REFLECTION ZONE: Linking a Power Point to Blogspot



My accountability partner taught me how to link my presentation to my blogspot.  I knew how to link websites and pictures, but I have not been able to link documents or attachments.  I have always just copied and pasted the content.  I wanted to post my Best Practices project that I created in power point, as well as share my action research presentation.  My accountability partner, Tony, shared what he has done, and that was using dropbox.com.  I created an account and dropped my power points in the public folder.  Then I clicked on dropbox and copied the link.  It created a web link for my power point.  I was then able to attach that very easily to my blog.  It does take a little time to be able to access it, but ... it works!  Technology can be fun when it works and makes life easier.  I'm glad I had a partner to turn to for ideas.  It is great to learn something new in community!

Best Practice



Here is my Best Practice Teaching Guide created from the template provided by community group members.  These are practices that are beneficial for learners that I need to be reminded of as I teach. 

REFLECTION ZONE: AR Presentation Reflections

Action Research Presentation Reflection

          April 24, 2012 was a good day.  It was the day I shared my action research presentation with my colleagues, principal, and curriculum coordinator. The day began with my team members bringing me a vase of flowers with a good luck note.  Hugs were exchanged all around, and I felt so good that they supported me and acknowledged my hard work. My advisory students helped disinfect all the desks and tidy the room up, so it was ready for the presentation.  Later that day my husband stopped in with my daughter Harper.  He had made and brought in chocolate chip cookies and sugar cookies that were in the shape of graduation caps.  It was so nice he came to wish me luck on my big day.  I also enjoyed showing Harper off to everyone at school.  My superintendent also came down to meet Harper.  Many students wished me good luck as they left for the day.  I also received a text message from my sister telling me that I would do great.  All the positive energy was well accepted.

My presentation was scheduled to start right after school, so staff were able to attend and still work the middle school track meet.  I had a total of ten people attend, including my accountability partner and another community member.  I felt very prepared, as I had practiced many times.  I created note cards to help remember the most important points, but I did not end up using them much.  I felt confident sharing a topic I knew quite a bit about.  I was asked questions at the end, and many seemed genuinely interested in my topic.  I received positive feedback and there was even mention of creating a hex class next year based on my project.  I felt very proud of accomplishing a large project that ended up being very positive for students. 

Presentation: Determination of the Effects of Cultivating the Growth Mindset

REFLECTION ZONE: Technology Resources

I wanted to keep the technology website resources all together, just as the group created it.  I thought it was very well organized.  I did try a new website that they included.  It was the MAP site for math skills.  I have started using it during my math intervention time.  I have identified 8 girls who I work with on Mondays & Wednesday, and 5 boys who I see on Tuesdays and Thursdays.  I gave them their RIT scores in each of the five strands of mathematics, and they click on the interval where their individual score falls.  Then they are given many options of games and activities to work on that are at that level.  My students will take their MAP test May 16, so we will see if it helps them.

 Technology Resources

REFLECTION ZONE: Accessing YouTube at School

This school year I wanted to show my action research group a few short video clips from the Brainology website.  However, the clips were originally from YouTube, and this site is blocked on my school computer.  I really wanted to still show them, so I inquired about it by sending a helpdesk to our technology department.  I learned that there was a way to do it.  I needed an offsite connection to "capture" the video, so I used my computer from home. Next, I needed a way to grab the video.  I watched another YouTube video on how to do that using KeepVid. The link for the how-to is http://www.youtube.com/watch?v=ZFoYQJbC-O4

I needed to copy the url of the site I wanted to show and then go to the website keepvid.com.  I then pasted the url, hit download, and saved it with a .flv in the name.  This works for any site that I would want to save and bring in to class.   I thought this was helpful, and I was so glad I was able to share these video clips with my students. I learned something new and shared this information with other teachers on my team.

REFLECTION ZONE: Possible New Math Materials



With the change to Common Core Standards approaching, our district is looking at new math materials that are aligned with these standards.  Today the math department at the middle school attended a presentation of CPM math materials.  CPM stands for College Preparatory Mathematics, and it is a problem based textbook.  The math problems are to be solved in groups where each student takes on a specific role.  I thought there were many positives to this program.   The problems are all connected to their real lives, so it answers the question, "When are we going to use this?"  The problems require deeper thinking and application.  Students are encouraged to solve the problems in more than just one way.  Students learn the skills of how to work in a group as a team to solve problems.  I am interested in learning more about this way of teaching students mathematics. 

