional Development: 43 dots
    What information?
    How will it be taught? When?
    PD on how to implement new types of learning
    Present a PD topic on EdTech and connected learning
    Define Passion Based Learning for students and teachers and parents
    Have groups of teachers meet and decide importance
    Ask students to design projects for teachers' PD
    Expand PD and incorporate digital citizenship concepts in curriculum
    To help teachers understand how to implement PBL projects in their class for the 1st time, assign "coaches" for teachers who can walk them through the process along the way. Choose teachers who have some experience with PBL teaching create a progression of coaches over time in the school
    There should be go to people that are accessible to help teachers with ideas to implement in their classrooms
    Teacher, teaching, teachers You do not have to do it alone
    PD needs to be about teachers creating solutions together and not about experts disseminating their ideas
    Use each one teach one to develop skills (Get those who know how to train those who don't)
    Influence one person can share with others how something works in their classroom, excitement travels
    Staff development: reward teachers for participating in and attempting to develop new ways for teachers to become facilitators of project based assignments
    Staff development: Give us "teachers" incentives
    More professional development ought to be developed to integrating technology into true curricular
    PD on campus during staff development days, some element of teacher choice.
    Have admin support or push a little to get faculty to cross cultivate. Have time in faculty breakout sessions to develop team taught/team projects
    Combine classes for a project based lesson to free up 1/2 teachers for PD, then switch who is with kids and who is at PD
    Incorporate PD into faculty meetings
    Build time at the front end of faculty meetings to show technology
    Model lessons in every subject especially project based learning
    Teachers participate in passion based learning during summer to get exposed to the idea in a tangible way
    Provide ongoing training and conversations
    Schedule professional development time during the day for teachers
    Strategically plan inservice days to focus on collaborative learning projects
    Time for teachers to develop projects and create formative assessments together so they are more confident
    Time is a problem, develop staff inservice to help collaboration across curriculum
    Money: 16 dots
    Give iPads to all teachers and require students to have them
    PD $ is available, need to make sure it is spent wisely
    Sanctioned time set aside with compensation for further, in depth exploration and implementation
    Pay teachers to attend meetings at their school to learn technology
    Be in a position to pay teachers more so they can work fewer jobs and thus have more time to be innovated with technology
    Structures: 3 dots
    Stop breaking up learning by subjects. Real problem solving is combined
    Stop grouping students solely by age
    Stop filtering start digital citizenship curriculum
    Have students do AP/SAT work in summer and real learning in school year
    Work with colleges to develop collaborative (PBL) projects. (Get on the "same page" for evaluations, college admissions)
    Passion: 10 dots
    Let the students discover their passion by exploration
    Is there passion: Not every student is passionate about every subject, and they can't be passionate about something they have not been exposed to. Create several "subject topics" per year where each department (or students) would try to ignite students' interest in their discipline
    Allow time for students to identify passions/interests and create projects that demonstrate that learning
    Require students to go deeply, find their passion. Have them bring their passion to the content
    Need to move from teacher passion driving classroom to student passion driving classroom
    Generate lack of student passion passing for subjects students don't enjoy. Teacher passion conveyed in class, approach to assignment open enough to interest many different leaning styles
    Research: 1 dot
    Let the students decide what questions they would like answered. They drive the questions
    Make the subject relevant for the student and their individual interests. (ex: a child who doesn't like statistics, to focus on research statistics and the benefit of it)
    Infrastructure/Technology: 6 dots
    Add more laptop carts for classroom teachers (allow access to personal laptop)
    Filters/Blocks: Try eliminating them to just see how it goes and be pleasantly surprised
    Promote good usage and policies with students and staff
    Tech support that actively researches and helps faculty find and use educational technology (And not just repair computer glitches)
    Set up faculty Ning or google site to post articles about this type of learning
    Access: More to a BYOD (bring your own device) model for students. Leverage the ubiquitous cell phones for teaching
    More technology access to students in the classroom
    Get more technology access in the classroom
    Goals: 3 dots
    Burn the bridges and cut the aqueducts
    Clarify goals of education in order to understand why we want to change. What are the purposes of school?
    Administration: 23 dots
    Have administrators go through the PLP experience
    Meet with administration to discuss evaluation
    Assess what we value: for teachers, evaluation on how effectively they use new technologies to meet learning goals
    Change requires multiple conversations especially with administrators. Be patient and be willing to explore PLP multiple times!
    Give an interactive PLP presentation to board and admin teams. Help them see the value of this type of learning v prep for standardized tests
    Administrators need to state goals and objectives clearly
    Make sure that school leaders show leadership on these issues
    No admin buy in. Make it worthwhile to administrators
    Approach administrators and ask that they articulate clear goals related to 21st century T&L to help support initiatives
    Administrators and Department Heads must give teachers permission to "cover" less content
    Clearly articulate teaching expectations to inform teacher evaluation process
    Celebrate (publicly or privately) the success and forward movement of individuals
    Models: 8 dots
    Models of masterful course design and implementation that allow for "passion based learning"
    Try at PBL exercise with one general chemistry class and not the other and then compare test results
    Visit schools where the "new ideas" are working in the classroom to convince the naysayers
    Students: 24 dots
    If you can't cover everything let the students know what will be tested and they can research on their own
    Ethnicity and stereotypes: some races have stereotypes that either compliment or downgrade student. Solution: I have no clue
    Recognize that skills don't have to be taught individually; create a grand scale project and see that you've tackled multiple skills
    Remember it is not about you, it is about students
    To prevent student backlash (caused by changing to an unfamiliar teaching style) try to find a way for them to have a successful PBL experience early in your class
    Devote time to coaching students to approach student based learning with sufficient maturity
    Ask students at the end of the year what projects they would have liked to explore
    Develop specific rubrics that convert more holistic assessments of collaborative projects into traditional grades
    During 1st week of school have students learn about project based/inquiry based learning
    Ask students for ideas on how to do presentations, generate options
    Parents: 17 dots
    Overcome resistance: Video record over several days classes involved in PBL exercises with the idea to show other faculty and parents the benefits
    Be confident that you are the educational expert and show parents that they can trust you as such
    Others should be professional development for parent so that they understand and support this shift in education
    Parental Expectation: We have to educate parent and get their buy in. If we're scared by the change and we know how to teach. They must be petrified
    Parental Fear: Have department put together a presentation in which they hear about the program and are able to ask questions. Versus listening to teachers for 10 minutes on "parent night"
    Talk to the parents. Educate them about PBL
    Kids get excited about computer work but are limited by not having email access or parent permission. If we could get parent "buy in" through help from our administrators we would make fasten progress with more support parent meetings
    PD for parents demonstrate assessment technique, how/why assessment changes for project based learning
    Invite students and parents to be part of the planning process
    Change Agent: 1 dot
    Teachers aren't as conservative as people think, and they're often experimenting already
    Identifying faculty mentors for faculty who want to try new 2.0 tools
    Be a positive role model and don't complain with colleagues, redirect and support them
    Focus on one unit (at a time) to redevelop integrity web tool and technology (don't think it has to all be done at once)
    Suggestions for change. Just like in performance based learning and assessment: start with the goal in mind, work everyday towards that goal, celebrate when you reach it and share share share
    Identify the change agents and support reward their efforts
    Expectations: 4 dots
    Accept flexibility and "errors"
    Dependent upon grades over learning: create open "growth" based assessment, student input at onset of a project
    Faculty meetings should be hands on and applicable to our classrooms not non-relevant information and handouts
    Pedagogy: 16 dots
    Equality: (some kids do all the work and some do none) Assign roles and assess level of contribution often. Help kids work it out (Real world skill)
    Train students with "just in time" training e.g. diigo, 1 lesson day or week until they are seamless at it
    Actually ask students what they think, rather than assume they don't know, can't do, etc
    Passion: Involve parents in a passion based project: define their role
    Passion: let a student lead a lesson, what did you learn
    Faculty need to understand the "why" not just the "how"
    Get rid of grades
    Start with projects that are interesting. Then teach the content to support the goal of the project. (As opposed to starting with teaching content and creating a contrived use for that content)
    Give students general information over a topic and then allow them to choose something that caught their interest and research it. To allow other students to learn with them make them do presentations
    Solicit teachers who have done student inquiry, passion based work to "show off" their curriculum
    Coordinated plan for teaching tech skills to remove that time consuming component projects
    Group projects. There is always someone that doesn't pull their own weight. Solution: self, peer and teacher critic.
    Instead of having kids reading certain books let them choose the books and learn/write essays/analyze those
    Use more students teaching, student paradigms, This provides more teacher time to facilitate entire process and creates more student buy in/learning because of the value of being the teacher
    Understand that passion based learning still has content, but passion is the hook and the driving force. The teacher/facilitator is responsible for ensuring each student gets essential content while following their passion
    Promote the idea that an ability to apply what's learned well is better than more content
    To help students become more engaged, passion based learners. I'd like to help students acknowledge and accept that it's okay to be based just a little bit. I'd like to deprive them of technology a bit. I'd like to deprive them of bytes and pixels
    Traditionalism: 7 dots
    Kids are bored with paper and pencil work, not sure they learn too well that way, iPads with educational applications would be great
    Establish critical friends groups to support and help those individuals who are not sure how to implement it
    I would fix teachers that are stuck in "traditional" teaching modes. Schools need to tighten up with accountable evaluations and mandatory training to make sure teachers do not get "stuck" in old school teaching
    Teaching everything is not what is most important in a subject

