Sunday, July 31, 2016
Jessica Barwick Final Reflection
More
Meat in the Main Course
Project-based learning is a term that has been
circulating for a little while now in education, and on the surface, it sounds
like a difficult concept. Students learn
only from doing projects? What does the
teacher do? How can they possibly work
independently enough? What about
standardized testing? How do the
students “cover” all the standards through these projects? What do they look like? At least these are some of the questions I
had before taking this course and deciding to change my vision of my classroom.
I was fortunate to gain experience as a gifted and
talented teacher for a year before I came to District 6, and it was here that I
saw my first examples of project-based learning. The unit I remember most is one in which the
students built a model house. They
integrated every single discipline, and each day was spent building,
researching, or writing. I left that
position thinking how wonderful the gifted and talented program in that
district was and hoping I would get a chance to do something like that in my
own classroom one day. Unfortunately, at
the time I had the mindset that this type of learning could only occur in a
classroom where all students were identified as G/T. I see now that all students are capable of
this type of project-based learning, but I need to be purposeful in my planning
and guidance to ensure that standards are being met (since we will not have the
flexibility of a G/T classroom that does not have specific tested content
standards).
In order to do what I want, I have to adopt the mindset
of a PBL teacher. The article that
helped to get me there the fastest was “The Main Course, Not
Dessert.” Larmer and Mergendoller helped
me to realize that maybe I was overthinking PBL planning. If I shift my thinking and turn “dessert”
projects into “meat for the main course,” I am already halfway to where I need
to be in terms of planning the unit.
Project-based learning is an inquiry-based approach to teaching and
learning that puts more responsibility and accountability on the student and
forces them to think more critically and creatively. It must have the essential elements of standards-based
knowledge, a driving question, sustained inquiry, authenticity, student voice
and choice, reflection, critique and revision, and a product for an authentic,
public audience. These elements lend
themselves directly to the profile of the South Carolina graduate, which
focuses on rigor, creativity, problem solving, collaboration, communication,
and technology. More important, in my
opinion, than all of these, is the skill of “knowing how to learn.” Through PBL, even young elementary students
begin learning “how to learn,” which is not practiced in a “sit and get”
classroom. While students are working on
their projects, asking questions, and creating, they are gaining the “life and
career characteristics” on the profile of good work ethic, perseverance, and
self-direction. By working with others
on projects or critique, they are gaining interpersonal skills, and many
projects can help students learn to appreciate other countries and cultures, so
they are developing a global perspective as well. The profile of the SC graduate should also be
the profile of a productive citizen in our country, so PBL is one method that
can help to prepare our future leaders!
Going through the process in class this week helped me to
gain a deeper understanding of what it will be like for our students. Many of us were a little confused in the beginning
and didn’t know what questions to ask until we got started trying to write our
PBL unit. I’m sure our students will
feel that same confusion and frustration in the beginning. However, through focused mini-lessons and
models, we worked on our “project” piece by piece, researching and learning as
we went. Collaborating with others and
receiving feedback through the Gallery Walk protocol was so helpful as our
ideas started evolving, and this experience helped me realize that my students
will truly value critique from their peers, not just me. We also were able to stretch our creativity
muscles not only through planning our unit, but by helping our peers with fun
ideas during the Critical Friends protocol.
Finally, by presenting our unit with the pressure of an authentic
audience, we were able to, again, put ourselves in our future students’
shoes. Even though it was not easy,
learning this way helped me to become a better educator. It will be the same for my students: it will be more difficult for them to work
independently and self-directed, but they will gain far greater skills and
knowledge by doing so.
I have already shifted my thinking in terms of how I want
my classroom to look this year. I have
been thinking nonstop about projects I can incorporate into other units as the “meat”
of the unit instead of the “dessert.” I
want my students to build models of pioneers climbing mountains and crossing
rivers while we write our westward expansion journals, and I want students to
be innovators and create an invention when we study famous inventors. I know there will be many obstacles (some I
can foresee and others I can’t) when I begin these units with actual
ten-year-olds in the fall, but I’m up for the challenge because I know that PBL
is worth the risk!
Jonathan Terry - Final Reflection
Over the course of this
week, my thoughts and ideas on the validity of project-based learning has
shifted dramatically. To be completely
honest, I thought project-based learning was just a set a buzz words to
describe one way of teaching. This week
I’ve learned that project-based learning is not a new teaching fad that will
fade away in the next few years. PBL is
what the scope of education is moving towards and, in a way, is what society is
demanding. Project-based learning is
taking a project and making it the main focus of a unit of study. Within this unit, students must constantly
use inquiry to discover and answer their own questions. The products and how they are presented
create student ownership in the educational process. As our students graduate and move into the
business world, they will be more prepared to be successful independent
thinkers.
