We are at the mid-point of the Sol LeWitt project. The prototyping and drafting stages are complete. Designs are up on the panels and a few of Ms. Firavanti's sections started painting. At this midway point the creators of the project sat down to share their observations. Included in this post is a raw audio file of the interview. It is interesting to listen to those involved about how the process has unfolded with tangible variations between the different classes. Additionally, some of the commentary shared by Mr. Madden (@ahab6633) and Ms. Firavanti (@intherye) shed light on the need to reconsider how we view collaboration as well as positioning students to observe the actions of others.
Thursday, September 27, 2012
Tuesday, September 25, 2012
Thursday, September 20, 2012
New Teacher Meeting
We held our first K-12 new teacher meeting for the year. Along with three other educators, our team has assumed responsibility for developing a new teacher program for the year. We decided to start the program {(we meet once a month after school for one hour) with the Domino Activity.
New teachers were greeted and handed a Ziploc bag containing 10 dominoes. At first a range of skeptical looks crept across the faces of some of the new teachers. This was understandable. It certainly is not common practice for teachers to arrive at a meeting and be handed a bag filled with dominoes.
However, this slowly started to change after explaining the challenge. In twenty minutes teachers had to use all of the dominoes (each bag contained 10, 40 teachers present for the session, while another hundred were scattered across the cafeteria floor) and create a pattern where one could be tipped over and the rest would fall. At the end of providing directions new teachers were informed that this exercise was done with 9th graders and they had finished within the twenty minute time limit. With that last statement still hanging in the air new teachers vigorously attacked the challenge.
Our new teacher cohort finished just under the time limit with only a minor hesitation during the final attempt. The activity led to a stimulating discussion about objectives associated with the challenge and how this activity could be applied across all grade levels and content areas. Specifically, it followed a principle we agreed on that new teachers would be active in creating during these sessions. In building a session around a design challenge, important concepts such as collaboration, communication and problem-solving are thrust to the forefront. Additionally, new teachers are positioned to observe one another. Sense not only has to be made about how one approached the challenge, but each participant also has to reflect on the actions and decisions of their teammates. Empathy is inherent to any challenge and is true for the Domino Activity. Depending on one's comfort with the domino challenge, teachers develop a sense of empathy that could bridge to those students who struggle to address academic tasks.
New teachers were greeted and handed a Ziploc bag containing 10 dominoes. At first a range of skeptical looks crept across the faces of some of the new teachers. This was understandable. It certainly is not common practice for teachers to arrive at a meeting and be handed a bag filled with dominoes.
However, this slowly started to change after explaining the challenge. In twenty minutes teachers had to use all of the dominoes (each bag contained 10, 40 teachers present for the session, while another hundred were scattered across the cafeteria floor) and create a pattern where one could be tipped over and the rest would fall. At the end of providing directions new teachers were informed that this exercise was done with 9th graders and they had finished within the twenty minute time limit. With that last statement still hanging in the air new teachers vigorously attacked the challenge.
Our new teacher cohort finished just under the time limit with only a minor hesitation during the final attempt. The activity led to a stimulating discussion about objectives associated with the challenge and how this activity could be applied across all grade levels and content areas. Specifically, it followed a principle we agreed on that new teachers would be active in creating during these sessions. In building a session around a design challenge, important concepts such as collaboration, communication and problem-solving are thrust to the forefront. Additionally, new teachers are positioned to observe one another. Sense not only has to be made about how one approached the challenge, but each participant also has to reflect on the actions and decisions of their teammates. Empathy is inherent to any challenge and is true for the Domino Activity. Depending on one's comfort with the domino challenge, teachers develop a sense of empathy that could bridge to those students who struggle to address academic tasks.
Tuesday, September 18, 2012
Sol LeWitt Observations Day #1 and #2
I wanted to share a quick observation from the Sol LeWitt inspired project 9th graders started last week.
