Hazen's MGI 2015 Blog: August 2015

Wednesday, August 26, 2015

Learning Scales reflection

In reflecting on where I fit on the learning scales I feel I fall between developing and proficient on both #1 and 2.
I do very well at collecting the story of student learning but could improve upon sharing with a group.
Currently I post to my website. This year I will look into connecting to a group blog. In regards to #2 I reflect often on student performance informally but could improve on this in a deliberate formal way.

Barb's PLP

What can I say... Big goals to get to proficient... All year- let's go-

I think I am at this stage because I have a lot to learn but I have some back ground.

Formatting off due to technical difficulties🙀🔥

1	Getting Started	Developing	Proficient	Transfer
Collecting and Reflecting on Our Students’ Performance	I am here I’m considering the best ways to collect and reflect on the story of my students learning this year in ways that improve my capacity—and my colleagues’ capacity—to improve student performance. I am here	I’ve identified and committed to collecting and reflecting on the story of my students’ learning in ways that improve my capacity—and my colleagues’ capacity—to improve student performance.	I collect and reflect on the story of my students’ learning in ways that improve my capacity—and my colleagues’ capacity—to improve student performance and share on our group blog and during our meetings.	Collecting and reflecting on the story of our students’ learning this year has helped me and my colleagues design learning in ways that have improved student performance.

Having not met my students yet, and considering the wealth of resources and things I "could" do to

get to know them as learners, I definitely feel like I'm just getting started.

Please highlight in yellow where you currently are with this particular skill:

Comments / questions about where you are in your development of this particular skill:

2	Getting Started	Developing	Proficient	Transfer
Formative Assessment	I’m revisiting / getting familiar with this concept of formative assessment—one of the most high-yielding strategies in education, when it comes to improving student performance.	I design more targeted practice and invite students to play a more active role helping me diagnose how / whether to adjust my / our approach in order to improve performance.	I can design targeted practice that increasingly looks like the desired performance, and I use student performance results and their feedback to inform my / our next steps.	I’ve been / begun practicing formative assessment in other settings to target practice and seek information to inform my /our next steps.

🐆🐆🐆🐆🐆🐆

I think I'm getting started on collecting and reflecting on thr story of my students learning. I feel like i say this as I need to be open all the time to the changing needs of young adolescents. This means I need to be aware of where they are starting, where they need to go and being intential in my planning on getting them there. I also think the way this is worded makes me stop and think about exactly what it means.

I have been committed for years to designing targeted formative assessments that show me where learners are at and what I need to do to get them there.

What I need:

Clarification on what the first rubric piece means. How it connects to 1:1. I also need more time to work out the glitches that roll-out is about to throw at us.🐣🙏🐲🐀

Barb's PLP

1	Getting Started	Developing
Collecting and Reflecting on Our Students’ Performance	I’m considering the best ways to collect and reflect on the story of my students learning this year in ways that improve my capacity—and my colleagues’ capacity—to improve student performance.	I’ve identified and committed to collecting and reflecting on the story of my students’ learning in ways that improve my capacity—and my colleagues’ capacity—to improve student performance.

Generally speaking, I do collect and reflect on "student stories." However, since this is a new way to do that, I am clearly not proficient at using the blog for this purpose.

2	Getting Started	Developing	Proficient
Formative Assessment	I’m revisiting / getting familiar with this concept of formative assessment—one of the most high-yielding strategies in education, when it comes to improving student performance.	I design more targeted practice and invite students to play a more active role helping me diagnose how / whether to adjust my / our approach in order to improve performance.	I can design targeted practice that increasingly looks like the desired performance, and I use student performance results and their feedback to inform my / our next steps.

All of my teaching revolves around the iterative process of formative assessments. The indicators of student achievement are the primary drivers of instruction.

* The smooth use of I-pad would be helpful.

Allie's Self Assessment

I look forward to implementing what I have learned, adjust my material, and continue to grow as an educator.

Continued...

2	Getting Started	Developing	Proficient	Transfer
Formative Assessment	I’m revisiting / getting familiar with this concept of formative assessment—one of the most high-yielding strategies in education, when it comes to improving student performance.	I design more targeted practice and invite students to play a more active role helping me diagnose how / whether to adjust my / our approach in order to improve performance.	I can design targeted practice that increasingly looks like the desired performance, and I use student performance results and their feedback to inform my / our next steps.	I’ve been / begun practicing formative assessment in other settings to target practice and seek information to inform my /our next steps.

Please highlight in yellow where you currently are with this particular skill

Comments / questions about where you are in your development of this particular skill: As a school counselor, I am not familiar with formative assessments.

Build Your Own:

3	Getting Started	Developing	Proficient	Transfer
Using Nearpod in the classroom			I can use Nearpod in the classroom with students utilizing relevant links.

Susannah's rubric

1	Getting Started	Developing	Proficient	Transfer
Collecting and Reflecting on Our Students’ Performance	I’m considering the best ways to collect and reflect on the story of my students learning this year in ways that improve my capacity—and my colleagues’ capacity—to improve student performance.	I’ve identified and committed to collecting and reflecting on the story of my students’ learning in ways that improve my capacity—and my colleagues’ capacity—to improve student performance.	I collect and reflect on the story of my students’ learning in ways that improve my capacity—and my colleagues’ capacity—to improve student performance and share on our group blog and during our meetings.	Collecting and reflecting on the story of our students’ learning this year has helped me and my colleagues design learning in ways that have improved student performance.

Please highlight in yellow where you currently are with this particular skill:

Comments / questions about where you are in your development of this particular skill: I am interested in creating immediate feedback, and connecting links in nearpod for my students. I will need much more training.

I really need to practice using an IPad

I can....come up w something later.

PLP 2015

This is my PLP document; Georgia's PLP 2015

Reflections:

I feel I am "Getting Started" with Collecting and Reflecting on Student Performance. I still have not identified the BEST way to reflect on student performance in an individualized way.

I am "Developing" Formative Assessments because I need to develop some great rubrics for each ELO, and I need the time to do that so that my Formative Assessments can be better targeted and students will be able to better reflect on their performance.

self-assessment

Reflection is a huge part of being a teacher, and I constantly try to document successes so that they may be shared, celebrated and reflected upon.

Assessments fall into the category that encompasses "need improvement". This is a constant for me, however I predict the amplitude of apps will improve my assessment craft.

Modeling Proficiencies: Learning Targets & Scales

Please open this google doc then make a copy of it and rename it for yourself!

Learning is magical!

Susan as learner

Networking & Connections

Barb in her element

By floating through life with my eyes wide open, ready to engage and learn when the right moment happens.

I am a dolphin-like learner because sometimes I search deeply for meanings. Other times the fun of the task is important. Most importantly, play with colleagues is a giant part of success.

I chose this "wombat" because it makes me smile as it does trey.

Goat to Cow

Communicating is priority!

Allie's Learning Style

After learning new content, I need space, alone time, and a good night's sleep to process the information. I like independence, but also enjoy working with a pack.

I am a barnacle

My learning style is like a barnacle. I am set in my ways and I find great frustration when I am expected to learn in a way that is out of my comfort zone.

This being said, I have gotten through schooling with teachers and professors who do not all teach in this way (although, most math teachers do, so that's probably why I gravitate towards this subject!). I have had to adapt to my teachers' teaching style, even though all I want to do is be a barnacle.