REFLECTIONS ON PROFESSIONAL LEARNING
Another strategy that I learned about today was how to get started on creating my digital portfolio and all the components. I learned about some new resources about assessments, including Gospiral.ac. I can use Gospiral to have students give written reflections which could include writing their name, rhyming words, beginning sounds, and sight words. |
One Note is a tool that I will definitely implement this six weeks. Since I am already using notebooks, I will have to introduce it in sections and hopefully be using it exclusively next semester. With One Note, I can grade what they have written in their journals without staying late after school or taking a pile of notebooks home to grade. I can start giving them instant feedback on their notes, writing about reading, brainstorming, or peer evaluations. |
In the "checking for understanding using multiple response strategies" session, I learned many different ways that my I can assess my students and get feedback from them.
In my Data Notebooks training it was discussed how important it is for students to take ownership of their learning. Through data binders they learn to monitor what they have learned and what they still need to master. Data binders are a great way for students to reflect and track their learning. |
A strategy I learned was to collaborate and share bilingual learning center resources through the One Drive. K-2 teachers can create and share bilingual learning centers for each content area including language arts, social studies, science and math. |
....how awesome Google Drive is and how I can use Google Keep to help me remember things and my students to post to a digital wall. On that note, I love the idea of a digital word wall.
I learned strategies that can transform my students cooperative learning skills. This will also help them to become life long learners and learn how to work as a team and be able to take constructive criticism well. These strategies also get students moving and allow them to think and then come together and cooperatively learn. |
Implementing these strategies can transform student learning in my classroom by creating a student directed atmosphere where the learning is fluid and students play a more active role in the learning process. Students can collaborate with each other and encourage each other in the learning process. |
Various web applications can be effective during instruction to check for understanding with efficiency.
I can have students create their own flipped videos to collaborate together on learning. I could strategically pair struggling students, who are charged with actually solving problems, with students who are successful who are charged with assisting their classmates. |
Checking Understanding using Online Assessments focused on selecting online resources to use for formative assessment, which also included formative assessments and daily assessment questions. We investigated online formative assessment options and experience them firsthand. |
The strategies will take my classroom to be more student-led learning taking it away from so much teacher -led.
Using Problem Based Learning allows students to take what the teacher would normal lecture about and learning it with their peers. Students will collaborate with each other to solve the problem that they are given. It will connect the real world with their learning at school. Students can help to come up with the question that is used, and also take the lead in their groups. |
The Weebly student portfolio focused on student reflection and allowing students to self-monitor. The formative assessment course relates to the T-TESS goals because we are learning to use a variety of assessments to monitor student data and growth. These T-TESS goals relate to the District Improvement Plan because we are creating student-centered activities that ensure quality education for students. |
I really like how the alignment to T-Tess was brought up in every presentation CISD provided. Teachers are able to directly see how the professional learning opportunities correlate with their new evaluation standards. The strategies learned in the Voicethread class for instance, corresponded to T-Tess Planning Dimension 1.4: Activities. By successfully implementing strategies taught in this class, teachers can progress to more student-centered activities which allow the generation of questions, higher-order thinking, and students taking ownership of their learning using technology.
They are all key to the T-TESS and the district improvement plan. It allows the teacher the chance to grow as a teacher and become more aware of what is needed to be the best possible teacher. The classes that I went to today are all guided toward me developing to the best teacher possible. |
I think that they addressed all the student needs of student taking charge of their own learning. Student driven learning is key to the success of our students in our district. It aligns very well with the expectations of students and teachers to ensure learning in all levels of our students. |
I have learned a lot of different strategies that will be helpful in my classroom. The first strategy that I will be using in my classroom is called 7th inning stretch- it is a type of formative assessment -the students are given a break part of the way during a lesson and it is a time for them to ask a question and share something they have learned. Another great strategy I am taking away from today is using Weebly- it's a way for students to show growth over time and reflect. The last strategy that I am taking from today is using Google note cards- it can be used so many ways but a word wall is one way that I am going to use it.- The PowerPoints from each session are a great source for me to go back to for reference.
These strategies are related to T-TESS and district improvement plans because each class I attended referenced T-TESS goals. It could be differentiation, collaboration, personal learning goals, feedback, response to intervention, deeper learning, learner voice and customized learning paths. All the classes I attended tied into the T-TESS goals and the district improvement plan. Many of the classes taught us how to allow students to use more hands-on activities through technology or collaboration. |
These strategies are related to T-Tess and the District Improvement Plan because of the performance objective 17. In which I will be evaluated on how my students can check for understanding, how will I provide feedback, how students will reflect, and the different ways my students will reflect on their learning. As a teacher I need to research ways to provide these opportunities for my students to do these things and through the training's today I have a better understanding on how to implement this. |
I was a presenter for two of the 4 classes, and attended the Ben Q presentation, so I am thrilled to be able to use a BenQ board in my class, when that happens at IMMS. I also will definitely incorporate the DI challenge scenarios in STREAM challenges.
