It Has Been a While… #eduread #MTBoS #literacy

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Four and a half months, actually.

There is no excuse, except the season of life I am in.  My teenager is very involved with band and July – November is all consuming marching band.  And I will never apologize for making her time and activities a priority.  In just a few short years, she will be gone to college.

As for fall semester – it was a good one.  There were some new challenges I had never faced in the classroom and definitely a learning experience.  I did my best to be present for my students – to have conversations with them, to get to know them, to laugh with them.

My professional growth goal for this school year focuses on purposeful planning and implementation of research based vocabulary and literacy strategies in my Algebra I classes.  Being part of our districts Literacy Team using the adolescent literacy model from CTL lead to this focus.

I attempted an #educhat with the Robyn Jackson’s How to Support Struggling Students book.  Again, it seemed our family calendar and in person priorities stepped in.  However, I am still in the book.  As I read, I see so many connections to what we have heard in our ALM trainings this past semester.  The book compliments our training really well.

The introduction and chapter 1 emphasized what I already knew – planning and reflection are key.  Just a few take-a-ways from my reading and minimal chats:

4 Questions up front in the intro ~ Who are your struggling students this year?  How or why do they seem to struggle?  What have you tried so far?  What support strategies seem to work best?  First couple of times I read these, I brushed them off – not wanting to think on them, because then it was my responsibility to do something.  But wait, it is my responsibility.  And the sooner I address these, the sooner I can offer better support.

Why do students struggle in school?  …they lack either background knowledge or the soft skills needed to acquire and retain new information.  Wow.  This means I have to teach the content, fill in prior gaps AND  help them develop skills to help in their learning.  I’m not sure I am cut out for this teaching gig.  Anticipating their struggles, planning for strategies and lessons to help them overcome their struggles, a pre-assessment and time to reflect on who has gaps / what those gaps are and just exactly how and which ones we can fill-in – that will most benefit their learning during the lesson/unit.

One a-ha moment was using acceleration prior to the learning to develop foundational work, allowing the students to have some of the missing prior-knowledge.  The 3 key components suggested in the book for acceleration are:  activate / create background knowledge, provide / preview organizing strategies and teaching vocabulary.  Considering these, I have some ideas I am considering for my planning this semester.

Since vocabulary is part of my PGP focus, this section particularly grabbed my attention.  Marzano, Pickering, Pollock (2001) states effective vocabulary instruction has been show to increase student achievement by 33 percentile points.  These 6 steps are suggested in the book and I intend to consider these as I begin planning/updating my units and lessons:

  • preview vocabulary prior to the lesson in order for students to develop familiarity; this will be brief, informal explanation or description
  • share an imagery based representation of the new term
  • students describe or explain the term in their own words
  • students create their own imagery based representation of the term
  • students elaborate on the term, making connections to other terms
  • ask students to add new information to their understanding, delete or alter erroneous information

(Marzano, 2003)

I see utilizing quizlet, flashcards, google slides, LINCing vocabulary, frayer model, even etymology / connections with common roots during my planning this semester.  Something I feel is important here – introducing them prior to needing them, allowing them to become familiar and work with the terms before we actually need them.

Allowing them to make connections with words they already know, maybe not use the textbook definition on the Frayer models until after they are comfortable working with the terms.

Jackson’s book offers some nice organizers to use in the planning phases, along with examples to consider.  I feel the reading can be a bit overwhelming at first – like “I can never do all of this!”  But now, after stepping away for a couple of weeks, I have gone back and skimmed the reading, considered my notes and feel I can start with baby steps.

Planning is key. This quote –  If we want our students to succeed, we cannot afford to leave to chance what happens when they do not learn.

But taking the time to reflect and make purposeful adjustments is also key.

I am looking forward to a few more days of rest before returning to my classroom with a new group of learners.  But I am also excited about better planning and how it will lend itself to better learning opportunities.

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Recap of Desmos Pre-Conference #MTBoSBlaugust Post 14

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I sat down this past weekend to review my notes feom TMC18.

None of this will be enligtening to most, but again, this is where I can reflect, record and return to later when I can ponder.

I knew going in I needed to spend some time in Computation Layer while having real life, in person help. Parts of me now wishes I had spent 2 sessions in CL. I am better than I was last year, but still much further to go. My goal this year is to complete the scavenger challenges.

My other a.m. session was with Christopher Danielson, Principles of Design… where he teased us with snapshots! Listening to ideas around the room, watching him model the 5 Practices for Orchestraring Mathematical Discussions helped remind me to consider these structures when building future tasks.

