#SOLSC20: Day 18
If you have been following my Slice of Life stories, you may have seen that I am embarking on a new learning adventure this month. The real work began today, after I stopped at a shop quick to pick up one more pattern to fit in with the others.
If I had read the directions . . .
I would have known it began with a panel of four pictures
and that a second “frame” was in the print
and not an additional pattern.
OOOPS!
First mistake and I have NOT yet begun!
Getting started . . .
The first three fabrics
- Straighten the edge.
- Check the required shape and size on the pattern.
- Double check measurements. (Measure twice; cut once)
- Organize cut pieces AND remnants.
- Repeat steps 1-4 for fabric two.
- Repeat steps 1-4 for fabric three.
#5. Cut 8 strips
3 fabrics cut
7. Admire the work done.
8. Acknowledge the work of planning and prepping.
9. Organize for tomorrow.
On deck . . .
What does this remind you of?
Collecting the resources.
Reading the directions.
Prepping the resources.
Measuring.
Cutting.
At the mid point . . . three more sets of varying width of strips to be cut.
What steps did you see in the process?
Research
Planning
Drafting
Revising
As I begin to learn about the processes involved in quilting, I can assure you that the process is similar to that in writing. So far, it feels like a ton of advance preparation!
Why does this matter?
New learning is tough. Some learners are cautious and slowly enter the shallows. Some learners jump right into the deep end. Some float easily. Some thrash frantically. There isn’t just ONE way. There are many paths to learning!
What new learning are you in the midst of?
What processes seem familiar?
What unknowns cause anxiety and discomfort?
How does your experience impact you?
(The reveal of this upcoming project was in this slice. (Link)
Thank you, Two Writing Teachers, for this daily forum in March. Check out the writers and readers here.
#TCRWP 19: Conferring, Small Group and Transfer
It was a typical ending to the Reading Institute. Filled with knowledge, new thinking, ideas from thought partners and then. . . WHAM! Unavoidable delays at the airport.
Choosing to harness the gift of time was difficult. I wanted to complain so I did but I also wanted to take a look back at this week, a typical week at #TCRWP where as a learner I was drinking from the fountain of knowledge at the same rate and intensity as the water erupting from a fire hydrant!
What was I working on?
How did it go?
I’m still thinking of the three levels of transfer from Alexis Czeterko’s choice workshop, “Teaching for Transfer: Remember What You Learn is for Life! Supporting Transfer of High Level Skills across the Year and across Disciplines” and how these also REALLY apply to life.
The three levels were:
- Across Units
- Across the year/years
- Across Disciplines
How does that work in real life? I’m still thinking on that answer, but I did have some “aha’s” as I thought about my learning during this week.
We were challenged to think of a way to share our learning in our advanced section, “The Intersection of Conferring and Small Group Instruction (3-8),” with Hannah Kolbo. And as I struggled with a way to collect, organize and synthesize my learning across the ten hours this week, I abandoned idea after idea. (Yes, many solely because I knew of no way to capture them on paper!)
This is my first draft attempt. I had to make conscious decisions about some things that just didn’t fit into this draft. I was wishing for a flap to hide them under. Or a second layer or even third layer. Or a way to visually construct something with moving parts. But it is what it is. A draft with room to revise, rethink, and perhaps to reimagine.
Many of the big ideas are included.
One area where I continue to grow and learn is in the broadening of my definition of texts. After all, life isn’t really ONLY about texts and print or digital resources. There were so many examples of “reading” at the airport that didn’t involve words. So many nuances. So many choices.
So many pieces to pull together and weave into the fabric and soul of my own literacy life as well as my learning life during the days, weeks, and months yet to come.
What did you learn this week?
How will you hold onto your learning?
#SOL19: 100% Guarantee
“How was your stay?”
“Do you need anything for your travel? Water?”
Those are questions that I hear often at a hotel chain with 100% guarantee. And not just at check out. Reminders of the daily events. Check ins. A call from the front desk to see if I have everything I need. A call initiated by the hotel. Daily conversations. Helpful staff. Friendly staff. And always, there is a survey to rate the services used – products and processes.
What is the daily guarantee at schools?
1. A kind, warm welcome by name
Being met with a “We’re glad to have you here at school” attitude sets the stage for a day of possibilities. Welcomed. Every. Day. In spite of or despite the events between the last visit, a warm, gracious welcome is extended to every student every day. This is especially important when many schools now have more formalized processes for school entry with buzzers and cameras as the daily norm.