    (view changes)
    12:50 pm
  3. page Action Plan Dallas edited ... Longer class periods + hour Remove teachers from duties (recess, lunch etc) to allow more tim…
    ...
    Longer class periods + hour
    Remove teachers from duties (recess, lunch etc) to allow more time
    Assessment: 27 dots
    What do we asses? Define what matters, Skill vs Content, vs effort, Allow for failure and reward
    How do we measure learning? Create, Communicate, Collaborate Rubrics
    Create assessments based on skills rather than content
    Teachers and administrators educate students on "why"
    If there's a published rubric before group work and everyone knows expectations, they will accept these kinds of grades
    People can share rubrics for assessing projects so that there is less (apparent) subjectivity in assessment
    Provide teachers with tools/guidelines for assessment and support
    Choose "soft deadlines" for formative assessment along the way to sect expectations for students
    Get rid of extra GPA points given to Honors and AP classes so kinds that really love it take it
    Asses what we value for students: creative thinking, problem solving, authentic use of what they're learning
    Focus on learning not assessing, assessments should support not replace learning
    Less emphasis on "grades"
    Remove pressure of grade so students feel free to fail and explore as they learn. Use reflection of learning as assessment
    External drivers of curriculum (AP, SAT etc) Do away with tracking and AP courses, all students can be exposed to rigorous content without worrying about content
    Remove letter grades in lower school and move to a skills based and narrative report card
    Curriculum: 24 dots
    Make a list of skills required by graduation (Destination)
    Create a road map to reach this destination
    Develop collaboration to ensure the cumulative the acquisition of these skills
    Solve real problems this will involve many disciplines
    Change in pedagogy: Ask teachers to select one class as an experimental group and in that class to try some new types of assignments (those that are passion based and project oriented)
    Allow individual teachers within grade levels to implement differently
    Content has to stay when its fundamental but there's room for creative application not just tests and worksheets
    Skills/content embedded as one. Not two separate entities
    Do I have to use a wiki? (for PBL) Of course not. Do you have to write a paper? Of course not. Choose what works. Could be google docs, movie, presentation
    The process may very well be just as or even more important than the content. Not all kids would "own" the content no matter how it was taught
    Add on PBL: Don't add on, create the project to meet your objectives. Don't do outside of class. This is learning suitable for classroom
    Define ways for skills to be addressed in context of passion based learning rather than in isolation
    Educate parents, students and teachers on PBL. Show that test scores are not dependent on traditional teaching methods
    Begin by having students design and implement a one week unit, just one week, maybe a term?
    Applications to math... explore "Fermi" math (problem/inquiry based integrating web tools)
    Collaboration: 28 dots
    Outside: Create an online space to post/share ideas about any topic to increase comfort level with online sharing
    Structural: To allow time for more collaboration
    Flexible scheduling so teachs have same time off to collaborate (i.e. all history teachers)
    Plan (nonoptional) time top down for teacher collaboration
    Early releases so teachers could have planning time during the day