Dr. Robert Berry shared some excellent thinking points and reminders. He suggested Catalyzing Change from NCTM. On my to read list, but why do books have to be so expensive?!?

Another take a way…

Solutions finders =/= Problem Solvers and

at the end… questions. Comments & compliments. What a great eay to end a lesson!

Lastly, that afternoon, I attended Shelley & Jenny’s Design Great Digital Activities. Essentially they walked us quickly through their thinking processes

1. Define the goal.

2. Crazy 8s on ONE key part of your goal.

3. Pair share.

4. Storyboard with 3 post-its.

5. Pair Share again.

Three key features to consider for student input when designing rhe flow and interactions……

1) access and build on prior knowledge

2) make a prediction.

3) reflection on learning/the task.

I see this as such a helpful tool that reduces how overwhelmed I often felt as I would sit down and attempt to create a task.

Hopefully, I can link back to this pist soon with a finished product.

Open House #mtbosblaugust post 13

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What feels like nearly a 12 hour day…

Got to school about 7:30 this morning… we had district day with all the stuff… a tteat for supper just before ooen house… and we walked in the door just before 8:00 pm.

So many smiles and new faces at open house tonight!

Afterward the halls had cleared, a crew came through leaving cards in every locker and classroom…

Better an oops than what if…

Simple, encouraging words and quotes. What a great service to their school community.

#rowtheboatrc

Gonna be a great year.

Speak Life… #MTBoSBlaugust Post 12

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In discussions about our upcoming home remodeling show, @cheesemonkeysf shared a picture with a plant placed in her entry way. It reminded me of one my granny j. had when I was younger.

The next time I was out I found the plant and bought it for my house…just a bit of green, some life to add in a room. But she was a bit small. So now, I have decided to take Sansa to school.

Sansa means to charm, praise. So I am hoping this plant will remind me that my words can give life.

Sansa will join my pothos plant, who is nameless, but given to me by a dear friend 2 years ago as we began school.

I splurged last night, wanting a little more greenery in my room…

Meet Ingrid – beloved, beautiful. I hope my students realize their self worth…

Anne – a form of grace, may I offer grace to both others and myself this school year.

And D.T. -may my words be seasoned with salt.

Not only will our plants help clean our air, but offer some extra beauty and hooefully serve as some good reminders…

Literacy Day 3 #MTBoSBlaugust Post 11

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Literacy Day 3 #MTBoSBlaugust Post 11

Day 3 – my brain was on overload.  This was definitely the heavier writing of the 3 days of training.  I am honest in saying, I struggled to see how to use several of todays tasks in my own classroom when compared to Days 1 & 2…

What has been most affirming to me this week – I have been searching for literacy strategies close to 10 years now.  From Kagan, to our current Springboard to all of the articles, books I have read.  And for 3 days I have seen so many things I have already implemented into my teaching.

But these 3 days have also challenged me.  I have see ways of doing some things better.  I have become very aware of how much more intentional I should be in my planning.  I have realized the real benefits and goals of specific strategies.  It has been good.


LETTER (I would call it PEN PAL)

As I was pulling out my INB, an index card fell out from Day 2.  After a particular reading, we had 3 reflection questions to write in our workbooks.  We were then asked to lock eyes with a person in the room, but not at our table.  Our task- to write that person a letter, sharing from our reflections.  When time was up, we exchanged letters, read them and replied back in letter form as well.

Our focus for this task was how we use writing – in our personal lives, but also how it can help us when learning  / trying to understand text we read.  It was fun getting to hear from a former student, now colleague who is rocking the ELA classroom!


POSTCARD – METAPHOR & ANALOGY

We began our Day 3, asked to choose a text from our Literary Timelines the day before.

On an index card, describe a literary memory from the text you chose.

Go to a table, filled with postcards and choose a postcard that somehow connects, symbolizes your memory.

Now, pair up with someone and share your memory, postcard and how it represents your memory.   (great conversation).

We then talked about ways we could get many postcards collected in order to use the metaphor/analogy in class.

  • order online
  • ask family & friends to send when they visit museums, etc.
  • tweet a group of online colleagues and ask them to send
  • pair up with another class and do an exchange/penpal
  • Let students cut out pictures from old magazines and create their own postcards, laminate
  • Cut apart old calendars

DOUBLE ENTRY ORGANIZER

We were given a copied version, but you could very easily ask students to draw a line and split notebook paper into 2 columns.

