We accomplished a lot this week at the Middle Grades Institute. It was a powerful week of work which, in the fall, along with our work with The Tarrant Institute over the next three years, can have a transformative impact on students at WES and SMS. In the 5/6 team, the work begun this week will address, as part of our Action Research, student goal setting, student reflection and ultimately student learning. You can find our Action Research Plan within the following document as well. MGI institute June 2015
Friday, June 26, 2015
Thursday, June 25, 2015
Google Forms Reflection
Though I have used Google forms in the past with DCF book surveys and ratings, today's workshop opened up a world of new possibilities (Gate questions, embedding videos). I am especially excited to try forms as a way of quick formative assessments that will allow sharing the information directly with students. I can see this as a way begin reflection/discussion based on those shared responses.
As a side note, I can not wait to try out Coogle.it, an interactive web-based concept mapping tool. I have been looking for something to use with students that was not cumbersome or would not lead to greater frustration. Thank you Mark!
As a side note, I can not wait to try out Coogle.it, an interactive web-based concept mapping tool. I have been looking for something to use with students that was not cumbersome or would not lead to greater frustration. Thank you Mark!
Google Forms
I just attended a great workshop on Google Forms. My first Google form will assess student mindset about their goals and goal setting. I am looking forward to using Google forms to create formative assessments. I can get feedback quickly to help guide instructional decisions. I also hope to use to forms to get feedback from parents throughout the year.
Google Forms Reflection
As the LMS, I have been using Google Forms to have students vote for Red Clover and DCF books in the past years. However, I learned some additional information today that I hope to be able to use. I will be collaborate with my colleagues as they are using forms in the work they do and hopefully support their use of the tool.
Google Forms Reflection
Barb's Reflection
I will utilize Google Forms for the beginning of the year to get to know the students. I will use surveys on how they like to learn, what they like to do outside of school, etc. I will use it to assess students in the different content areas and compile grades, graphs, and spreadsheets. I definitely need more time to explore all the options and become more proficient in the use of Google Forms!
I will utilize Google Forms for the beginning of the year to get to know the students. I will use surveys on how they like to learn, what they like to do outside of school, etc. I will use it to assess students in the different content areas and compile grades, graphs, and spreadsheets. I definitely need more time to explore all the options and become more proficient in the use of Google Forms!
Wednesday, June 24, 2015
Tuesday, June 23, 2015
Goals for Wed-Fri
1. Review MR digital citizenship work and make our own. IN PROCESS
2. Work on goal three; a system for goal setting. IN PROCESS
3.Share our action research question, abstract and beginning of rationale with Rachel.
4. Research rationale
5.Implementation plan
3.
4.
5.
Helen
Saturday, June 20, 2015
Welcome to Our Blog
Here is our school documenting evidence and reflections toward proficiency in the goals we've established for the MGI week. Please explore the tabs above to see evidence related to the topics of our work. Use the Proficiency links to the right to explore progress toward the proficiencies we're pursuing. I hope you find some of our work helpful as we all try to figure out personalized learning for young adolescents.
Personalized Learning Strand Topics - Do Not Delete
Identity
Goals
Growth and Reflection
Transformation
- Who are we?
- Where are we on PLPs and proficiency based education?
- What do we need to know?
- Who are our partners to assist us designing and implementing this plan?
- What do we need from them?
Goals
- As you develop goals for the strand, and your vision for personal learning plans and curriculum, consider these standards. These support the development of student-centered educational experiences that align with the state of Vermont's move towards personalized and proficiency based learning.
Growth and Reflection
- What are goals and action steps in learning about and designing a PLP implementation plan?
- What changes do we need to make during our work at the Institute?
- How can we design an Action Research Project that will allow us to gather information to modify and revise our plan during the fall and beyond?
Transformation
- What does the plan look like in phase two (after we have implemented the PLP process/cycle one full round)?
- What is that time frame for each cycle (each quarter, semester, year)?
- What does it look like for teachers and students in year two who have gone through the process already (is this a 1 year implementation plan (grade 7) , a two year plan (grades 7 & 8), a three year plan (grades 6-8) or a 4 year plan (grades 5-8)?
- How do proficiency based learning and assessments become a part of the PLP process?
- How do middle grades PLPs prepare students for learning opportunities (in and out of school) at the high school level?
MSNB/Personalized Learning Proficiencies - Do Not Delete
Goals from Middle School Is Not A Building
Curriculum, Instruction, and Assessment
1. All middle level learners participate in challenging, integrated, real world, standards based curriculum that promotes conceptual understanding, 21st-century skill development, and knowledge acquisition.
2. Instruction is engaging, personalized, and differentiated to meet individual student learning needs.
3. Student learning is measured by appropriate assessments, resulting in continual learning and high achievement.
School Organization and Community
4. Organizational structures and a school culture of high expectations enable all middle level students and educators to succeed.
5. Relationships for learning create a climate of intellectual development and a caring community that includes having an adult advocate for each student.
6. Ongoing family and community partnerships provide a supportive and enriched learning environment for each middle level student.
7. A supportive, safe, and healthy learning environment advances learning and promotes overall student and educator well being.
8. A democratic system of continual collaboration by all stakeholders allows for authentic student voice and a shared vision to guide decisions.
Thursday, June 18, 2015
Technology Strand Proficiencies - Do Not Delete
ISTE Standards-T 1. Facilitate and inspire student learning and creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
- a. Promote, support, and model creative and innovative thinking and inventiveness
- b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
- c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
- d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
ISTE Standards-T 2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
- a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
- b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
- c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
- d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
ISTE Standards-T 3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
- a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
- b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
- c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
- d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
ISTE Standards-T 4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
- a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
- b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
- c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
- d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
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