The drawing group had to move from the prototyping phase to agreeing on a design for the panel. Each individual in the drawing group was given between 10-15 minutes to read through the directions (see below) and sketch out a potential pattern on a drafting sheet. At the end of he prototyping phase the drawing group had to come together, examine each prototype and agree on one design for the panel.
It was interesting to see how each drawing group went about the process of reaching a final decision. In some cases, individuals stepped forward and facilitated a conversation that led to a collaborative decision. These individuals comfortably assumed a leadership role, but were cognizant of including all members in the conversation. Other groups struggled to organize a communal discussion and the final decision was more the result of a few assuming the responsibility for the group to reach an agreement.
I was struck by the stark contrast between periods. Again, some drawing groups excelled during the decision-making process while other clearly struggled. It highlighted a need to mentor students through collaborative problem solving / decision making. Throughout the K-12 experience students work as teams, but I wonder how much we compel learners to reflect on the collaborative process. The differences between periods was not subtle and brings to the forefront the need for educators to think about building a cooperative capacity within each learner. We cannot assume students know how to work together but instead, this is a skill that has to be nurtured.
Moving forward in the project it will be interesting to see if students can efficiently and effectively work together. The project is structured in a way were decisions have to be made by students within a condensed time frame. It's worth observing and noting whether students make a conscious effort to become more effective communicators and collaborators.
The drawing group had to move from the prototyping phase to agreeing on a design for the panel. Each individual in the drawing group was given between 10-15 minutes to read through the directions (see below) and sketch out a potential pattern on a drafting sheet. At the end of he prototyping phase the drawing group had to come together, examine each prototype and agree on one design for the panel.
It was interesting to see how each drawing group went about the process of reaching a final decision. In some cases, individuals stepped forward and facilitated a conversation that led to a collaborative decision. These individuals comfortably assumed a leadership role, but were cognizant of including all members in the conversation. Other groups struggled to organize a communal discussion and the final decision was more the result of a few assuming the responsibility for the group to reach an agreement.
I was struck by the stark contrast between periods. Again, some drawing groups excelled during the decision-making process while other clearly struggled. It highlighted a need to mentor students through collaborative problem solving / decision making. Throughout the K-12 experience students work as teams, but I wonder how much we compel learners to reflect on the collaborative process. The differences between periods was not subtle and brings to the forefront the need for educators to think about building a cooperative capacity within each learner. We cannot assume students know how to work together but instead, this is a skill that has to be nurtured.
Moving forward in the project it will be interesting to see if students can efficiently and effectively work together. The project is structured in a way were decisions have to be made by students within a condensed time frame. It's worth observing and noting whether students make a conscious effort to become more effective communicators and collaborators.
 |
| Day #2 Drawing Directions |
Friday, September 14, 2012
Process and Product: Sol LeWitt Inspired Project
Over the summer I worked with a few teachers to develop an introductory experience for 9th grade students. In general the governing framework for 9th grade has been redesigned to provide teachers common planning time and to create a core set of outcomes. Before school ended teachers and administrators came together to develop a set of key learning outcomes (Critical Reading, Problem Solving, Research, Communication and Collaboration). Curriculum, assessments and lessons would be anchored by these outcomes. Additionally, an overarching goal is to ensure that students grow in each of these areas over the next ten months.
Several of us thought it would be valuable to start the year by privileging these outcomes through a somewhat unique experience. As opposed to just presenting and having a discussion about the outcomes, it was believed that students need to live these expectations. It's believed by doing, the key learning outcomes become relevant and meaningful within the lives of our students. So we created the Sol LeWitt Inspired Project for the Freshman Experience (this link provides a strong overview, the finished draft contains rotations schedules and growth measurements). Over the next three weeks (we hope), students will be striving towards producing a wall mural that is inspired by the work of Sol LeWitt.