From the text – can be concepts, facts, information, quotes

From the reader – questions, ideas, opinions (in response to the reading)

In our groups we were asked to highlight one thing, then share out from the text and from the reader for that highlight.


CAFE CONVERSATION

We had 3 tables we rotated through.  Each table had chart paper with a prompt reflecting on our reading.  Only using visuals/drawings, we had to respond to the prompt.

After time was called, we rotated to the next table and repeated.

  • prompt
  • respond
  • rotate
  • repeat
  • back to original
  • observe / sythesize

When we returned to our initial table, it was interesting to see what people had added to it.  We were given time to ask questions/clarifications of pictures.

Observe / Synthesize – 1 sentence to synthesize the big idea to answer and respond to the initial prompt.

There was discussion about how to ensure all students were participating.  One teacher suggested allowing students to go to one of their pictures and claim it by writing their name next to it.

Another then said to Claim & Explain.  Which made me think – have them claim their picture on the poster paper, but then use their exit slip to explain their thinking.  As far as that goes, you could allow them to claim anyones pictures then infer what they thought as the exit slip.

Thinking on how I could use the @seesaw app I have learned about this summer – Have them snap a picture with the prompt and submit, then share their thinking in written or video.


SEE THINK WONDER

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Our presenters were very good about modeling what they thought we may not be familiar with.  Ashley used one of the charts from the previous task to model STW.  We were then asked to use pictures they had shared of student sample work and practice STW.  When we completed the task, we had to move to another table and find someone with the same sample work and compare our STW.

What I appreciate about this task – See is to look and simply state facts.  Think is when you get to give your opinion of what you think might be happening.  Wonder is your chance to ask clarifying questions or infer more into what you are seeing.


PLANNING SHEET

At this point we had seen many, many strategies and asked to consider a few that might be doable and productive in our units of study.  The planning sheet offered space for 2 options on ways to implement the task.  The WHY? HOW? WHEN? WHO? were all addressed in the planning.

This piece helped me realized the value of our text/workbook.  Each strategy is outline with intentions and what information can be derived from its use.

This was more or less a moment to begin brainstorming, thinking about which tasks we might commit to implementing this fall.


QUOTE POSTER GALLERY

Our final reading prior to lunch break was to read text and code simply with Q – a quote that resonated with us.

We shared the quote on construction paper and taped to the walls around the room.

WE were given post-its and asked to GALLERY WALK responding by placing notes on the quotes with agree/disagree including our evidence and reasoning.

Finally, we used a whole group share.  There were many quotes repeated – which said it seemed to be something important to consider or a point of further discussion.  Some of the BIG ideas from our walk:

  • Sharing learning intentions / rubric / expectations up front with students
  • Having student sample work as models
  • offering feedback
  • Tough to write good, quality prompts
  • Should extended writing projects be in every classroom, in every unit?

FORM PURPOSE AUDIENCE

Following lunch we were asked to think about our classrooms this past year.  We had a poster we divided into three columns – Argumentative, Informational/Explanatory, Narrative.

We were asked to share the writing to demonstrate learning we had actually used in class – making sure we included the form, purpose and audience of the piece.  As you looked around the tables (by subject areas) – it was somewhat obvious where the gaps were in our writing.

We tended to struggle just a bit in our math and science table, as most of our writing falls into the writing to learn category.  However we had at least one item in each of the categories.

The big take away for me was to ensure the assignments I am making have these key components considered before asking students to do them.


Marshmallow Towers

As I mentioned, our presenters were very intune with their audience.  They strategically had interactive, brain break like tasks planned for afternoon dips.  After completing the challenge, we were then asked to outline what parts of the literacy model we had actually used to complete the task.  Read Write Speak Listen…

Next we completed a similar reflection after watching a viral music video utilizing Rube-Goldberg Machines.

Our day ended with more planning / reflection documents as we thought about our next steps…

I will wait a couple of days, then do an actual reflection of our training.  I simply wanted to get down the big ideas from it – so I would have a quick go to of tools when I need them.

It was 3 days full of tools.  For me, my biggest take-a-way was that I need to continue what I am currently doing.  There is value in the several years of research and reading…  the ALM confirms I am moving in the right direction.

Literacy Day 2 #MTBoSBlaugust Post 10

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How is it already August 10?!?  Yesterday was another day full of literacy!

Lots of notes. Lots of thoughts.  Lots of valuable discussions.


WORD WALL

We created a word wall at the end of Day 1.  I will grab a picture today to share.  Teachers were asked to grab a term from our focused reading Day 1, and create a symbol with the word on it.

