Hey, Did You Hear?

One of our goals in the Collab Lab is sharing our practices by getting into classrooms and seeing student learning in action.  Here are some highlights!

1.  Peer Editing using Whiteboard Tables
In Kim Miklusak's class, students were put into groups based on general teacher feedback on an area for improvement: organization, evidence & depth, or counter claims & analysis. Each group sat with a table leader, a student who was successful on this first essay, and the table leader guided the group in self-analysis of their essay.  Students used the white board tables to chart evidence and counter claims or to organize and re-organize their main ideas.  While this could have been done on paper, the act of writing, rewriting, and seeing each other's work in progress helped students collaborate on similar skill areas with the guidance of a peer.
 

2.  Student-Created Videos
In Dave Johnson's PreCalculus class, students are learning how to manipulate literal equations.  To reinforce their learning, he had students record videos using the app called ShowMe.  Students were able to work in pairs or alone to talk through the process of solving a literal equation.

Click here to listen to this student's video. 

3.  Building Cause & Effect Charts
Students read five key documents and for each document wrote the causes and the effects of the event described. Students wrote the causes and effects on the white board table.  The students were able to walk from table to table to provide feedback to one another.  

4.  Student-Created Study Guides
In Ami Heng's Honors Advanced Algebra class, students reviewed for their test by making study guides on the whiteboard tables in the room.  Students worked in groups to come up with definitions and properties, as well as provide examples of the different types of numbers.  

5.  ...while having 1-on-1 conferences!

When students were working in their groups to build study guides (#4), Ami Heng had individual conferences with students.  This allowed her to go over their beginning of the year benchmark test scores and discuss their progress in class so far this year.  

Devoting time to our own skills can benefit our students

by Kirsten Fletcher

As teachers, we have a tendency to devote all our energy to planning lessons, meeting with students, grading, etc. and not take time for our own professional growth.  For example, I teach French and I often feel like my language skills are slipping. I can no longer keep up the pace of a conversation the way I used to, and I just can't find the time to maintain the level I would like to have. Yet if I want my students to devote time to improving their language skills outside the classroom, I need to work on my own as well. The broader my vocabulary, the more likely I am to expose them to idiomatic expressions and advanced structures.

One way that I can work on my own skills and still encourage my students is through field trips. Every year, we offer students an opportunity to leave English (and technology) behind for a weekend and immerse themselves in French with Aventure Française. Students spend the weekend participating in trust walks, nature hikes, broom ball, tug-of-war, singing and skits... all while remaining in the target language! It is truly marvelous to observe.

214 students work together in French to accomplish a task

214 students use compasses, identify landmarks,
participate in trust walk in the woods while using French

Teachers refresh their skills as well

While it is always rewarding to see the progress that students make and the confidence they gain in such a short period of time, I also have a selfish reason for going. This weekend forces me to speak French as well. Even better, it gives me the opportunity to not be the expert in the room. I interact all weekend with my peers and I regain some of my fluency of expression. I return to the classroom energized and armed with new ideas.

The same can be said about honing our teaching skills. It is important to take time out to develop ourselves professionally. This may mean doing pull-out days with our PLC, participating in workshops, or attending conferences. While these experiences frequently mean extra work in the form of planning and sub plans, the payoff is worth it. For more reflection on the benefits of attending professional conferences, see this blog post by Kim Miklusak.













On a smaller scale, the Collab Lab at EGHS offers a variety of professional learning opportunities. Without having to get a sub or take time out for conferences, teachers can join our Teaming on Tuesdays workshops for one period (or even part of a period) to learn through observation and discussion with colleagues and students. Many teachers also just stop in to chat, get feedback, or exchange ideas.

In fact, stop by the Collab Lab during any period on a normal day and you can hear teachers challenging one another and having professional discussions about how our goals align to our assessments or how to best reach struggling students. I sometimes walk out overwhelmed, but more often I leave with new ideas that energize me and encourage me to improve my instruction. I acknowledge that it is hard to take time away from my ever-growing to-do list to engage in meaningful conversation about pedagogy - especially when I really just need to get things graded. However, I truly believe that devoting this time to improving myself and my instruction will benefit my students in the end.

Why Should We Attend Conferences?

By Kim Miklusak

I am thankful in our district that we have the opportunity to be reimbursed for most--if not all--of the cost of attending some conferences both locally and nationally.  At the end of November I had the opportunity to attend #NCTE15, the Annual Convention for the National Council of Teachers of English.  It was the first time I had attended this conference since I was in college!  Last summer, some of our instructional tech teachers had the opportunity to attend ISTE. Right now, Linda Ashida is attending and presenting at the Learn Forward Conference with Lori Abbott.  These are just a few examples of the many opportunities our teachers have had recently (please share more!).

One thing that struck me most about attending NCTE was the open collaboration and sharing between not only presenters and audiences, but also between people in the audience; connections made between elementary, high school, and university staff; and the people connected on Twitter through the hashtag.  I was able to attend session strands in rhetoric, writing, and social justice--three topics I have been focusing on in my own professional development this year.  Currently I am working on a blog series to summarize and share what I have learned.

Ultimately the goal of attending these conferences doesn't end just at personal professional development, but it then continues to also multiply the learning back at our own school.  I was able to bring materials back to my team and to suggest other ideas for our curriculum and instruction.  I think so often teachers get bogged down with the day-to-day and year-to-year demands of the classroom and lives.  It's vital, I believe, for each of us to--as often as we can--get out, share our ideas, feel affirmation for what we are doing, be challenged by new ideas, and learn in order to grow.