I learned 2 new effective strategies that piqued my interest and was reminded of 2 additional ones that I at one point knew, but clearly have forgotten. Quizziz, as presented in my first session dealing with online checks for understanding. Mr. Freeman uses a unique strategy which gives his students the power to remind him when he uses lower level questions. I don’t think he has an exact name of this strategy, but it basically involves the students throwing a soft ball at the teacher every time the teacher asks a yes/no question. I have been aware of manipulatives for years – decades, actually, but rarely use them. I do believe, however, that they would greatly benefit my students, particularly my ELL students. Lastly, I would like to implement the use of whiteboards in my classroom as a means of formative assessment. http://www.teachhub.com/free-interactive-whiteboard-resources |
Formative assessments is the key today: Formative assessment is an ongoing process that checks for understanding. Formative assessments should be a teaching tool utilized to give students feedback quickly, should be used every 10-15 minutes, and should be routine. Formative assessments ease testing anxiety and will help students become more confident and comfortable with multiple testing strategies. Three strategies I will take away from today are: compare and contrast concepts, Pear Deck to have collaborative presentations during class, and to conduct pre-assessments to see what the students already know about content. |
1) I learned how to utilize the discussion tool in Canvas for reflections and exit tickets. https://youtu.be/HaDZsVqbYj0
2) I learned some awesome strategies for ELL students during the SIOP session. I learned about scaffolding, BIC vs. CALP, and lowering the Affective Filter for these students. This also opened my eyes to that some students may be able to perfectly understand and communicate with their peers, but when it comes to the academic side of communication they may have trouble following along. goo.gl/pZUjFN
3) I learned how to use Spiral during the transforming teaching session which will help me get all students interacting with each other and hopefully will help keep them on task. Spiral will also let you save the responses and use them as a study guide or review after the presentation is finished. sprial.ac
I enjoyed the Giving Students Voice and Choice course! I learned about some methods to use and why it is important and beneficial for teachers to give students a choice in their learning. It was geared more towards upper grades in middle school and high school but I did gain some insight. I give my students choices during Daily 5 but I could also give some choices on how they want to complete an assignment, rather than me just telling them what they will do. I could also get some ideas from the students on an activity I would like to do and give them some input. That way they are more engaged and involved in their learning. They will internalize it more deeply as well. |
During the Feedback for Learning training, the instructor was showing us how to make rubrics through Canvas. These are for the students to use when they are completing assignments and projects. This is not really applicable for my 1st graders so she gave me the idea of making a checklist for them instead. I created a Writing checklist to use when they are doing Writers Workshop. It has 4 things for them to check when they are finished writing: Use capitals at the beginning of the sentence, finger spaces, punctuation and making sure it makes sense. I think this will make a large impact on the kids when evaluating their writing. They could also have a peer evaluated their writing with this checklist and provide them feedback. I am excited to give this a try! |
Quizzizz is an exciting and dynamic means of checking for comprehension in a fun and yet slightly competitive manner. I would like to use this web app to confirm learning in my classes. I can also see how this app might be useful as a motivational activity at the start of a new unit to see what kids already know about the content and drum up interest in what they are unfamiliar with. Using Higher Order Thinking (HOT) questions is essential to critical thinking and learning, but is a struggle for teachers. We are prone to fall into a “rut” asking lower order questions. Although I am not sure that I am comfortable with this level of projectiles in the classroom, I really like the philosophy behind it. Using an adaptation of Mr. Freemans’s ball strategy will make me a better teacher and improve my students’ learning at the same time. Using manipulatives can be done individually or in small groups and quickly verifies knowledge. Since my students do not always enjoy writing, this would allow them to demonstrate their knowledge of the content without the tedious task or writing it down. I am thinking of disassembling a short answer paragraph, and having students color code them, according to our SAQ ACER writing strategy and arrange them in the proper order, thus reassembling the paragraph into its original format. The color coding will indicate the students’ knowledge of the function of individual sentences in an ACER response. I believe that this will work very well! I have the supplies to accommodate a whiteboard activity, but, in the past, have opted to use more glamorous technological options. Kids love to “write on the board”. This activity will add a novel way for me to verify learning and check for understanding. I can use it to stimulate small groups or class-wide conversation in a non-threatening manner. It adds built in “wait time” while the kids are writing their responses.