A question from Day 1 was how to make a word wall interactive?  Also, what if I have multiple sections of the same class, how to make it effective?  And with limited wall space, but different courses throughout the day…how can I make it work?

Day 2, we began –

  • Choose a word from the word wall.
  • Write a meaty question that has this word as the answer.

My word was barrier – What things do our students face that we must consider when planning effective literacy strategies for our classrooms?

Options for creating word walls in our classrooms:

  • a trifold that can be quickly folded and put away when next class enters.
  • personal size – give students a file folder
  • mobiles from the ceiling
  • with smartboards, maybe we have a magnetic whiteboard that could be used

This is definitely something I want to consider when planning for this fall’s units.


TIMELINE

We were given some time to brainstorm a list of 10 texts that have impacted us.  Yes, I have more than 10.  Sorry. Not Sorry.

I began my timeline about 9 years ago, when my husband and daughter bought me a Kindle.  The first book I downloaded and read was Unbroken, L. Hillenbrand.  It is when I started reading again.  Somewhere along the way, I read a blog post that basically said – if we want our students to become readers, we must model that for them.  I started posting my “currently reading” outside my room and in my signature on emails.

You can tell from my timeline that non-fiction impacts me more…but now,  I always have a light, fiction read on my bedstand…  to end my day with a few minutes of escape.  However, my focus was how professional growth has been impacted through reading.

 

Next we were asked to stand and find a partner to share our timelines with.  My partner is my age and and ELA teacher – much of her titles, I had read either in childhood or throughout school.  She even included some poetry.  I loved the discussions between partners and at our tables – some new titles added to my reading list.


Vocabulary and Reading Comprehension

Strategies for when we struggle.  How can we use these when our students struggle?

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ANTICIPATION GUIDES

If you’ve never used one, we’ll you’ve likely never worked with @joyinlearning.  🙂

  • Basically, you are given a few statements and asked to mark whether you agree or disagree prior to reading.
  • As you read assigned article, look for textual evidence to support or refute the statement and record.
  • Post reading – mark whether you now agree or disagree.

I see anticipation guides as priming my thinking about what I am getting ready to read.

The next task was looking at statements to determine if they were good / not so good ones to use on an A.G.  We then discussed characteristics of a good statement and brainstormed some for each subject area.


In the afternoon, we restructured and were asked to sit with like content area.  Our table was now Math and Science.

GIVE ONE GET ONE

Is a Kagan strategy I maybe learned from @druinok.

  • Jot down 3 strategies we can use with Writing for Learn
  • Find a partner and share the lists – give one to them, get one from them – explaining how the strategy works.
  • Find a new partner.  Repeat.
  • Continue until your list has 6 strategies.

It was quite interesting to me to see the variety between different contents.

Here is a partial list of our whole class discussion…

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ORDERED SHARING

This felt a bit like Talking Points I have used.  Each person did a reader response to a given quote.  We formed a circle and read our response.  The rule was – no response to each person…no agreeing, non-verbals, etc.  It was tough, we did giggle on a few of them.  The big idea, like Talking Points is it gives the learner a chance for their voice to be heard, without judgement.


INNER OUTER CIRCLE

We had 3 reflection questions we were given to complete at our tables, individually.  When complete, we formed inner and outer circles.  We then shared our responses to Q1, and our partner did the same.  The inner circle rotated – shared responses to Q2.  The outer circle rotated another direction before we shared responses to Q3.


PLACEMAT

Our final reading for the day was on Academic Dialogue, we were asked to Code our Text with

  • A antagonizing
  • W wonder about
  • M matches my thinking
  • ❤ love it.

When finished, we were given poster paper.  Each person had a different color marker and asked to record the a statement from the text for our codes.  We rotated to the next code, recorded and continued until each person had shared 4 statements.

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We took some time to see what others had shared.  Then as a group, we were asked to choose the big idea and create a summary sentence.

So today, Day 3 is the last of our summer training…

Yes, many of the strategies shared I am familiar with – either through reading about Kagan, using Springboard Curriclum, Making thinking Visible and other reading.  But it has been very beneficial listening to how others implement and their ideas.

I look forward to working with our presenters / coaches.  They have been a difference maker in setting the tone for these experiences.

#TMC18 Memories… #MTBoSBlaugust Post 9

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We come to TMC for the Math…  with leave with the Memories…

Its about relationships.  Some of the people I’ve met through TMC I have known longer than some of my collegaues.  While at TMC18, a fb memory popped up from the morning of 2012…  I had no clue the level of respect, love, friendship, laughter and encouragement that would come from this adventure.