REFLECTION ZONE: Social Justice in Children's Literature



I read Thank You, Mr. Falker by Patricia Polacco.  It is a story about a girl who struggles in school because she has dyslexia and can't read.  She would look at the tops of students' heads while they read to see what was happening to theirs that wasn't happening to hers. She found coping strategies to actually fool her teachers to think she could read, but she could not.  Because of this kids picked on her and called her dumb and other names.  It wasn't until her 5th grade teacher, Mr. Falker,  figured out she couldn't read that she got the extra help she needed.  He stayed after school to work with her, and he eventually taught her to read.
There are parts of this book that give me goose bumps, and one part is the last page, when she explains that the little girl in the book was her.  She writes that 30 years later she ran into her 5th grade teacher and he asked her what she did for a living, and she responded, " Why, Mr. Falker, I make books for children... Thank you, Mr. Falker.  Thank you."

Most of my students enjoyed listening to the story, are are some of the messages they took away from the book.
Don't be mean to people just because they are different.  Anything is possible with determination.  Have faith in yourself.  No one is perfect. You shouldn't tease someone when they are trying to learn something new.  Everyone can be smart if they try hard. Maybe you can't do one thing, but you're really good at another.
These were all great things to take away, and I am glad I took time to read it.

REFLECTION ZONE: Voki

Technology Share

Create a free, customized, speaking avatar at www.voki.com

Create

Choose a character - male, female, animal…

Customize it – head, clothing, bling

Give it a voice–record by phone, text (choose accent)  microphone, or upload an audio file

Choose a background

Publish your avatar to your website, email, blogspot, or livebinder

REFLECTION ZONE: Teacher Leadership

Teacher Leadership

"Teacher leaders assume a wide range of roles to support school and student success.  Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers" (Harrison and Killion, 2007).

ü    Resource Provider – Share Instructional Resources

o       Websites

§        Classroom website

§        Shares websites with others

o       Materials

§        Best Practices 

·Everyday Advisory

·Developmental Designs (Tab Out, UAS, Social Contract)

·Teacher Language

·UbD Lesson Planning

§        Interventions 

·Rocket Math

·Do the Math

·Compass Learning

·MAP website

·Help Signal

§        Technology Tools

·        Google Docs

·        LIVE@EDU

·        Activ Boards, Active Slate, Activ Expressions

·        Ipods/Ipads

·        Classroom Tablets

o       Professional Journals

§        Teaching Tolerance

§        Educational Leadership

§        Technology Horizons in Education

o       Action Research

§        Learning Targets

§        Growth Mindset

o       Educational Reads

§        The Energy Bus

§        Six Thinking Hats

§        The Essential Enneagram

§        Ubuntu

§        Teaching With Poverty in Mind

§        The Alchemist

o       Learns new things and SHARE with team, co-workers, principals  - Share grant opportunities

o       Communicates with Parents- Share resources, make phone calls, send emails, update webpages, message center, homework hotline

ü    Mentor/Coach

o       Works well in a PLC

o       Mentors new teachers about curriculum, instruction, and others

o       Help long-term sub and daily substitute teachers

o       Offers support to other teachers

o       Demonstrates a lesson – for Literacy Coaches

o       Observes a lesson

o       Provides non-judgmental feedback

o       Co-teaching – Team Taught Math

ü    Data Coach

o       Analyzes data from test scores – WKCE & Math Data Days – Create working chart of MAP Data

o       Backwards Planning - Understanding By Design

o       Analyzes data from action research

o       Uses data to drive instruction & select students for interventions

ü    Curriculum and Instructional Specialist

o       Implements Differentiated Instruction

o       Research-based strategies

o       Plans instruction tied to assessment

o       Understands Common Core – researching math materials

o       Understands Response to Intervention – Problem Solving Comittee

o       Works with others to create shared assessments

o      Collaborates and shares knowledge and new learning with colleagues and principal.

o      Communicates with Parents

o      Creates School and Classroom Community

§       Responsive Classroom

§       Developmental Design

ü    Catalyst for Change

o      Visionaries 

o      Always look for an improved way of doing things 

o      Strong commitment to continual changes

o      Asks questions and challenge co-workers

o      Willing to learn and try new ideas in the classroom

·Promethean board

·Tablets

·Math Duty

ü    School Leader

o      Participates in committees

o      Aligns professional goals with school and district goals

o      Extracurricular Activities

·Coach – basketball, volleyball, track

·Mix It Up Day Leader

·Math Masters Coach

o      Familiar with the Seven Norms - Share with teams

o      Completes tasks with integrity

o      Supports school initiatives

o      Shares in the vision of the school 

o      Has a Professional Vision Statement

o      Conducts action research

o      Maintains Professionalism

ü    Continual Learner

o      Reflective Practice

o      Demonstrates Life Long Learning – take classes, Masters Program

o      Models continual improvement

o      Applies their learning to help all students learn

o      Communicates and build relationships with other districts – CESA days, Math Meets

o      Stays current on educational topics

o      Reflects/journals on teaching practices  - Blogspot

o      Takes risks & tries new things

o      Works to further education - Professional development, Continuing Education Courses, Master Degree