Feedback is one of my goals for this year and today has equipped me with a variety of ways to achieve this by implementing immediately. If you're interested in looking at what John Haitte says about the the effect sizes of what influences student learning visit this link: http://www.teacherstoolbox.co.uk/T_effect_sizes.html |
I love watching my coworkers teach. It gives me great ideas for my own classroom! I especially love seeing our administrators model their expectations for their classroom teachers. I think learning from them would be more beneficial than myself teaching a class. |
I really like how the alignment to T-Tess was brought up in every presentation CISD provided this session. Teachers are able to directly see how the professional learning opportunities directly correlate with their new evaluation standards. The strategies learned in the Voicethread class for instance, corresponded to T-Tess Planning Dimension 1.4: Activities. By successfully implementing strategies taught in this class, teachers can progress to more student-centered activities which allow the generation of questions, higher-order thinking, and students taking ownership of their learning using technology. Interpersonal and collaborative skills enable all things to happen they are what makes learning possible in the first place. Learning does not take place in a vacuum. This strategy falls under T-Tess Learning Environment Dimension 3.1: Classroom Environment, Routines and Procedures. Effective listening and reflection allow students to connect and achieve high levels of academic success. Teaching students basic listening skills actually puts them in charge of their own learning. Establishing parameters such as "effective routines, transitions and procedures" provide "safe" classrooms "thoughtfully designed to engage, challenge and inspire students to participate in high-level learning beyond the learning objectives."
T-Tess correlates well to the district improvement plan. It would be difficult to not accomplish all T-Tess expectations if you follow the district plan and move to the DISTINGUISHED level. With the use and focus of high yield strategies for our students as common practice we should be able to provide the best learning environment we can for our students. |
Again, having the students do more of the work and learning for themselves is the direction in which we should be headed. It is easy for us to get up and teach the information so that the students are just receiving the information instead of finding it, digging through it and understanding it for themselves. Students should be showing the most action in the classroom, where teachers are facilitating and assisting those are struggling. |
One strategy that I learned today was how to implement the Writer's Workshop into my classroom correctly. I learned that it is alright if students are at different points in the writing process and therefore will be doing different steps during the writing time. I also want to gravitate towards helping students create individual habits during this time so that this becomes student led. I feel that I need to release more control of this time to the students and see what they are capable of. Reading the article Marvelous Minilessons for Teaching Intermediate Writing will provide great insight into implementing this into the classroom.
I have learned a lot of things with this EdCamp that I can take back with me and implement. Three strategies I learned today are (1) using canvas to provide flipped lessons and how to redefinition in SAMR, (2) how to use Google Keep as a tool for collaboration, and (3) how to use Google Photos to reinforce what the students have experienced in previous learning. (I also learned more about (4) what a Data Walk is. |
Kidblog will be used in my classroom for students to reflect on books through digital book talks, complete science reflections, and create math word problems for their peers to respond to. kidblog.org |
Checking Understanding using Online Assessments with Amy Grier focused on selecting online resources to use for formative assessment, which also included formative assessments and daily assessment questions. We investigate online formative assessment options and experience them firsthand. The focus was to utilize formal and informal assessments with students, to engage them in self-assessment, knowing their strengths and weaknesses. We as teachers could use the student data garnered from the above mentioned strategies to target instructional strategies and reflect on our own teaching and to relation instruction to student success.
My digital portfolio can help my students go back to previous lessons to refresh on certain objectives. Google Keep will allow my students to collaborate easier with each other and with the teacher. My bilingual centers that I have made will help my students build their second language vocabulary. |
These relate to T-TESS and our CIP by referring to the planning and making our lessons more student centered and moving away from teacher centered lessons and activities. This will also help me provide and experiment with flipped lessons and more integration of technology. |
I have learned collaboration strategies to implement when students are doing an activity. Students are able to collaborate on their learning in the Bilingual centers. This collaborative learning gives them the responsibility for their own leaning and correct some misconceptions from one another. I can reflect and see that it empowers them to take ownership of their learning. Gomez and Gomez website: I have learned that it provides feed back on the student's work. Mrs.Faulkner's suggestion on Go Spiral Ac app provides a safe environment and allows all my students , even those who tend to shy away to answer. It provides feedback on their concept attainment. Gives them responsibility to answer because every single one needs to respond to the request. The other strategy used in Mrs. Batchko's professional development is questioning, providing feedback and collaboration. Students can be engaged and encourages their efforts when using GOOGLE Notes. The students may use this as a exit ticket, a parking lot for discussion, questions or confusing concept that students may not have understood.
These strategies are helping us to implement more student directed learning, differentiation, and planning for higher level activities to incorporate technology with. Also, it helps them with collaboration and provides another way for stents and teachers to be able to give feedback. |
The Bilingual Centers- 1.4 PLANNING DESIGN- helped students have ownership of learning , and collaborate with peers, and individual accountability. My Teacher Professional Portfolio-4.3 PROFESSIONAL PORTFOLIO- allows me to meet my Professional responsibilities as an educator. G Suite for Education, Collaboration, Feedback Reflection, and Check for understanding 3.3 LEARNING ENVIRONMENT-I want to create a classroom culture where my student's can safely commit errors where we learn from. |