 

I’m not sure where to begin – so many I adore I failed to get a picture with.  Sadly, I still feel awkward asking for a selfie – especially if I’m a new math buddy with you.  But I am grateful we met in real life  and now I can hear your voice as I read your tweets and posts.

I won’t lie, TMC overwhelms me – in a good way.  Every single moment is filled with math and people.  My morning session was filled with the best of both…

 

I texted my friend at some point on day 3 for me… a bit on overload, a little homesick  and she replied, take a break, go for a walk.  I literally have to unplug from big crowds to keep myself leveled – in any situation, not just TMC.  I am the teacher who needs 10 minutes of quiet time after a pep rally at school.  Weird, huh?

Each evening, my awesome roomie and I would go for a walk, one evening we actually had to drive to find the sand beach where we could dip our toes in Lake Erie!  But the lake was about a mile from the hotel, perfect distance.  And the views.

The lake on different evenings.  Something about water is so calming.

 

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Sitting alongside the water with new and old friends…just chatting about life and math and adventures for hours.

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with Elissa, Mary and Cori

Cleveland was a pleasant place to visit.  I had no idea.  But I very much enjoyed.  At the water park, we watched an adult kickball league…it was the championship game.  There were many people getting their pictures in the Cleveland signs.  The Rock & Roll Hall of Fame was such a treat.  As you walked the city, there were many things to see.  A nice little street with many restaurants to enjoy.

 

From cheering our foiled-travel plans friends on (Jenny!), to sharing a moment while signing Casey’s book, hanging out in St. Ignatius mall, learning about Pokemon Go!, finding the coolest math tshirts, admiring the work of our talented Justin Aion, and the amazing works shared by others…

 

 

Your first year at TMC can be a bit weird, trying to find your groove, meet people in real life, or even just meeting people during their first year, new friendships begin to form.  Your second year it truly is like getting to see old friends from camp the previous summer.  Year three…  you’ve developed strong bonds with some of these folks, they’ve become more than just colleagues.

I will never be able to name everyone that had an impact on me at TMC, but I am grateful our paths have crossed…

 

May we lift one another on difficult days, laugh with one another in hilarious moments and celebrate goodness and joy that comes each day…  I ❤ you friends!

 

Literacy Day 1 #MTBoSBlaugust Post 8

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I was asked over the summer to participate in cohort for our district’s literacy team.  Sure.  For many years, I have believed literacy to be the foundation for other learning.  Reading, Writing, Speaking and Listening.

Last night I was a bit nervous.  But once I arrived, I was able to settle in.  At our table was a diverse group of teachers – social studies, world language, science, math and a curriculum coach, from a 1st year through 20+ years experience, some different ideas and view points. This post is more for my reflection on notes I jotted throughout the day.

Much information was shared concerning the grant making this possible, the district literacy plan and we were given an opportunity to read through our school plan as well.  One of our first tasks was to find a statement in the needs, goals, action plan that resonated with us and paraphrase on a post-it.  It says….  I say… (our reaction / feelings about the statement) and then we shared with someone not at our current table.


We were given a list of 15 recommendations sometimes given to schools as they work to build a strong literacy plan.  As we read the statements, we were asked to color code how we saw this statement…

Personal Strengths      School Strength      Target Area

Upon completing the reading task individually, we were given color dot stickers and asked to walk around the room – where statements had been posted and place the appropriate color on them as we saw fit.  Once the group returned to our seats, and we viewed all of the statements – it was very obvious which ones were strengths or targets for both our middle and high school.  

We had a time of discussion and sharing – wondering, asking questions for insight.


Next task we were asked to flip back to appendix pages, where we found a list of literacy strategies.  We practiced a type of text coding by placing hearts next to ones we used and loved and an N beside ones we had never used.  There were several in the list – that when I read the description, I recognized, but maybe called it by a different name.  Volunteers shared some of those they loved and how they implemented in their classrooms.


To end the morning session, we watched a TED talk by Adora Svitak – who is a literacy advocate.  A few things that stuck with me:

Learning should be reciprocal between kids and adults.

In order to make anything reality, you have to dream first – kids don’t consider limitations when thinking creatively.

Distrust leads to restrictions.

When expectations are low – we will sink to them.

My take-a-way…  it should be my goal to help children become a better generation than mine.


Following lunch we read 8 pages from our text resource.