2. Formative Assessments
Check ins. In the moment. “How did that go? Thumbs up? Across? Down?” Instruction that changes based on the information received from the learners. An expectation that learning is not a “one and done event” but involves processes and practices with time to improve and learn. A collection of unobtrusive assessments and observations.
3. Two way communication
A variety of forms for feedback – nonverbal, oral, and verbal. Questions and concerns are addressed. The process for dealing with questions and/or concerns is shared and consistent. Agreement is not the goal. Building understanding. Deepening commitment to common goals. Listening to diverse opinions. Listening to understand. Not just rules and “thou shall nots” handed down as edicts. Everyone is asked for input. Everyone is included. Input from all!
Expected?
Nothing new?
But are those expectations for all levels of interactions?
Students?
Teachers and staff?
Families?
Community?
How are all voices heard?
How are all voices valued?
How do you know?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.
Repeated Reading: A Cycle
This is Part 5 and the final in a series about Repeated Reading. But it could be about any popular research-based strategy. It should be!
Student Learning is the Focus. All decisions about resources, including time and money, are based on the cycle of learning. Not just “buying stuff.” Not just “here’s a PD day to fill.” Not just “what do we like?”
Beginning with student learning. Students at the center of the decisions. Student Learning driving ALL decision-making!
“Core Beliefs:
o All students can learn.
o The purpose of professional development is to increase student achievement.
o Professional development should be collective learning by all teachers and administrators with an emphasis on improving instruction.”
What is the process?
I. Set a Goal
2. Selection of Content which includes Checking the Research (Part 1)
3. Design a Process for Professional Development/Learning (Part 4)
4. Teaching / Learning Opportunities – Checking in (Part 2) What do teachers need to learn? How will they learn it? How can we set some measurable targets?
5. Collaboration / Implementation
6. Ongoing Data Collection including Listen to the Students (Part 3)
7. Program Evaluation – Going back to the teacher data in Part 4: Has there been growth? How do we know?
8. Collecting / Analyzing Student Data – Is the gap closing? Are students growing more capable? Are students more independent?
Always, Always, Always keeping students at the Center!
Also blogged about here
What does the model say?
Participative decision-making
Not just one person making a decision
Not just one person buying a “box of something”
Not just one person saying, “go forth and use this”
The process would be to study the research, consider the needs and then make a decision based on resources, match to student population, cost to implement, and time frame needed for results. Consider the status quo, set up a plan for professional learning, and then get started while watching for checkpoints across the journey.
It looks and sounds easy. It’s not. It’s messy. Forward two steps and back one. People. Temperaments. Knowledge. All impact implementation plans.
But with STUDENT LEARNING (not achievement) at the center, the focus is on the right thing!
Are you focused on learning?
Are you focused on achievement?
Which one has life-long implications?
Which one no longer matters after students finally walk out the school doors?
#SOL19: Day 30 SOLSC
New learning . . .
Skippety do dah!
Slicers share so much . . .
Some days it is ideas and
Some days it includes learning tips!
Thanks to my friend Sally
For teaching me about slide show in wordpress.com
Skippety do dah!
I learn so much from my Slicer friends!
Don’t let fear, doubt, or past experiences defeat you!
You can do this!
You can learn something new!
Slide show learning courtesy of Sally Donnelly at “Read and Write by Sally” here! The directions are in the comments section on her blog!
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this daily March forum from Two Writing Teachers. Check out the writers, readers and teachers here.
#NCTE18: Saturday
The magical learning continues at #NCTE18 and a theme that emerged on Saturday:
Slow down . . .
Yes, there is a sense of urgency.
Make every minute count.
BUT stop counting every minute.
Stop.
Slow Down.
Look into the eyes, heart and soul of every student.
The day flew by and again there were folks that I never saw. Decisions about sessions were incredibly hard to make.
The #BowTieBoys, Jason Augustowski and Dr. Mary Howard
It is all about the heart. And paying attention to the students. Listening. And learning WITH them. This quote from Jason is a great snippet for teachers to consider.
Roundtable sessions planned and executed by the students. Simply amazing.
Articulate
Poised
Powerful
Interactive
Showing not just telling
Students from middle school through high school.
Not to be missed!
Responsive Teaching: The Courage to Follow the Lead of the Reader
The respect, love and joy of this panel made my day! Students at the heart of our work.
A perfect merger. And such important work!
“Think about a teacher who loved you into being. Responsiveness begins with heart . . .”
