Tag Archives: professional learning

#SOL18: Why?


My #OLW stood me in great steed this weekend at #ILA18.Screenshot 2018-07-23 at 11.14.01 PM

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.

Screenshot 2018-07-23 at 6.02.34 AM



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

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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.                                                                                                      slice of life 2016

 

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#SOL17: Wondering


Do you believe this?  What’s the evidence of your belief?

every.PNG

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?




slice of life

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?

Link

#DigiLitSunday: #WhyIWrite


#why i write.jpg

Why do I write?

I started a list

The verbs wrote themselves . . .

To define

To think

To create

To share

To craft

To dream

To plan a course of action

To question

To examine

To reflect

Current reality . . . 

I am writing now

Because my fingers are tethered to my keyboard

And I can’t leave this post until I’ve recorded something

Worthy of pushing that “publish” button.

What do I write?

Serious or trivial?

Rich in details?

Or written totally between the lines?

Do the words tumble end over end

in their urgency to be revealed?

Or do they have to be coaxed out of hiding

while I patiently sip coffee as they emerge word by word on the scrren?

The pacing corresponds to the ideas,

some race across the blank screen begging for release,

some yet to simmer,

some seem half-baked,

some to be totally erased TODAY,

perhaps to emerge in a different format on another day.

YET

Today

The words are in gratitude for time with family

This weekend it was being entertained by the 17 month old grandson,

A charming, sweet boy

Attending his first collegiate football game

Complete with high fives, fist bumps, applause, and signaling touchdowns

And yet I wonder what he is thinking . . .

Today I write to share my thanks for the precious gift of time with family!

Why do you write?

What do you write?


Additional Reading

Other thoughts on #WhyIWrite here in a previous post complete with responses from MANY slicers!

Shaelynn Farnsworth’s post “Educators Sharing #WhyIWrite to Celebrate National Writing Day”

Kathleen Sokolowski’s post “Are You Ready for the National Day of Writing 2016?”

#SOL16: Anticipation


“My bags are packed,

I’m ready to go.

I’m standing here outside my door”;

SCREEEECH! (needle on record player scratches the vinyl record)

BECAUSE my phone says, “3 days until my trip to New York City”.

What a bummer!

Does this look like a summer rerun?

On Friday, I’m off to my fourth #TCRWP June Writing Institute and the #June Reading Institute and I am ready to go.

I’ve checked my list at least three times . . .

1 trip to the bank

2 packed carry on bags

3 pairs of black shoes

4 notebooks to separate the week long sessions

5 colors of Pilot erasable highlighters

6 colors of Flair markers

7 th series of flights to #TCRWP ( 4 Institutes and 3 Saturday Reunions)

8 the midpoint day of this round of travel

9 th trip to NYC in my lifetime

10 google docs already created and labeled for each day of note-taking

11 electrical devices and power cords

12 hours to grade graduate work

13 chapters to read and I can finish three professional books before I go

14 days of learner – ready apparel to plan for

15 days of fun, learning, and hanging out with some Twitter, Voxer, blogging, reading and writing friends!!!

Priceless ~

Necessary learning in order to grow as a professional . . .

countdown.jpg

I will

survive

In fact, I will flourish because this is my FIRST agenda for learning!

writing sections.JPG

reading sections.JPG

Rock Star Facilitators Celena, Colleen, Amanda, and Kathleen!

And also . . .

“Fun Home” on Broadway,

Dinner with friends,

Twitter Book Club Chats,

Google Book Club Chats,

Conversations on Voxer

because Iowans in NYC are always on the go . . .

and Iowans at #TCRWP soak up every minute of learning!

Reading, Writing, Speaking, Listening, and Thinking . . .

and oh, so JOYFUL (#OLW) to have this opportunity to grow, learn, live and laugh!

How will you grow this summer?

How will you increase your knowledge and skills in order to be a “better you” next year?

 

slice of life 2016

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey. Check out the writers, readers and teachers here.  Thank you for this weekly forum!

 

 

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