Harrison, C., & Killion J.(2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.

http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

 

 

REFLECTION ZONE: Weighing In





I read "Weighing In" by Camille Jackson in the Spring 2012 issue of Teaching Tolerance.

This article stated that as childhood obesity grows, so does size bias.  According to this article, studies show that teachers tend to call on lean children over obese students.  It also stated that obese students are less likely to be accepted to college, despite having equivalent academic achievement.

Experts say that some children interpret the "War on Childhood Obesity" as a war on their bodies and on them.  While some schools care about the health of their students, they might be going about it the wrong way as they are focusing on weight.  Arkansas became the first state to record and send home students' body mass index results with report cards.  Other states then followed. Critics believe that there are other ways for schools to handle the issue such as:

•   helping parents learn how to design healthier meals
•   getting students to participate in afterschool activities
•   focusing on overall health of children, not just body size
•   helping students realize they are not in the healthy zone and they need to make  positive changes
• paying attention to behaviors, not numbers

I worry about the overall health of our students as phy ed time is getting shortened.  I heard that UW-Madison is eliminating the 1 credit phy ed courses!  I recently talked with a teacher who is planning to retire this year, and she said we just need to wait for the pendulum to swing back...it will come.  I hope the damage is not too high. What do your schools do to promote healthy choices?

REFLECTION ZONE: Big Changes for Voting Laws



I read the article "Big Changes for Voting Laws" in the March 2012 edition of WEACinPrint.
Wisconsin's new voter id laws will be in effect for the recall election JUNE 5. 

• You will need photo identification to vote.  This can be a Wisconsin DOT-issued driver's license, identification card, military ID card issued by a U.S. uniformed service, or a U.S. passport. 

• You need to be registered to vote.  You may still register on election day, but you cannot register the Saturday, Sunday, or Monday before an election. You need proof or residence to register such as a driver's license, utility bill, bank statement, or paycheck.

• In person early voting has been reduced from one month before the election to two weeks prior.  It begins 15 days before the election and ends the Friday before the election.

• Absentee ballot requests need a photocopy of an acceptable form of voter ID.  Absentee ballots may not be picked up the Friday-Monday before an election.   I learned this last summer as I wanted to pick up an absentee ballot for my husband. (Shelia Harsdorf vs. Shelly Moore election) At the time, he left for work at 5am, and he was on a Tuesday night golf league in the cities and wouldn't get home before the polls closed at 8pm.  I called the Monday before and was notified that our governor had changed this, and I had missed the window of opportunity to obtain an absentee ballot. 

I don't think these are huge changes, but I don't want anyone to be surprised about a change and not be able to vote, since it is a very important election.



FEFLECTION ZONE: Changing Education Paradigms



I thought this video clip was interesting.  I agreed that students or people should not be classified into academic (smart people) and non-academic people based on one's attending college.  The longer I live and the more people I meet, I find highly intelligent, incredibly gifted, and successful people who never attended college.  It is sad to think these people wouldn't view themselves as anything less than brilliant. 
The piece that surprised me the most was that 98% of students in kindergarten scored at the genius level for divergent thinking.  The same students were re-tested years later and the percentages decreased. (I actually didn't see or hear the exact percentages, but I could tell they decreased from the rest of the conversation.  Maybe it was my computer, so if you heard them, let me know.)  One would think that these percentages would get better as students learned more and got older.  It is sad that small children are good at something so valuable, but they lose it because somewhere along the way they learn that there should only be one right answer.
My question is similar to Rick's.  How can we show value or even cultivate important things such as divergent thinking, creativity, real-world problem solving, and other "gifts" that aren't measured on a standardized test (that only has one right answer per question) when so much pressure and focus is on test scores?