Don’t rush to “check it off”. Skill and expertise has to come behind. Don’t land on the side of “judgment”. “What’s going on?” “Wonder.” And then the learning that comes from the four quadrants.
“Step back so your students can step forward.” Jan Burkins and Kim Yaris
Tom Newkirk has been a favorite of mine from my first #NCTE conference when he bemoaned that “the hamburger graphic organizer is not only an insult to a paragraph, but is also such an insult to a hamburger”.
4 Battles Literacy Educators have to Fight
- Economy – Curriculum as Hoarding (add, add , add & nothing is deleted)
- Louise Rosenblatt – Model of Reading – Literacy as Transaction
- The battle for writing. Writing should not be colonized by reading.Literary analysis 795,000 fanfiction pieces about Harry Potter
- Battle for choice- Carnegie – “public library” Teachers will need to make it free!
Questions to Ask when you Write
When Phonics is the Foundation – in a Curriculum of Authentic, Deep Literacy
Lucy Calkins, Rachel Rothman-Perkins and Rebecca Cronin
Rebecca, Rachel, Lucy and Mabel
“To teach well is to rally your people with heart and soul to learn with courage and enthusiasm. Fear: Is this curriculum going to cover everything? Mastery? Proven? Everything? Fear-driven anxious place is far too common with NO place in child’s emergent literacy. Voice is the single quality that matters most. Voice matters for teaching, and learning (as well as writing). To teach phonics well, imagine yourself at kitchen table talking to someone right there with you. Teaching phonics is leading and teaching. “
“That sense of connectedness matters tremendously. Connecting matters. Connecting to reading and writing. TRANSFER – only reason to teach phonics for reading and writing. TEACHING kids identity. Language is a joyful world!”
And because this is not an “All About” post since I promised “snippets” I will write later about the fabulous session from Colleen Cruz, Kassandra Minor, and Cornelius Minor.
#TCRWP 95th Saturday Reunion
Sad
sad
sad
sad
sad
Still not out of my system, but moving on!
A search of my own blog posts showed that I attended the 88th, 89th, and 90th in a row.
Fall Saturdays are so problematic with so many events.
Last week’s issues with Hurricane Michael and flights was an unexpected glitch.
Whether it’s your first or too many to count . . .
Enjoy!
Find the fun!
Find something new!
Don’t just stick
With the tried and true!
Find an online friend
Say hello face to face
Say hello to strangers
Make new friends as you race
From session to session
Learning at a speed of light pace.
No one
Does it better.
50 minutes
of learning.
Encapsulated
In Connections,
Teaching Points,
Teaching,
Active Engagement,
And a link.
Units of Study
Writing
Reading
Phonics
and new best friends Rashid and Mabel.
Riverside Church
Kate DiCamillo
TCRWP Staff Developers
Teachers, Administrators, and Authors
by the droves . . .
Enjoy! Learn! Enjoy! Laugh! Enjoy! Make New Friends!
#SOL18: Hello, friends!
Literacy is important. It’s been a part of my life for years. Teaching, modeling, teaching, modeling, demonstrating! And yesterday was no different,
EXCEPT
I was a learner in the audience. A learner.
Here’s just a window into the learning:
If you are on twitter, you may know where I was and who I was with for my learning fun. but if you were not online, think about these quotes.
What surprises you?
What is worth talking about?
What would you say to a thought partner?
What would you write?
Instruction needs to change. Students need to be engaged. That doesn’t mean teachers need to do “a song and a dance” every day. But teachers do need to think about the needs of their students. And how students’ needs and teachers’ needs can both be met in better ways. Responsive teaching is hard. It means that the data from today drives the instruction for tomorrow. That data comes from a variety of sources: conferences, book talks, flipgrid responses, book check ins, student goals, teacher goals, the questions students ask, the questions students do NOT ask, student writing, and teacher writing.
It’s not a unit per quarter. It’s not a whole class novel per quarter. It’s not low level responses. It’s not fake reading. It’s not giving up accountability. It’s not about abdicating responsibility for learning.
It’s also not easy.
Teachers are change agents
Teachers change the world.
What was the message?
Here is a quick glimpse . . .
Who were these masterminds of change?
In West Des Moines, Iowa
About 340 of us . . .
Engaged
Empowered
Great learning!
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here. 
Additional Resources:
Literacy Lenses: Link
Resourceful – Planning
Travis Crowder Review
#SOL18: Why?
My #OLW stood me in great steed this weekend at #ILA18.
So much to see . . .
So much to do . . .
So much to learn . . .
