We'll be meeting at Janet's house for our April 16th meeting to hear from Claire and Dori in a Back to the Future Protocol, Tuning Protocol or Charrette (still deciding!) and a Consultancy Protocol. Check your email for directions--looking forward to seeing you there!
Wednesday, April 15, 2015
Tuesday, March 17, 2015
March Meeting
Greetings, friends!
You should have received an agenda for the March meeting from me via email. Here are links to the protocols you'll need Wed. at 3:30 in the DVR:
ATLAS Protocol for Learning From Student Work
Probing Questions Exercise
Touchstones
You may also find useful:
The Pocket Guide to Probing Questions
And after looking over my CFG posts this year I realized I must apologize for the shocking lack of poetry! Here is one I hope speaks to you in this springtime, right before a pause to slow down, and in the time of the year we've looked at our children long:
To Look at Any Thing
by John Moffitt
To look at any thing,
If you would know that thing,
You must look at it long:
To look at this green and say,
'I have seen spring in these
Woods,' will not do--you must
Be the thing you see:
You must be the dark snakes of
Stems and ferny plumes of leaves,
You must enter in
To the small silences between
The leaves,
You must take your time
And touch the very peace
They issue from.
You should have received an agenda for the March meeting from me via email. Here are links to the protocols you'll need Wed. at 3:30 in the DVR:
ATLAS Protocol for Learning From Student Work
Probing Questions Exercise
Touchstones
You may also find useful:
The Pocket Guide to Probing Questions
And after looking over my CFG posts this year I realized I must apologize for the shocking lack of poetry! Here is one I hope speaks to you in this springtime, right before a pause to slow down, and in the time of the year we've looked at our children long:
To Look at Any Thing
by John Moffitt
To look at any thing,
If you would know that thing,
You must look at it long:
To look at this green and say,
'I have seen spring in these
Woods,' will not do--you must
Be the thing you see:
You must be the dark snakes of
Stems and ferny plumes of leaves,
You must enter in
To the small silences between
The leaves,
You must take your time
And touch the very peace
They issue from.
Tuesday, January 13, 2015
Community Conversation CFG Wednesday
Our CFG meeting centered around community conversations will take place tomorrow (Wed. 1/14) in the DVR from 3:30-5:30. Please bring your laptop with the video you'd like to share.
We'll use the Five Whys protocol as we look at the videos, so either bring your print copy or a way to access it electronically at the meeting.
In case you need a reminder of future CFG dates and locations (some locations have changed since the fall), here's a list for your reference:
Wednesday, January 14th in the DVR
Thursday, February 19th, in Platt Global Classroom
Wednesday, March 18th, in DVR
Thursday, April 16th, in Platt Global Classroom
Wednesday, May 27th, in DVR or TBA
See you tomorrow!
Kirstin
We'll use the Five Whys protocol as we look at the videos, so either bring your print copy or a way to access it electronically at the meeting.
In case you need a reminder of future CFG dates and locations (some locations have changed since the fall), here's a list for your reference:
Wednesday, January 14th in the DVR
Thursday, February 19th, in Platt Global Classroom
Wednesday, March 18th, in DVR
Thursday, April 16th, in Platt Global Classroom
Wednesday, May 27th, in DVR or TBA
See you tomorrow!
Kirstin
Saturday, December 13, 2014
Delving Into Community Conversations
Many thanks to Janet for the cozy candlelit CFG meeting this week during the power outage! During that meeting Tonya asked the questions:
How can we leverage our all LS inquiry planning experiences? Can we extend those common experiences in more depth as a CFG?
One way we agreed we could do this is to start videotaping some community conversations/kid talks/science talks/grand conversations to share with our CFG. Because of winter break the timeline for this is abbreviated, so I wanted to make sure I got a reminder out about this early--if you don't already have a video of a conversation you want to look at more carefully with your colleagues, please tape one before our next meeting on Wednesday, January 14th. The hope is that this is a safe forum for all kinds of kid talks--please feel as welcome to bring a video of a total flop of a conversation as you are to bring a successful discussion. The important criteria should be that you have something you want to learn more about--how to gauge how quieter students are processing the ideas, how to help dominating students balance their voice, what kinds of vocabulary children are demonstrating for building off one another's ideas, etc.
As an example, I know that when I look at the community conversations happening in our class, particularly early in the year, I'm often dismayed by how frequently my own voice is inserted into the conversation. I sometimes wonder if that guidance is as necessary as I think it is in keeping the conversation going for children who are just learning how to engage in dialogue. I've sometimes tried it with less teacher presence and had the conversations fail. You can read an example of one of our conversations where this dilemma is apparent here.
I am wondering: Are there stages of growth for community dialogue? If so, what stage are these children in? What kind of scaffolding can I provide as a teacher to gradually move them toward more independence, broader participation, habitual connection?
