Sara+Module+3+Response

Module 3 Response: wilkiesa@msu.edu

For each motivational practice, such as providing relevance, ask the following questions (a)** Do I do this practice already? ** (b)** How often do I do this? ** This ranges, depending on activity, group and individual student needs. Time and location can range from our classroom, to the hallways, media center, learning commons, Innovation Station, lawn, and playground (all places in/around our building), to digital environments students can access and collaborate in from home. Many of these activities seem to be working well. It's been especially interesting to see the changes in participation that our online community affords our more reluctant members. Participating in an environment that is not face-to-face tends to encourage some of our more hesitant learning partners. As they respond to questions posted by me or their peers, I have noticed a few students who contribute far more and far more willingly in our digital learning space, than they do in the physical space of our classroom. I have also noticed a shift in student investment, with respect to our readings on motivation and engagement. When students are creating work they know will be published for others (often the world) to see, there has been a noticeable increase in focus, effort, energy and commitment to the process. It becomes more about them doing their best to share what they've learned, what they think and what they've come to understand than it is about simply "getting done". This has had an immeasurable influence on our classroom culture and the community of our team, as readers, thinkers, writers, creators and, especially, as contributors to one another's learning. I have been doing a great deal of thinking about the opportunities to harness my students enthusiasm for extending their learning beyond the confines of our classroom. They continue reading, writing, producing and sharing long after we've left school each day and even over holiday breaks. As I consider the learning activities in which we currently engage in our class, I am constantly asking myself which components might be moved to our digital environment and what will that buy the kids? How might they benefit from the change of environment, and at what cost? I have also been thinking carefully about the balance between explicit and implied learning experiences and how I am designing learning opportunities for my students. Proceeding slowly, with intention and purpose is one way I can continue to strengthen my practice. Another would be to ask questions, especially of my students I am a strong advocate for engaging students in these decision-making processes, and believe there is a tremendous amount of insight to be gained from their perspective and experiences. By fully engaging in the learning opportunities with my students. Until I engage, as a learner, how will I truly get a sense of their perspective & experiences? I also see a need for me, as a learner, to seek out opportunities to exchange ideas and strategies with other teacher learners. We are never "done" learning, tweaking, modifying and strengthening our practice.
 * Where am I? **
 * **Relevance**
 * Real-World Materials
 * Primary sources
 * Skype interviews
 * Current Events
 * Headline News
 * //What We Wonder// blog
 * //What’s Outside My Window// (wiki)
 * **Poignant Topics**
 * Interest Inventories
 * Public Service Announcements
 * //How-To// video tutorials
 * **Creating Relevance**
 * Teacher-generated events
 * freedom of speech & equality exercises
 * Real Story of 3 Pigs
 * Jump Ship
 * //Reflections of Me// wiki
 * Student-generated questions
 * I See, I Think, I Wonder…
 * Student-generated book trailers
 * "Tweet Alouds" - mashing together the classic reading comprehension strategy of a “think aloud” with viewing a video, reading a passage, listening to a book talk, etc. and a Twitter-based back-channel. This allows students to share their thoughts, connections and questions on the video/passage/book while watching it (either in class or from home, if assigned as homework).
 * **Choices**
 * Novel from set
 * Free Choice reading book
 * Partners in Lit Circle
 * Perspective to investigate
 * Page/passage/selection to read, share, annotate
 * Create questions
 * Select questions
 * Words to add to //Wonderful Word Wiki//
 * Set independent reading goals
 * Chunk or map timeline for larger reading assignments
 * **Success**
 * Student created audio files of read-alouds, archived over time
 * Text matched to student reading levels
 * Frequent feedback for reading
 * Multiple opportunities for reading
 * Sharing competency w peers
 * Student goal setting
 * Student-created rubrics
 * Student-created "learner profile"
 * Effort & Achievement rubric (Marzano)
 * **Collaboration**
 * Jigsaw activities
 * Reading & discussing in small groups or pairs
 * Exchanging ideas & sharing expertise
 * Pairs, small groups, class, building, district, local & global peers
 * Relatives Network
 * Student-led discussions
 * Small group concept mapping
 * //In Other Words…// collaborative summaries
 * Book Clubs/Talks/Circles – local & global
 * Projects/Activities
 * Brainstorming
 * **Emphasizing Importance**
 * Supporting claims w evidence from text
 * Comparing/contrasting information in multiple texts or media formats (audio, print, video, image, discussion, personal experience)
 * Validating information found in print and digital media
 * Concept Mapping
 * Thematic Unit
 * Themes:
 * Characteristics
 * Contributions
 * Connections
 * Comparison
 * Questions
 * Framework
 * Essential or Driving Question(s)
 * Question of the Day
 * Link Layers – where does today’s reading/work/discussion, etc. link to theme, previous work, relevant work in different genres, etc.