We are not sure how it will turn out or how long it will take. However, to an extent it does not matter. Another collective belief was valuing the process more than the finished product. Often kids are focused on the end point or the relief of meeting a deadline and as a consequence fail to reflect during and after the completion of a task. The LeWitt project is structured to where reflection is a core element and for most of the time, students are observing and commenting on their work and the work of their peers.
Included below is an unedited interview with two of the teachers involved in the experience. This interview was conducted on the eve of the project. At this point students had only been introduced to LeWitt and his work and a broad overview of the next few weeks was disseminated.
Feel free to take a look at the experience and follow student's progress via #mshlewitt.
Several of us thought it would be valuable to start the year by privileging these outcomes through a somewhat unique experience. As opposed to just presenting and having a discussion about the outcomes, it was believed that students need to live these expectations. It's believed by doing, the key learning outcomes become relevant and meaningful within the lives of our students. So we created the Sol LeWitt Inspired Project for the Freshman Experience (this link provides a strong overview, the finished draft contains rotations schedules and growth measurements). Over the next three weeks (we hope), students will be striving towards producing a wall mural that is inspired by the work of Sol LeWitt.
We are not sure how it will turn out or how long it will take. However, to an extent it does not matter. Another collective belief was valuing the process more than the finished product. Often kids are focused on the end point or the relief of meeting a deadline and as a consequence fail to reflect during and after the completion of a task. The LeWitt project is structured to where reflection is a core element and for most of the time, students are observing and commenting on their work and the work of their peers.
Included below is an unedited interview with two of the teachers involved in the experience. This interview was conducted on the eve of the project. At this point students had only been introduced to LeWitt and his work and a broad overview of the next few weeks was disseminated.
Feel free to take a look at the experience and follow student's progress via #mshlewitt.
Notes from Linda Darling-Hammond Keynote Address
Linda Darling-Hammond Keynote Address
K-12 & Higher Education:
A Shared Responsibility to Impact Teaching Practice
These are my notes and interpretation of the keynote address
Session Notes
-What do effective and equitable teachers know and do?
- high level of structures
- high level of planning
- belief in what students are capable of achieving
- for example calling students scientists in a lab class or historians in social studies
- work is explicit in classrooms in Finland, Singapore
- it is part of the accountability system K-12
- engage teachers in active learning
- create intellectually ambitious tasks
- use variety teaching strategies
- assess student learning to adapt teaching to student needs
- create effective scaffolds
- clear standards, constant feedback (students can define own strategies), opportunities for revising work
- achievement impacted by information part of feedback process
- end of feedback process is the chance for students to revise
- educators have to create space in curriculum for revision opportunities
- develop and effectively manage collaborative classroom
- learn to see, hear and understand the child
- always trying to find out child's strengths
- reinforcing confidence and competence
- continually develop culturally responsive pratices
- reach out to families
- culturally connected and caring
- do teachers have the time to connect with students in meaningful ways
- do we provide opportunities for students to reflect and think about learning and their needs
- strong academic background
- quality preparation to entry
- certification in field taught
- experience national board certified
- effectiveness of peers- gains when teachers work in teams, teaching is a team sport
- student availability for learning
- available resources
- well-designed PD can improve practice and increase student achievement (must be consistent)
- extensive focus on teaching students with special needs, know deeply how to support others to learn
- do research, conduct a thesis about teaching (studying children and teaching)
- spend a year in a model school
- explicit curriculum to learn how to teach, merger of course work and clinical work
- looping- spend time with students beyond one year
- teach same course more than one year
- access to high-quality curriculum materials
- chance to learn from expert peer
- work with a team to plan curriculum
- carefully develop student teaching
- courses in content and pedagogy
- focus on learning specific practices and applying in clinical experience
- study local district curriculum
- portfolio or capstone project tying to theory to practice
- program coherence and common vision
- School- university partnership that support that vision and create a clinical curriculum
- looking at student learning and deconstructing what is observed
- How often do teachers get a chance to observe a class? Structure established where teachers get observed but rare when examine students and peers in non-teaching role
- evaluate teachers and preparation programs with performance assessments (California, Connecticut)
- do we need to more mirror medical school process
- tiers of performance measures
- interdisciplinary learning
- problem-solving
- reading and writing across the curriculum
*professional development schools- rethinking partnership between higher ed prep programs and K-12 for student teaching experience
- data sharing between organizations
- professional development between organizations
- collaboration between organizations
Tuesday, September 11, 2012
Student Blogging
At the start of school, more teachers have asked students to maintain a blog. Through their Google apps accounts, students are accessing Blogger to establish a personal digital space. While communal spaces such as Moodle and Schoology have become commonplace across classrooms at the high school, encouraging students to maintain a personal space has been slow to develop. However, the first few days of school has witnessed a change and teaches are reserving time during the introduction process for students to create a blog.