REFLECTION ZONE: Possible New Math Materials Aligned with Common Core

Last week I attended a meeting for all middle school math teachers and special ed teachers as we took a closer look at a possible math program for next year.  The program was called digits.  It is aligned with the new Common Core Math Standards as one of the writers of the standards helped create this program.  It is an interactive math program.  I liked that it had great visuals to help teach students concepts.  It was created with the Understanding by Design thinking in mind as well.  Each lesson there is an essential question that the students are presented, and by the end of the lesson students are held accountable to answer that question in writing.  I like that part of the exit ticket for the day has the students write and explain what they know.  It is within their writing where I can determine if each student understands the topic.  One piece that was new with this program was that students are encouraged to complete their daily work online.  A positive would be that we would not use classtime to evaluate the work as the computer would record how many questions each student answered correctly.  All of these questions are multiple choice or fill in the number.  I do wonder about students (and parents) making this transition.  I would predict that this would be a huge learning curve as this would be very new to many.  I worry about students logging on to a computer, trouble shooting technology, AND trying to get homework done.  There could be some struggles as well as some valid excuses for not being able to complete the work. Also, not all our students have internet access, or the necessary access for this program. Another positive was that the work could be differentiated for each student.  Some could have deeper level thinking problems that call for application or synthesizing while others could be working on the exact same concept, but at a more basic level.  The program also includes interventions if a student is having difficulty with any of the topics.  While there could be a lot of curveballs to starting a math program like this, and there would be a great deal of time and energy needed to explore and implement something so new, I am still interested in trying digits. I will be interested to see what our district decides. 

REFLECTION ZONE: Becoming a Stronger Writer



Within the game of basketball, how do you become a better shooter?  My coacher would say, "SHOOT - get outside and shoot."  Take the feedback you are given during the season and from camps, and keep practicing.  How do you become a better writer?  Write.  Take the feedback provided and write, rewrite, re-read, and revise.  Over the past two months I have grown as a writer.  I have many people to thank for this growth. One being my accountability partner who spent numerous hours reading and re-reading my paper.  His comments and help with APA format have helped me learn and grow. While I learned a lot using my APA manual, I learned even more from his comments as I saw the rules applied to my writing. My teachers also provided help in comments to improve my paper, and so did two other community members.  It is all appreciated and all the help has played a role in improving my paper and writing skills.  I have also had the opportunity to proofread and work with three other community members as they are in the process of improving their papers.  Reading, thinking, writing, and revising all require work, time, and energy, but doing these things make one a better writer.  I have learned a great deal during the writing and revisions and proofreading and re-proofreading period, and I have grown as a writer.



REFLECTION ZONE: Greatest Diverstiy Issue - Acceptance of Differences

I think one of the greatest diversity issues at our school is students being able to accept other people's differences.  The middle school years are a difficult time for all students, as many are insecure about themselves.  I think this factor contributes to the reason why some really struggle with accepting kids who are different - weigh more, dress differently, don't wear their hair the same... Sometimes an insecure student finds it easier to pick on someone else who is different, so his/her differences don't stand out.

I do not know how to stop the hurtful comments that students make, but I believe it is our job as educators to "sweat the small stuff."  We must not act like we didn't hear a rude remark, but instead take the time to talk to the students making them.   

I think taking time to build a classroom community is a good place to start.  Community can be built by implementing daily greetings, taking time for short activities/energizers, or giving students an opportunity to share.  If students get to know others who are different, and develop relationships with people who are different than they are, they might learn that they aren't so different, and there is a better chance the hurtful comments will stop. I don't have the answer, but I believe the more community we take time to build, the fewer problems we will have.

After watching the news about a recent school shooting I see an even more urgent need to take the time to build community and meet students' need to belong, be acknowledged, and be accepted.  I believe that making time to meet these needs contributes to students accepting each other and students enjoying school. If students enjoy school they will want to come to school, therefore improving student attendance and therefore improve student learning. 



REFLECTION ZONE: I Learned New Things!

I have learned a lot from completing my action research.  Besides learning the effects of cultivating a growth mindset from analyzing the results of my data I learned a great deal more.  I became much more familiar with Xcel and how to create the graphs I wanted to best demonstrate my findings.  It was not an easy process since I have not used Xcel this way for some time.  I ended up playing around with it until it did what I wanted.  I also called my brother quite a bit too.  I am not an expert, but I definitely improved my skills.  I also learned more about APA format in the 6th edition.  This too, I have not used for some time, so there was a great deal of time spent looking up certain situations to write my professional paper.  I appreciated my proofreader who also pointed out things I missed.  When I went back to double check the correct procedure I learned more about this process too.  I also learned how to make comments in word.  I had never used this feature before, and I enjoyed being able to comment on other's papers this way.  It works slick, as it allows a proofreader to provide clear feedback without printing a hard copy.  I definitely learned a lot from writing my action research paper. 

