bondelm
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bondelm
ParticipantPart 1: On the discussion board, share one station activity idea you have that aligns to your content area. This can be for a teacher-led station, a technology-based station, or a collaborative station.
Part 2: Browse the ideas on the discussion post and respond to 2 posts with additional ideas, constructive feedback, or ideas for enrichment or extension.I’ve been thinking a lot about writing, and specifically how students can take more ownership of improving their writing. I’m envisioning a revision rotation that includes 1) teacher conferencing about goals and/or targeted practice on specific writing skills (e.g. embedding quotes, etc.), 2) use of AI revision tools, and 3) peer feedback/conferencing.
ParticipantWhat does the station rotation model look and sound like in your classroom from the student perspective? What about the teacher perspective?
The station rotation model from the student perspective looks like an opportunity for students to received targeted, individualized instruction and feedback from the teacher, as well as independent skill practice, and an opportunity to learn from peers and practice soft skills through collaboration. From the teacher’s perspective it is better addressing the individual needs of students, though it make take additional planning and structured implementation.
ParticipantThinking back to the information you just learned about station rotation, which of the stations would you most like to use in your classroom?
The collaborative station is one that I’d readily use. I know that students are learning when they are provided the opportunity to learn from each other, and I am comfortable creating learning tasks that provide for this.
ParticipantWhat are instructional activities that work best in a teacher-led, small group setting?
-Small group skill practice
-Differentiated small group intervention/support and/or extensionParticipantThis short unit of study focuses on interview skills.
https://docs.google.com/document/d/13JHV0eyd7vAE2ww3aSQFA5gncHjpbnrUwsAgmgKGLzU/edit?usp=sharing
ParticipantWhat I’m most excited about trying with playlists and hyperdocs are opportunities for students to revise and improve their own writing. There are a lot of opportunities in playlists and hyperdocs to have students hone their writing skills in a very individualized way. I could see hyperdocs or playlists being used as student revise their essays and they can chose what they think they need to work on the most (or with the prompting/suggestion of the teacher).
ParticipantFor writing, I like the idea proposed in Cult of Pedagogy that provides specific “choose your own adventure” tools/actions for students to take as they revise their writing. For example, students can select a “add dialogue” option and get specific instruction on adding dialogue to writing. I could see using this structure for frequently occurring writing challenges (e.g. beef up my thesis, add impact to my conclusion, etc.).
ParticipantI’m a big fan of the tic tac toe structure. It doesn’t require quite as much creativity as a full scale hyperdoc but still offers students a good amount of choice. What I would like to see in terms of a resource is how teachers have taken fairly structured curriculum unit guides and turned them into hyperdocs and/or developed playlists within parts of the unit.
ParticipantMy biggest concerns with playlists (and more so hyperdocs) is that they include a lot of different assessment methods and can greatly impact students’ grades if students are not working productively and if the teacher has not structured sufficient check ins.
ParticipantWhat are some methods you have used with students who need extra time on classwork?
What are some methods you use for those who finish early?For students who need extra time, I try to rethink the assignment–What are the most essential tasks that demonstrate student understanding? Are there more efficient ways for the student to convey his/her understanding (e.g. oral, etc.). Typically, this would have been accomplished at the planning state, but if student data reflect a need for more time, I could adjust during the lesson as well.
For student who finish early, I try to think of an extension of the knowledge/skills. It’s important with extension activities that student buy-in is there (often because of an element of choice) so that it’s not viewed as merely extra work. Another method might be providing the student the opportunity to teach others.ParticipantA description of your lesson and approach to flipping
An explanation of how your flipped lesson incorporates multiple levels of thinking.In a lesson on interview skills, students watch videos of good interviews and an interviews needing improvement. Embedded questions prompt students to identify what is working well or what needs improvement. When students are in the classroom, they will work through a menu of activities designed to prepare them for their own interview. These include 1) a written reimagining of one answers from the videos they watch, 2) small group rehearsal of frequently asked interview questions, and 3) self assessment and development of a learning plan for specific parts of the interview.
ParticipantHow might utilizing a peer feedback routine increase student engagement? What is the connection between feedback and student agency in learning?
Utilizing a peer feedback routine puts students in the driver’s seat. It establishes that they are knowledgeable, capable learners and provides students an opportunity to learn through helping and supporting others. When coupled with goal setting and reflection, it provides a powerful tool for students to take control of their learning.ParticipantIn addition to the resources shared in this chapter, share an activity you have successfully used to build relationships in your classroom. Be sure to include the necessary steps, resources, and any helpful pointers.
I’ve found teambuilding activities (e.g. straw towers, cup towers, card houses, etc.) to be helpful in building relationships with students. These activities allow students to collaborate in a non-threatening, light-hearted way, and it isn’t tied to specific content knowledge so all students can participate and feel like they’re contributing.
In thinking about establishing relationships, what I think is extremely important is taking time to also share about yourself. It models vulnerability and conveys to students that you too are interested in sharing about yourself.
ParticipantHow might you create new opportunities so that each student begins to actively drive their own learning?
What connections do you see between John Hattie’s advocacy for teacher learning communities and Amy Berry’s Engagement Continuum?
What is the connection between collective teacher expertise and empowering active student engagement?My biggest take away from Chapter 1 was the intentional shift that needs to occur as students transition from participating to investing and investing to driving. If students are going to get to the level of driving their learning, there needs to be an intentional planning that supports students’ metacognition. We’ve focused a lot on structures for discourse and collaboration, which support many of the manners of engagement (social, physical, etc.); structures that support metacognition are just as important. I can create opportunities for students to actively drive their own learning by incorporating consistent structures for goal setting, self-monitoring, and reflection. I see a connection between Hattie’s research on collective efficacy and Berry’s engagement continuum in that both maintain the important of the learner driving the learning.
ParticipantI hadn’t heard about whiteboard.fi before. I could see it being used for quick checks for understanding and formative assessments. I could also see it beign used to provide additional scaffolds to students who need them. Also, since our district has turned off our ability to chat with students, I think it also could serve as a way for students to signal to the teacher that they need additional assistance or clarification. Some students are more comfortable chatting than raising their hand and asking questions aloud.
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