    (view changes)
    10:21 am

Thursday, May 19

  1. page Action Plan Dallas edited Time: 61 dots Web 2.0 tools Time within the school day Time within the summer Re-prioritize …

    Time: 61 dots
    Web 2.0 tools
    Time within the school day
    Time within the summer
    Re-prioritize your personal time. Give yourself the girt of time to learn
    There should be blocks of time set aside during the week for teachers to have opportunities to share
    Schedule: "block" for cross-curricular work built into schedule for example every friday
    Build time into schedule for learning and planning of PBL
    Make more planning time for teachers
    Preplan this summer to include 1-2 PBL exercises per quarter in my general chemistry class
    Schedule a specific time for faculty to exchange ideas
    One extra day for planning per 6 weeks have outside presentation, field day, other activity with subs or volunteers taking kids
    Schedule time dedicated to faculty learning, faculty sharing and make is an expectation
    For one year, designate a large chunk of time during academic day to allow departments or individual teachers to design and find ways to meaningfully interpret student driven activities or student interest inquiries
    Establish time during the week when tech people or web 2.0 gurus can be available for help and/or encouragement
    Let teachers decide how they need to spend "in service" days collaborative (working alone not an option)
    GIve permission to teams to let go of one "done it this way forever" activity to allow for a newer idea
    Collaborate with other teachers across teams or disciplines, and to allow more time for projects (in class)
    Paid professional development in the summer
    Short after school year tech seminars (3-4 days) for faculty with incentive ($)
    Regarding content coverage (i.e. we don't have enough time to do this) Let go! It's okay to drop a content unit or two: sacrifice breadth for depth
    Take a day and clear your schedule, try something you wouldn't usually do in your classroom
    Make a list of content topics and eliminate the least relevant
    Extend the school year in order to accommodate release days for teachers use release days for PD and PBL
    Pay teachers to work 10 months a year one month of prep (add to salaries)
    Provide teachers with incentives for using their personal time to develop PBL units
    Less extracurricular/athletic commitments (students and faculty)
    Ask administrators for time for development and research of new ways. As we go through transitioning from old to new we'll need patience and consistency
    Change the schedule, find the time to collaborate
    Use existing time in our schedule (dedicated to teachers) to offer mini lessons or sharing sessions
    Do away with the concept of 40 minute periods, learning and work should continue
    More opportunities for faculty to share experience/success so that individual teachers aren't time consuming re-inventing the wheel
    Keep a list of "thought provokers" in a basket on faculty lunch tables encourage faculty to discuss these over lunch on occasion
    Extend the school day, no homework
    Create the perfect schedule where everything can get done in the day
    Provide time during school day for teacher collaboration
    Longer class periods + hour
    Remove teachers from duties (recess, lunch etc) to allow more time

    (view changes)
    2:31 pm

More