Implement any text coding we were familiar with.  = resonated with me, ? question about it, * revisit / discussion

We did a table – share of one idea from each.

WE were given an AlphaBlocks paper, which essentially contained empty boxes with each letter of the alphabet.  We were asked to review the reading again, adding words or phrases to each box.

We shared at our table once more…it almost had a scattergories feel to it.

Some suggested the alphablocks was a way to summarize a lesson / unit – I see it as a great review, even of having students revisit their notes.  One teacher say they even used it as a review of say a time period, like American Revolution…students had to write down an event, person, etc.  but then share a sentence of why this was so important to this time in history.

List. Sort. Label. Share.

We then compiled a list of agreed upon words, then sorted them into categories.

Whole group share – with the reasoning of our group labels in the sort with completed.  Very interesting to see the many different, but all correct completed charts.

So many tools we used within this “one” task.


I have done some similar things in math class – brain dump – tell me everything you think you know about ________.    Now, go GIVE ONE, GET ONE.

At your tables, sort your ideas any way you wish, but be able to justify your groupings.

The ABC Blocks almost feel like a stretch for algebra I.  Geometry is more vocabulary rich and I think it would be more purposeful.  But I may consider finding a way to try it in Algebra I.


Frayer Model – though most people were very familiar, our trainers added a layer of giggles to it.  We used some modern day adolescent phrases.  Simply hilarious.  Many of us were using urban dictionary – what was quite interesting though, was the history of where the slang originated.   Most people were texting their kids, asking for some phrases.  It offered some needed belly laughs in during the mid-afternoon slump.


Reader Response – they provided a list of sentence starters to use in response to a given quote.  We were asked to use I agree / disagree with ____ because ____.  I cannot remember the exact statement, but it was about 10 years of research showing that vocabulary knowledge being the single most important factor in reading comprehension.

I was the only one at the table to disagree.  And it was an excerpt from Daniel Willingham’s book Why Students Don’t Like School – I need to revisit the research he shared.  But if I recall correctly – it was supporting prior knowledge and experiences having a large impact.


It was a full day.  My brain was tired.  And though I had seen / even used most of the strategies shared – it was nice listening to my colleagues share their thoughts and experiences.  There were some small tweaks I feel I could make to ensure what I’ve been doing has an even greater impact on student learning.

Our presenters were great – very approachable, not preachy, asking questions, listening.  It truly felt like they were there to be support for our journey.

I am looking forward to tomorrow.  When’s the last time (besides TMC) I had that thought on PD?


 

My Last Day of Summer Break #MTBoSBlaugust Post 7

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This is home.  Beautiful Lake Cumberland, Kentucky.

My dear friend invited us out for the afternoon yesterday.  It was so peaceful.  After a brief downpour shower, the sky was blue with fluffy white clouds, a gentle breeze.  So relaxing and joyful – listening to our kids belly laugh, having a great time.

There were a million other things I “needed” to be doing, but this afternoon was exactly what I *needed* and I was grateful for the pause to relax.

Tomorrow I report for the first of three days, as I get to be a part of our district literacy team training.

So… goodbye Summer ’18  you have been good to me – filled with memories, blessed moments and few minutes to pause.

#MTBoS Ambassadors #MTBoSBlaugust Post 6

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So, Mattie B.  did this really cool thing last summer – requesting volunteers to monitor the #MTBoS hashtag one day per month.  Simple enough – watch the tag, respond, retweet, redirect …  just basically a welcoming committee helping new folks find their way.

Even better each month, I receive an email reminder.

And what happens if I miss my day or are unable to follow as much as I would like?  Nothing.  No big deal.  I don’t get kicked out.  I can pick up another day.  It is all good – to give as much time as your are able.

Which is good because today was a day I couldn’t spend a lot of time on twitter interacting with others.  By the time I check my email, I had already done final fittings on 50+ band uniforms, reorganizing (parts of) that crazy room – an afternoon with friends on the lake- last outing of the summer, a booster meeting and my supper, a bowl of cereal when I arrived back home at 9.

Its been a busy day, with a last bit of summer relaxation.  I spent a bit of time on twitter, but it is past my bedtime folks and I didn’t want to skip out completely.  Some time is better than none.

  1.  Thanks Mattie B. for organizing this.  I have read many, many new blogs and been able to help connect people with similar course assignments, etc.  I am excited to do another year.  It keeps my mind afresh.
  2. If you are interested in being an ambassador, contact @stoodle for a link to the information.