One English teacher is having all of her 9th grade students maintain a blog. Students will use this space to archive reflections, offer commentary on ideas shared during class and to post finished products. Learners are also encouraged to follow one another and provide feedback on each others posts. As opposed to a limited feedback loop, an entire class can participate in the process of offering constructive commentary. Learners should benefit from the expanding range of perspectives fostered through a growing blogging culture. Subtly, through their diligence in maintaining a personal digital space, students will see that writing is a public act. As New York teacher Ileana Jimenez says, “Writing should be public, it should give a sense of urgency and visibility… for students to feel that their writing has a voice in the world.”
I wanted to share an opening snippet from an initial assignment. 9th grade students were to read, analyze and share reactions to the Bruce Mau's Incomplete Manifesto for Growth. In class, students were broken into small groups where they discussed and debated select parts of the manifesto. As a class, a poll was taken to see which points resonated most. Outside of class, students were to reflect about one point on their blog. I want to share the following insight offered by one of our 9th grade students about #19- Work the metaphor: Every object has the capacity to stand for something other than what is apparent. Work on what it stands for. It's refreshing to read a personal and genuine response. The nature of the assignment, time to think and space to voice an opinion led to a insightful and stimulating post- with the chance to further a deep and meaningful communal conversation
One English teacher is having all of her 9th grade students maintain a blog. Students will use this space to archive reflections, offer commentary on ideas shared during class and to post finished products. Learners are also encouraged to follow one another and provide feedback on each others posts. As opposed to a limited feedback loop, an entire class can participate in the process of offering constructive commentary. Learners should benefit from the expanding range of perspectives fostered through a growing blogging culture. Subtly, through their diligence in maintaining a personal digital space, students will see that writing is a public act. As New York teacher Ileana Jimenez says, “Writing should be public, it should give a sense of urgency and visibility… for students to feel that their writing has a voice in the world.”
I wanted to share an opening snippet from an initial assignment. 9th grade students were to read, analyze and share reactions to the Bruce Mau's Incomplete Manifesto for Growth. In class, students were broken into small groups where they discussed and debated select parts of the manifesto. As a class, a poll was taken to see which points resonated most. Outside of class, students were to reflect about one point on their blog. I want to share the following insight offered by one of our 9th grade students about #19- Work the metaphor: Every object has the capacity to stand for something other than what is apparent. Work on what it stands for. It's refreshing to read a personal and genuine response. The nature of the assignment, time to think and space to voice an opinion led to a insightful and stimulating post- with the chance to further a deep and meaningful communal conversation
"Work by the metaphor," a phrase, that is, according to Bruce Mau,
essential to the "incomplete manifesto for growth." Bruce Mau defines
"work by the metaphor" as every object has the capacity to stand for something other than what is apparent. I
see this, the ability to see beyond the surface, dissect the true
meaning, or in the more cliché way of saying it, "reading between the
lines," as a true sign of maturity, something that goes hand in hand
with growth. As people grow into the person they are destined to be,
which usually happens in the teenage years, their maturity is defined.
Your maturity is not only the unit of measurement for how well you can
handle things, but also shows what kind of person you are below the
surface.
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