There has been a huge
paradigm shift for me as a classroom teacher.
I no longer want to depend on lecture, or “sit and get”, as my main way
of presenting new information. Inquiry
cannot be something done once or twice a week, but constantly as students look
to create new meaning from the world around them. I’ve also shifted my view on the rigor that
needs to be a part of my course. Too
many times I’ve given an assignment with the notion that “this is all they can
do.” From now on I will come into the
classroom with the mindset that my students can perform far beyond what I
expect and I should not be crippling their creativity.
My participation has
expanded my expectations on the power of PBL and for what my students can truly
accomplish in the classroom. I loved the
fact that class itself was structured as PBL so that I walked away with personal
experience. One of the most powerful
things we can give students is the ability to collaborate and communication
their feelings with peers. This is not
always easy in the middle school classroom and I know I will have to spend a
lot of time teaching my 7th graders how to properly critique each
other. Just like real scientists,
critique and revision will become an essential cornerstone in my classroom,
even if it is not necessarily a PBL unit.
I’m so appreciative of the opportunity to take this class and I cannot
wait to share my enthusiasm for project-based learning with my colleagues.
September Bennett-Cook - Day 4
Using protocols like
critical friends help teachers become more reflective because it allows us to
get feedback from our peers who may offer a different prospective based on
their experiences. At the end of the day, we should be asking ourselves the
same questions we ask our students: What
went well? What needs some work? How can I improve? There is no one way to
teach a lesson. My peers may look at a plan and execute it in a completely
different way than I would. It’s those “Hmm, I didn’t think of that” moments that
improve our viewpoint as educators.
Having a fairly
diverse group of educators is helpful. Diving in to a “critical friends”
session with administrators and teachers of various grade levels and subject
areas offer fresh eyes to improve the clarity and quality of our work.
With
Roots to Leaves, I plan to use the 3 Step Interview (with teacher guided
questions) as well as Critical Friends. One will be with a partner, the other
with small group (5 students), both for student-student feedback. For
student-teacher feedback, I will utilize writing conferences as well as a
staggered weekly checkpoint on Padlet. This will allow students to vent their concerns
as well as shout out their successes. I will watch their checkpoint videos and
provide individual assistance on the following school day.
Final Reflection: Shanna Pittman
Shanna Pittman: Final Reflection
PBL Summer Course 2016
EDCI 671
Making the decision to take this course was a big one for me, mostly, because I had to leave two children at home every day for a week to make the daily trek to Dorman. However, my children survived and I could not be happier that I decided to take the course. When I saw the e-mail in my inbox this Spring announcing the course I thought, "Wow, that's something I would enjoy!". I love teaching integrated units but I knew there was something missing, something I could do better. This PBL course answered that burning question, "What can I do to make my instruction more engaging and meaningful for my children?", and so much more! This course was exceptional in teaching how to plan and implement a true PBL, how to facilitate learning in your classroom (not dictate) and how to assess and address as you progress through your unit. These three elements of the class were essential for me and exactly what I was hoping to learn as I move forward in my career, teaching 21st century learners.
During the first couple of days of the course I had my first epiphany. The big question on my mind as we began the week was, "What is the difference between an integrated unit and a PBL". I quickly learned through the class and conversations with Mrs. Mitchell that a PBL is similar to an integrated unit but much more. Project-based learning is an instructional model. It is used by the teacher to deliver standards-based content over time through the investigation of a relevant, complex and engaging problem. A PBL is meaningful and relevant to the child. It requires the teacher to be a facilitator of learning, guiding children as they work through the content. Specifically, the most important differences between integrated units and project based learning is that each unit begins with a driving question and problem to solve that focuses both the teacher and students. A PBL must also have sustained inquiry and incorporate appropriate technological tools throughout the unit. Students must be given a voice and choice throughout the unit in order to give them ownership in their learning. The opportunities for meaningful reflection and revision throughout the process is essential. Using protocols and formative assessments throughout the unit is essential in guiding instruction and establishing the need for further inquiry. Finally, in project based learning their must be a public audience, someone outside of the classroom for whom the project has relevance. The audience could be other peers or adults inside the building or someone in the community.