                              

REFLECTION ZONE: The Right Fit for Henry (Differentiation)

I read an article entitled "The Right Fit for Henry," which appeared in the February 2012 edition of Educational Leadership.

This article was about how schools can help students who are twice-exceptional.  I learned that a twice-exceptional student is any gifted student who has a disability. This article was about a second grade boy named Henry.  His teacher recognized his talents, so he was tested, and he qualified for the Challenge Program. This was an all-day magnet program with advanced curriculum for gifted children.   He did well socially and academically when he could demonstrate his knowledge verbally.  However, he really struggled with reading and writing.

Instead of returning to the general education, his teachers implemented a plan where Henry would stay in the Challenge Program, but also have an IEP where he would get reading and writing support and receive various accommodations.  The school provided services for both types of exceptionality for one student.  This school took pride in tailoring Henry's education to meet his specific needs.

Many times students like this are:

1.) identified as gifted, but their learning problem goes without notice (receive attention for giftedness with no remediation)

2.) not identified in either area (do not receive attention for giftedness or struggles)

3.) identified as learning disabled, but not as gifted (receive remediation, but no attention to giftedness)

Examples 1 & 3 would be examples of the danger of a single story.  Sometimes I am surprised when I learn a student who does really well in math class is really struggling in reading or vice versa.  Sometimes I assume a child in the gifted program learns all material fairly quickly and easily.  I should not make assumptions about students or their abilities.  Because of this, I am seeing the need to have more data on students to meet them where they are at, and to best help them to learn.  I feel our school is working at doing a better job of this with RtI, but we have a ways to go.  I think schools will need more teachers, and teachers will need more prep time in order to successfully tailor each student's education to their learning style and level effectively. 

REFLECTION ZONE: Seven Norms of Collaboration & Effective Meetings

Seven Norms of Collaboration & Effective Meetings

1.     Pausing

2.     Paraphrasing

3.     Posing Questions

4.     Putting Ideas on the Table

5.     Providing Data

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

What could I use from this information that would be helpful in my work setting?

I could introduce the seven norms to my team.  The norms might help to enhance the quality and productivity of our team meetings.  Personally I could work on pausing and paraphrasing.  Pausing and taking time to understand someone's comments before I respond can be very beneficial.  If everyone did this, the conversation may go deeper at a quicker pace.  Paraphrasing someone's ideas proves to clarify any misunderstandings before we get too far.  It also acknowledges that I am listening to the speaker.

What barriers could hold me back?

Possible barriers include the time to implement the norms with integrity and making sure everyone wants to follow the norms.  It seems taking this on would mean everyone has to be on board.  If everyone is not in agreement I do not see the norms making a positive impact.  Getting everyone interested might be a barrier.  The time to introduce, follow, and reflect would be a barrier at first.  Once established, time would not be a barrier as following the norms would become more routine.   

REFLECTION ZONE: Differentiation

Differentiation

Learning that fits "Just Right!"



Since all students are at varying levels, learn differently, and at different rates, differentiated instruction provides ways for all students to learn regardless of their differing abilities.  I agree with the other posts, that differentiated instruction aims to meet the needs of all learners.  I think of Goldilocks, when I think of differentiated instruction.  Some concepts might be too big, or too small, but differentiated instruction makes learning "just right."
At our school we have three levels of math classes - accelerated, math, and team taught.  Within each of these classes I try to provide accommodations for students who need them.  The best explanation of an accommodation is the following.  Your goal is to have a student change a light bulb.  Some students are shorter than others and may need a ladder to accomplish the task.  accommodations are the ladders.  Some examples would be allowing students to use a multiplication table, a prime numbers chart, the factor mobiles, or their notes in order to accomplish the same task as everyone else.  Different classes work on the same concepts, but work on different problems, or different depth of knowledge problems.
The interventions we use are differentiated.  Rocket math allows students to progress at their own speed.  Compass software assigns students their own learning path.  This is determined based on their weaker areas identified by the MAPS test.  The program is tailored to meet the needs of each learner.  On the other spectrum, strong math students have the opportunities to participate in math meets that we host twice a year or the Math Masters competition. 
I know I could differentiate more.  I found it very interesting and helpful to read everyone's posts to see how each person does this in his/her own class.



REFLECTION ZONE: Harper Grace Marish

Harper Grace Marish

Born: Tuesday, December 20, 2011

          11:07 am

Weight: 6 pounds 11 ounces

Length: 19 inches long