But What’s the Point?
Back in the Dark Ages,
In the late 2oth Century!
I remember the value placed on
Whole-Part-Whole in education.
The goal was always LEARNING!
The intent was for ALL to be LEARNING!
Students
Teachers
ALL!
After #ILA18 I feel that many empowered teachers have been set free in the universe to “change the world” and continue learning. We haven’t learned it all. There is a real need to continue to grow and build our knowledge base.
And that brings me to one of my Sunday sessions. We were learning about the Handbook of Research on Teaching the English Language Arts (4th edition) under the leadership of Diane Lapp and Douglas Fisher. It has 18 chapters. Chapters that could be used in schools for professional development.
18 Must Reads.
18 Invitational Conversations.
Exploring the tight connections between research and best supported practice that promotes literacy for every learner.
This was not a book available to purchase in the Exhibit Hall.
But could it? Dare it be a lens to consider best practices? A lens to consider What? How? or even WHY we do what we do in instruction?
In its entirety this is one side of a handout from a round table at that session . . .
Chapter 16
8 Essential Components of Comprehensive Language Arts Instruction.
Any surprises for you?
As I reviewed the list, I found it quite interesting that this list of components included nine, or exactly half of the chapters. Curiosity, of course, won out. What on earth could the other nine chapters be about if this is “the list of components for instruction” and if THIS is the book for teachers to study.
So I was off researching.
In a classroom, I would have been in major trouble because I was on my computer and might have appeared to NOT be on task. But I was in search of more information. What is the other half of this book about? This book we should study? This book we should use? This 499 page book!
This post is titled “Why?” not to just allow me to pose my own questions but also to perhaps begin to develop some of my own theories. Why these eight components? Why do two of the eight (25%) not have chapter resources supporting them?
WHY?
What are the “Whys?” that are circling in your brain?
What format will the chapter take?
Will there be recommendations of “amounts of time” per component?
Will there be “recommendations of additional resources”?
Were any teachers involved in updating this handbook?
Is there any support for how to put these 8 components into action?
Or how to “know” when the components are all aligned?
Will this text continue to treat each component as a separate silo? What about the reciprocity of reading and writing? How will we grow readers and writers?
Why this text now?
What’s so compelling about this text, right now, that this book should be a part of a district’s professional development?
It was a pleasure to hear much rich conversation around real reading and writing at #ILA18. Real, rich, robust reading that is NOT about single standard instruction or assessment. It’s actually quite refreshing to go back to the “Whole” of language arts instruction in reading, writing, speaking and listening that moves stedents to take action in the real world.
Doing school must end. It’s time to capitalize on any instruction that promotes high learning and engagement that challenges students without mind-numbing page after page of annotation, Cornell notes, and skills-based minute particles that can easily be googled. Why do adults think these decisions can be made without broader input from our communities?
If the whole is our entire language arts program
and the part is the eight components,
what “WHY?s” will you need answered before you can implement these 8 components?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#SOL17: Wondering
Do you believe this? What’s the evidence of your belief?
Doug Fisher, SDSU, August
Just Wondering . . .
How much “LEARNING” do you engage in during a year?
I learn daily as I read and write.
No one says “I have to”.
No one pays me for my time.
I learn weekly in Twitter chats.
No one says “I have to”.
No one pays me for my time.
I learn weekly as I blog.
No one says “I have to”.
No one pays me for my time.
I learn weekly in my Voxer groups.
No one says “I have to”.
No one pays me for my time.
I learn monthly, semi-annually and even annually from some major events.
Last week led me to learning in Davenport, IA on Monday with Dr. Mary Howard and
in Des Moines, IA on Thursday with Lucy Calkins.
Passionate speakers sharing research-based ideas.
Tirelessly
Leading
Encouraging
Thoughtful
Implementation of Best Practices in Literacy Instruction and
Assessment.
In three weeks I will be at #NCTE17.
No one says “I have to”.
No one pays me for my time.
I’m “retired” from a full-time job and yet since retirement, I have engaged in
15 days
of professional learning of my choice!
No one says “I have to”.
No one pays me for my time.
That does not include book clubs (6 this year).
That does not include Twitter chats (often 2 per week).
That does not include reading . . .
That does not include writing . . .
WHY?
Learning is growing.
Learning is addictive.
Learning is necessary . . . breathe in, breathe out, read, write!
Living a learning life!
What does your learning life look like?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here.
What is the Bill of Rights for Writers according to Lucy Calkins?
Resource - Full 