As an early childhood educator, I have been focusing on the components of project based learning that will be most challenging and how to address those concerns in my classroom. With young children, my concern has always been that if I loosen the reigns and allow my students too much freedom they will play and not learn the concepts, content, and skills in which I am charged to teach them. Throughout this week I have learned that project based learning is an exciting method of instruction to use is in kindergarten. I can give my students more voice and choice and become the facilitator of their learning, not the dictator. I can use developmentally appropriate protocols and formative assessments throughout the unit to ensure students are not only learning the content, but developing deeper understanding.
The presentation of our course in PBL format was innovative and made the content meaningful for me. Throughout the week, as we used collaborative groups, protocols, communication, problem solving, creativity, and critical thinking, I could feel my enthusiasm as an educator and my excitement for my children growing day by day. As professionals we know that individuals understand when they "do". This class gave me a deeper understanding of what it means to use the PBL model in my classroom because I participated in a PBL myself. Collaborating with and getting to know my colleagues in District 6 allowed me to see other perspectives and get ideas from my peers. Their excitement and creativity set the bar high for what I now expect from my own project. I will be excited to share the outcome of my project based learning experience with them and will be anxious to hear their outcomes as well. We will learn from each other's experiences and move forward as we strive to provide the highest quality of education for the students we teach.
My paradigm shift occurred this week when I realized my children will be more engaged when I give them a voice and choice and allow them to work collaboratively. I plan to become a coach, facilitating their learning through a solid PBL unit plan, protocols, mini-lessons, sustained inquiry, and formative assessments as we work through our unit. This will be a leap of faith for me but I believe in the methodology and believe that as educators of 21st century learners we need to change and adapt to ensure we meet the needs of all of our children. My challenge as I move forward in this class and beyond is to ensure that my instruction changes and adapts to meet the needs of my students. Students come first and in our district and always in my classroom!
PBL Summer Course 2016
EDCI 671
Making the decision to take this course was a big one for me, mostly, because I had to leave two children at home every day for a week to make the daily trek to Dorman. However, my children survived and I could not be happier that I decided to take the course. When I saw the e-mail in my inbox this Spring announcing the course I thought, "Wow, that's something I would enjoy!". I love teaching integrated units but I knew there was something missing, something I could do better. This PBL course answered that burning question, "What can I do to make my instruction more engaging and meaningful for my children?", and so much more! This course was exceptional in teaching how to plan and implement a true PBL, how to facilitate learning in your classroom (not dictate) and how to assess and address as you progress through your unit. These three elements of the class were essential for me and exactly what I was hoping to learn as I move forward in my career, teaching 21st century learners.
During the first couple of days of the course I had my first epiphany. The big question on my mind as we began the week was, "What is the difference between an integrated unit and a PBL". I quickly learned through the class and conversations with Mrs. Mitchell that a PBL is similar to an integrated unit but much more. Project-based learning is an instructional model. It is used by the teacher to deliver standards-based content over time through the investigation of a relevant, complex and engaging problem. A PBL is meaningful and relevant to the child. It requires the teacher to be a facilitator of learning, guiding children as they work through the content. Specifically, the most important differences between integrated units and project based learning is that each unit begins with a driving question and problem to solve that focuses both the teacher and students. A PBL must also have sustained inquiry and incorporate appropriate technological tools throughout the unit. Students must be given a voice and choice throughout the unit in order to give them ownership in their learning. The opportunities for meaningful reflection and revision throughout the process is essential. Using protocols and formative assessments throughout the unit is essential in guiding instruction and establishing the need for further inquiry. Finally, in project based learning their must be a public audience, someone outside of the classroom for whom the project has relevance. The audience could be other peers or adults inside the building or someone in the community.
As an early childhood educator, I have been focusing on the components of project based learning that will be most challenging and how to address those concerns in my classroom. With young children, my concern has always been that if I loosen the reigns and allow my students too much freedom they will play and not learn the concepts, content, and skills in which I am charged to teach them. Throughout this week I have learned that project based learning is an exciting method of instruction to use is in kindergarten. I can give my students more voice and choice and become the facilitator of their learning, not the dictator. I can use developmentally appropriate protocols and formative assessments throughout the unit to ensure students are not only learning the content, but developing deeper understanding.
