Tag Archives: transfer

August #TCRWP Reading: Day 2


My joy of advanced sections during the August Reading Institute at the #TCRWP centers around the thoughtful and deliberate choice of sections to meet my needs.  As soon as I saw this title I was hooked because of the focus on “progressions” and “independence”.  Transfer is always in the back of my mind as well.  If a student doesn’t transfer the literacy work to both other content areas AND life, a lot of time has been wasted for minimal gains.

“Using Learning Progressions and Performance Assessments to Increase Student Skills and Independence” – Kelly Boland Hohne

On Day 1, less than 30 minutes into our first session, we were unpacking a strand.  In a group of five other new friends, digging deeper into the meaning of just one reading strand with this process:

Unpacking  a strand – do 3 things

  1. Study between the levels of the strands and note differences.  What is the key work of this level?
  2. Try to put into own words or use keywords from description.
  3. Try to imagine how that would look in a student’s writing about reading or talk or what it  would look like if the student is doing that work.

I appreciate so many things about the #TCRWP Institutes as the brilliant staff developers each have a different style.  And though my brain felt like it was melting, I was so excited (and yet a bit apprehensive) about digging into this work immediately. As in one strand with gradual release (Teacher modeling, Group Practice) and then a second strand in our group with constant check ins and support (if needed).  All On Day One!  I think this was the point where I tweeted out that I was getting my $$$ worth at #TCRWP.  However, it could also be where I first thought it, but had zero seconds to actually tweet it out!  The pace is not for the faint at heart!

When dealing with the progressions:  Do I have to do everything listed in the level to be “in” the level?   (Have you ever had this question about the rubrics or the checklists?)

No, No, No.   You just need to do more than the previous level.  This is why demonstration texts are critical.  If and when you make the thinking and the writing visible, students can figure out how to rise to the next level.  However, teachers do need to unpack these strands themselves for deep understanding.  Making a copy of someone else’s chart does NOT give you the background knowledge to help a student.  After all you, as a teacher, are more flexible when you understand the tool which is why you need to do this work yourself.

Where might you begin?  Which progressions stand out?

Focus on some key strands to begin with because they are repeated a lot (via Kelly Boland Hohne):

Literal – Envisioning/Predicting

Interpretive – Character Response/Change

Interpretive – Determining Themes/Cohesion

Analytical – Analyzing Parts of a Story in Relation to the World

Analytical – Analyzing Author’s Craft

We worked on these topics in small groups.  Our group focused on “Character Response/Change”, What does this look like across grades?  What would a demonstration piece of writing look like across the grades?  Here’s what the draft of my chart looks like!

Screenshot 2017-08-09 at 4.38.12 AMAs we use the chart, it’s highly probable there will be some revisions.  It’s also possible that there will be continued discussion about “quantity” and “quality” of responses.  Those are some of the common issues in trying to measure/assess learning. The key is to:

 

  • Make a plan.
  • Think about the information you plan to use.
  • Work collaboratively to consider theories about student work.

Making the invisible visible in reading comprehension is a lofty, noble and worthwhile goal.  It CANNOT be handed to you in a book, a set of standards, or even a set of progressions.  The meaning comes from digging into the work.

What work are you doing to build students’ independence?  

Transfer?  

How will you know you are on the learning journey?  

How will you know when you are successful?

 

 

#OLW14 Meets #SOL14


Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsy for creating a place for us to work collaboratively.

 

My One Little Word (#OLW14) for this year is

transfer

 

Our focus for curriculum development for all content areas is Wiggins and McTighe’s Understanding by Design (UbD).  UbD is one of three models typically used in Iowa.  Since June, we have worked with four different groups of ELA teachers and administrators to begin development of “units” through the UbD planning process.  We have also worked with two content area groups on how to use the ELA Standards for all content areas as required by the Iowa Core Standards.   Jay McTighe will be in Iowa next week for the fall ASCD conference to work with educators on unit design to improve understanding.  What a great opportunity to increase our own understanding of UbD.

 

In the UbD model, what is transfer?