Another conversation we had at our meeting was around the question What would be required to make observation a regular practice? Among that list were:
-connect the observations to work that already is a 'have to.'
-look for already existing opportunities
-identify a planning time to observe so you don't feel like you're missing time with your kids
-look for ways observations begin to seem like a meaningful and integral part of the work instead of an extra responsibility
-use observations to begin to tell the story of the way individual students, particularly those who may be seen as challenges, are learning and growing
-use observations to develop case studies
One challenge some of us might consider in the next month is to invite another CFG member to do the videotaping for our community conversation, or to come in to be another set of eyes to help you watch a child, lesson, or experience.
Looking forward to delving into this work with you all--wishing you a restorative holiday!
PS The articles Tracy referenced about behavior and young children that we were looking at in Beginning School can be found here.
How can we leverage our all LS inquiry planning experiences? Can we extend those common experiences in more depth as a CFG?
One way we agreed we could do this is to start videotaping some community conversations/kid talks/science talks/grand conversations to share with our CFG. Because of winter break the timeline for this is abbreviated, so I wanted to make sure I got a reminder out about this early--if you don't already have a video of a conversation you want to look at more carefully with your colleagues, please tape one before our next meeting on Wednesday, January 14th. The hope is that this is a safe forum for all kinds of kid talks--please feel as welcome to bring a video of a total flop of a conversation as you are to bring a successful discussion. The important criteria should be that you have something you want to learn more about--how to gauge how quieter students are processing the ideas, how to help dominating students balance their voice, what kinds of vocabulary children are demonstrating for building off one another's ideas, etc.
As an example, I know that when I look at the community conversations happening in our class, particularly early in the year, I'm often dismayed by how frequently my own voice is inserted into the conversation. I sometimes wonder if that guidance is as necessary as I think it is in keeping the conversation going for children who are just learning how to engage in dialogue. I've sometimes tried it with less teacher presence and had the conversations fail. You can read an example of one of our conversations where this dilemma is apparent here.
I am wondering: Are there stages of growth for community dialogue? If so, what stage are these children in? What kind of scaffolding can I provide as a teacher to gradually move them toward more independence, broader participation, habitual connection?
Another conversation we had at our meeting was around the question What would be required to make observation a regular practice? Among that list were:
-connect the observations to work that already is a 'have to.'
-look for already existing opportunities
-identify a planning time to observe so you don't feel like you're missing time with your kids
-look for ways observations begin to seem like a meaningful and integral part of the work instead of an extra responsibility
-use observations to begin to tell the story of the way individual students, particularly those who may be seen as challenges, are learning and growing
-use observations to develop case studies
One challenge some of us might consider in the next month is to invite another CFG member to do the videotaping for our community conversation, or to come in to be another set of eyes to help you watch a child, lesson, or experience.
Looking forward to delving into this work with you all--wishing you a restorative holiday!
PS The articles Tracy referenced about behavior and young children that we were looking at in Beginning School can be found here.
Tuesday, November 4, 2014
Planning for A Greater Presence
At Wednesday's CFG you will need:
-Your favorite note taking device
-Your computer or tablet to access these protocols:
http://www.nsrfharmony.org/free-resources/protocols/observation
-Your calendar
Our work will center around observation protocols, though perhaps these questions may guide us toward opening up our definition of what it means to use them:
-What experiences, positive and negative, have formed your associations around the word 'observation?'
-What changes would you need to make in your daily or weekly schedule to consider yourself connected to another classroom?
-What kind of collaboration or support can you envision enhancing your own classroom? Who might be able to provide it? What kind of invitations would initiate it?
-What do you think might change if LS teachers had a greater presence in one another's classrooms? Of these changes, which seems the most achievable on a short term basis? Which would require a more detailed plan?
-Your favorite note taking device
-Your computer or tablet to access these protocols:
http://www.nsrfharmony.org/free-resources/protocols/observation
-Your calendar
Our work will center around observation protocols, though perhaps these questions may guide us toward opening up our definition of what it means to use them:
-What experiences, positive and negative, have formed your associations around the word 'observation?'
-What changes would you need to make in your daily or weekly schedule to consider yourself connected to another classroom?
-What kind of collaboration or support can you envision enhancing your own classroom? Who might be able to provide it? What kind of invitations would initiate it?
-What do you think might change if LS teachers had a greater presence in one another's classrooms? Of these changes, which seems the most achievable on a short term basis? Which would require a more detailed plan?
Sunday, October 26, 2014
Visiting Our Colleagues
It felt wonderful to be with so many of you at the last CFG meeting. We made two commitments:
1) To visit at least one other CFG member's classroom (or to watch a traveling teacher teach) before the next meeting.
2) To bring our calendars to the next meeting prepared to make concrete plans for more time in one another's classrooms.
Because we shifted last week's meeting, our next meeting is coming up fast! We will meet in a little over a week on November 5th. With conferences this week, that means we'd better start visiting!