 * //Additional Notes re: motivation//**
 * Autonomy Support - additional practices for increasing student self-direction
 * Goal-setting
 * Goal-setting conferences
 * Student/teacher co-designers of lessons; increase in…
 * investment
 * engagement
 * Connection to student goals
 * Ownership
 * Responsibility
 * Commitment to process
 * **Relevance**
 * Real-World Materials - daily emphasis
 * Primary sources
 * Skype interviews
 * Current Events
 * Headline News
 * //What We Wonder// blog (2x week in school; ongoing)
 * //What’s Outside My Window// (wiki) (ongoing)
 * **Poignant Topics**
 * Interest Inventories (2x year)
 * Public Service Announcements (1 year)
 * //How-To// video tutorials (standing option for all students)
 * **Creating Relevance**
 * Teacher-generated events
 * freedom of speech & equality exercises (1-2 year)
 * Real Story of 3 Pigs (1 year)
 * Jump Ship (1 year)
 * //Reflections of Me// wiki (iterative; recursive reflection)
 * Student-generated questions (thinking routine; use of this particular strategy ranges from daily to weekly)
 * //I See, I Think, I Wonder//…
 * Student-generated book trailers (standing option for all students; contribute to bank of book trailers linked w our media center)
 * "Tweet Alouds" (majority of time students engage in collaborative reading/watching/listening activity)
 * **Choices**(range used daily)
 * Novel from set (__>__1x quarter)
 * Free Choice reading book (ongoing)
 * Partners in Lit Circle (__>__1x quarter)
 * Perspective to investigate (1 x week)
 * Page/passage/selection to read, share, annotate(1 x week)
 * Create questions (daily)
 * Select questions (daily)
 * Words to add to //Wonderful Word Wiki (daily)//
 * Set independent reading goals (1x quarter; reflection, modification, evidence of growth, etc. done weekly)
 * Chunk or map timeline for larger reading assignments (__>__ 1x quarter)
 * **Success**
 * Student created audio files of read-alouds, archived over time (1x quarter)
 * Text matched to student reading levels (ongoing)
 * Frequent feedback for reading (weekly)
 * Multiple opportunities for reading (ongoing)
 * Sharing competency w peers (weekly)
 * Student goal setting (weekly - quarterly; students set annual, quarterly and weekly goals; all are included in weekly reflection activities)
 * Student-created rubrics
 * Student-created "learner" profile
 * Effort & Achievement Rubric (Marzano)
 * **Collaboration**
 * Jigsaw activities (bi-weekly)
 * Reading & discussing in small groups or pairs (weekly)
 * Exchanging ideas & sharing expertise (daily)
 * Pairs, small groups, class, building, district, local & global peers
 * Relatives Network
 * Student-led discussions (daily)
 * Small group concept mapping (weekly)
 * //In Other Words…// collaborative summaries (weekly)
 * Book Clubs/Talks/Circles – local & global __>__ 1x quarter)
 * Projects/Activities (weekly)
 * Brainstorming (weekly)
 * **Emphasizing Importance**
 * Supporting claims w evidence from text or other resources (daily)
 * Comparing/contrasting information in multiple texts or media formats (audio, print, video, image, discussion, personal experience) (daily)
 * Validating information found in print and digital media (daily)
 * Concept Mapping (weekly)
 * **Thematic Unit - (**bi-weekly or quarterly)
 * Themes: (daily reference in discussions to the following, throughout theme)
 * Characteristics
 * Contributions
 * Connections
 * Comparison
 * Questions
 * Framework: daily reference to each of the following
 * Essential or Driving Question(s)
 * Question of the Day
 * Link Layers – where does today’s reading/work/discussion, etc. link to theme, previous work, relevant work in different genres, etc.?
 * (c) When do I do this? **
 * (d) How well does it work? **
 * (e) How can I do this more? **
 * (f) How can I do this better? **
 * How is engaging in learning discussions online different from discussions in class?
 * How do the activities we engage in reflect your thinking? understanding? questions? connections?
 * What could we modify or tweak this (activity, lesson, approach, etc.) to make this a stronger learning experience?
 * (g) How can I connect this practice more deeply to my teaching? **
 * (g) How can I connect this practice more deeply to my teaching? **