Grant Wiggins says it is the “Point of Education” as teachers plan, teach and assess for transfer including long-term goals.  In a post that includes that phrase, Wiggins defines transfer as:

“[Transfer is] the ability to extend what has been learned in one context to new contexts. Educators hope that students will transfer learning from one problem to another within a course, from one year in school to another, between school and home, and from school to workplace. Assumptions about transfer accompany the belief that it is better to broadly “educate” people than simply “train” them to perform particular tasks.”  (“Transfer as the Point of Education”)

 

Does transfer happen automatically?

As a teacher have you ever taught something, given students time to practice, used a formative assessment, but still had students fail the summative task?  I think that the typical ubiquitous spelling list often led this category for many students.  Transfer can only happen when there is reflection, analysis, and generalization from the lessons learned as “rote memory tasks” do not typically “transfer” learning.

 

So are hands-on projects conducive to “transfer” of learning for students?

Wiggins says,  “The typical hands-on project – done for all the right reasons – does not assess for transfer if the student 1) gets help all along the way in completing the project, 2) the work is highly contextualized, and 3) little demand is typically made whereby the student must draw general and transferable lessons from the doing of this and other projects.”  The thought that projects are often not about transfer can also be a reason to stop and think about the purpose of the performance task that is being used.  Is it a new, real, and relevant situation?  (“Transfer as the Point of Education”)

 

What does transfer look like?

In this UbD video, Wiggins talks about soccer and education.  “The goal is not to see if they got what you taught; the goal is to see if they can use it when you are gone.  The goal is NOT to be better at school.”  Specific information about Transfer Goals can be found in this video by Jay McTighe.  Additional articles and blog posts include:

Long-term Transfer Goals

From Common Core to Curriculum: Five Big Ideas

TCRWP featured speaker Grant Wiggins

 

So how does transfer fit into my life as a Reading Specialist? What are my expectations?

Considering Transfer and Professional Development. . . .

I will model a lesson / strategy / practice and then:

  • Teachers will practice and use modeled lesson in PD..
  • Teachers will use lesson  in classrooms.
  • Teachers will independently use lesson in other content areas/situations in their lives!

Considering Transfer and Students . . . .  

Teachers will model a lesson / strategy / practice and then:

  • Students will practice and use the lesson in class.
  • Students will use the lesson in other classrooms where not taught.
  • Students will apply the learning on their own, in any situation, without help!

 

Possibilities for transfer  . . .

There are many paths for instruction,  further work with UbD and even this post by Anna Gratz Cockerille,  “Using assessment tools  to teach transference”.  with my “One Little Word” I am looking for transfer every day.

What is your understanding of “transfer”?  Do you see teachers or students “transferring” their learning?

 

 

Doing The Work That Matters

a journey of growing readers & writers

Present Perfect

adventures in multiple tenses

Leadership Connection

from Great Prairie AEA

The Blue Heron (Then Sings My Soul)

The oft bemused (or quite simply amused) musings of Krista Marx -- a self-professed HOPE pursuing Pollyanna

Middle English

Life as an English teacher leader

steps in the literacy journey

Walking the Path to Literacy Together

arjeha

Smile! You’re at the best WordPress.com site ever

Resource - Full

Sharing Ideas, Strategies and Tools

Joel Pedersen

be that #oneperson

adventuresinstaffdevelopment

All Things Literacy! Brianna Parlitsis

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

elsie tries writing

"The problem with people is they forget that that most of the time it's the small things that count." (Said by Finch in All the Bright Places by Jennifer Niven. These are my small things that count.

I Haven't Learned That Yet

This blog serves to document my path of learning and teaching.

Simply Inspired Teaching

A blog by Kari Yates

Reflections on Leadership and Learning

Sharing my learning experiences

AnnaGCockerille Literacy

The Generative Power of Language: Building Literacy Skills One Word at a Time

Reading to the Core

Just another WordPress.com site

Karen Gluskin

My Teaching Experiences and Qualifications

To Read To Write To Be

Thoughts on learning and teaching

Books and Bytes

Exploring the best of literature and edtech for the middle grades.

To Make a Prairie

A blog about reading, writing, teaching and the joys of a literate life

Raising Voices

Thoughts on Teaching, Learning, and Leading