If you want some guidance, I'd suggest these first visits following an observer as learner format, where the visiting teacher comes in with his/her own question (i.e.: What accommodations are other teachers making for children who need to move to listen? What kinds of mini-lessons are you using to launch your Readers' Workshop sessions? What language or actions are children using to show they are listening to one another?) and visits to learn more from the teacher s/he is observing. Jotting a quick note to the teacher you visited afterward with a thank you and a 1-2 sentence note about something you learned while visiting or a question you hope to apply to your own classroom can help start a dialogue and can help foster trust for peer observations.
I can't wait to find out what we'll all learn from one another! May the inspiration begin...
“If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract.” -Parker Palmer-
1) To visit at least one other CFG member's classroom (or to watch a traveling teacher teach) before the next meeting.
2) To bring our calendars to the next meeting prepared to make concrete plans for more time in one another's classrooms.
Because we shifted last week's meeting, our next meeting is coming up fast! We will meet in a little over a week on November 5th. With conferences this week, that means we'd better start visiting!
If you want some guidance, I'd suggest these first visits following an observer as learner format, where the visiting teacher comes in with his/her own question (i.e.: What accommodations are other teachers making for children who need to move to listen? What kinds of mini-lessons are you using to launch your Readers' Workshop sessions? What language or actions are children using to show they are listening to one another?) and visits to learn more from the teacher s/he is observing. Jotting a quick note to the teacher you visited afterward with a thank you and a 1-2 sentence note about something you learned while visiting or a question you hope to apply to your own classroom can help start a dialogue and can help foster trust for peer observations.
I can't wait to find out what we'll all learn from one another! May the inspiration begin...
“If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract.” -Parker Palmer-
Thursday, October 23, 2014
Developing a Teacher Research Question
Claire asked for some examples of teacher research questions and I thought there might be others who would like to see some resources. Here's a helpful excerpt from an article on teacher research by Amy Anderson:
It might be helpful to frame inquiry as a “What happens when…?,” “How…?,” or “What is…?” question.
“What happens when…” allows teachers to explore the effects of a particular practice, strategy or intervention. “What happens when I implement read-alouds in my classroom?” invites teachers to observe the effects of read-aloud strategies from a cognitive or behavioral perspective, for example.
“How…” questions lead teachers to consider the details of a practice or behavior. For example, “How do ELL students interact during recess?” invites teachers to try to understand social behaviors of particular students that might suggest ways to facilitate interaction in the classroom.
“What is…” questions suggest thoughtful consideration of a method or strategy and its place in classroom practice. “What is the role of inquiry in my science classroom?” requires careful reflection on the role and possibilities of inquiry in the classroom, its potential for student learning, and the qualities of inquiry in the classroom.
Choosing a compelling question is critical for it guides the research process. It can be tweaked over time as teachers discover that they are really interested in thinking more broadly or narrowly about an issue, for example, but the research question needs to emerge from an area of inquiry about which teachers are passionate, for this keen interest sustains the research process.
THE RESEARCH QUESTION
A research question is designed to get to the heart of what goes on in the classroom, asking “what’s going on?” in relation to behaviors or strategies. It’s worth spending significant time thinking about this central component of teacher research. MacLean and Mohr suggest using guiding questions in order to focus attention in the research process:
What are you curious about in your classroom?
What puzzles you in your classroom?
What problems do you want to solve in your classroom?
What seems most or least successful about your teaching?
A research question is designed to get to the heart of what goes on in the classroom, asking “what’s going on?” in relation to behaviors or strategies. It’s worth spending significant time thinking about this central component of teacher research. MacLean and Mohr suggest using guiding questions in order to focus attention in the research process:
What are you curious about in your classroom?
What puzzles you in your classroom?
What problems do you want to solve in your classroom?
What seems most or least successful about your teaching?
It might be helpful to frame inquiry as a “What happens when…?,” “How…?,” or “What is…?” question.
“What happens when…” allows teachers to explore the effects of a particular practice, strategy or intervention. “What happens when I implement read-alouds in my classroom?” invites teachers to observe the effects of read-aloud strategies from a cognitive or behavioral perspective, for example.
“How…” questions lead teachers to consider the details of a practice or behavior. For example, “How do ELL students interact during recess?” invites teachers to try to understand social behaviors of particular students that might suggest ways to facilitate interaction in the classroom.
“What is…” questions suggest thoughtful consideration of a method or strategy and its place in classroom practice. “What is the role of inquiry in my science classroom?” requires careful reflection on the role and possibilities of inquiry in the classroom, its potential for student learning, and the qualities of inquiry in the classroom.
Choosing a compelling question is critical for it guides the research process. It can be tweaked over time as teachers discover that they are really interested in thinking more broadly or narrowly about an issue, for example, but the research question needs to emerge from an area of inquiry about which teachers are passionate, for this keen interest sustains the research process.
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