The presentation of our course in PBL format was innovative and made the content meaningful for me. Throughout the week, as we used collaborative groups, protocols, communication, problem solving, creativity, and critical thinking, I could feel my enthusiasm as an educator and my excitement for my children growing day by day. As professionals we know that individuals understand when they "do". This class gave me a deeper understanding of what it means to use the PBL model in my classroom because I participated in a PBL myself. Collaborating with and getting to know my colleagues in District 6 allowed me to see other perspectives and get ideas from my peers. Their excitement and creativity set the bar high for what I now expect from my own project. I will be excited to share the outcome of my project based learning experience with them and will be anxious to hear their outcomes as well. We will learn from each other's experiences and move forward as we strive to provide the highest quality of education for the students we teach.
My paradigm shift occurred this week when I realized my children will be more engaged when I give them a voice and choice and allow them to work collaboratively. I plan to become a coach, facilitating their learning through a solid PBL unit plan, protocols, mini-lessons, sustained inquiry, and formative assessments as we work through our unit. This will be a leap of faith for me but I believe in the methodology and believe that as educators of 21st century learners we need to change and adapt to ensure we meet the needs of all of our children. My challenge as I move forward in this class and beyond is to ensure that my instruction changes and adapts to meet the needs of my students. Students come first and in our district and always in my classroom!
Helen Reed - Final Reflection
Final Reflection - PBL Class - Summer 2016 - Helen Reed
I have grown in my thinking of PBL from this week long class and am excited for how my thinking will continue to grow and change throughout this entire course. Project Based Learning is a way for teachers to teach and an engaging way for students to learn. PBL is all about the students and allowing them to question and investigate a real-life problem in order to arrive at a plan and solution. While before I was familiar with the engineering design process and associated that with PBL, I now know that PBL can involve the design process, but has its own essential elements. PBL focuses around a driving question which guides the students through their learning in the form of a project. By having a driving question, both the students and the teacher can make sure that everything they are doing is focused on discovering an answer to that question. I also used to think that the teacher was the main one responsible for providing the students with feedback. I now know that through protocols like Critical Friends and Gallery Walks, students can provide their peers with just as usable and beneficial feedback as the teacher can. I loved both of those protocols we did during our week long course and I am excited to use them in my classroom this year. While I know that I will need to tweak the Critical Friends protocol so it to work for my students, I am confident that through modeling and practice my students will be able to give great peer-to-peer feedback. Also, by providing the feedback midway through the project, the students will have time to revise their work. Allowing for this time is another thing I learned. When you give your students time to make revisions, they will. If you do not allow for it, then they will not. When students get the opportunity to make revisions they are seeing for themselves how they can continuously improve.
The greatest impacts I see for my students by using PBL in my classroom are becoming problem solvers, learning to empower themselves, and collaboration. When my students begin the PBL unit I planned, they are going to have questions. They are going to wonder why different types of severe weather occur, why do these storms cause so much damage, what can people do about these storms, and so much more. By allowing my students to wonder and then guiding them towards fulfilling their inquiry they will begin to empower themselves. I will guide them to resources and share in their wonderment. Allowing the students to take full ownership and control over their learning they will become more independent and self-directed. As the students realize they can be in control, I believe that they will learn so much more because they have a real-life purpose for their learning and are invested in it, so they are even more determined to understand and learn. I also hope that my students become better collaborators through PBL in the classroom. If students can begin to learn to collaborate with one another in elementary school, they will be experts by the time they enter the real world. Collaboration is a skill that everyone uses. If students can also learn to collaborate with others whom they do not get along with, they will also grow so much. Working with others doesn’t mean that you have to like them all, it simply means that you must work together while working towards the same goal. If everyone is invested and has ownership in the project, then students should be able to communicate and collaborate with one another more easily. All of these impacts also correspond to the Profile of the SC Graduate. Prior to this class, I knew the Profile existed, but I really did not think of how the characteristics could relate to my fourth graders. I now know that what I am doing in my classroom and through PBL is indeed helping my students achieve the Profile of the SC graduate. I want all of my students to graduate from high school, like every other teacher out there. But I also want my students to be well-rounded citizens who will take on the role of leaders after high school. By having them in fourth grade participate in groups, create solutions to problems, revise and critique their work, they are participating in activities that successful adults do in the real world. When my students leave my classroom, they will have had practice doing these things.
For myself, I hope using PBL in my classroom will help me grow more as a coach. I loved the example used in our class of the students are the ones who play, but as the coach you are the one who supports from the sidelines. The coach guides and helps students along the way, but will never play the game for them. While I used to think that I needed to have the most control in the classroom over the learning, I now know that the students need the most control over their learning. While my role as a teacher is one where I wear many hats, the students can be empowered to take control of their learning. By using PBL in the classroom, students will be the ones deciding how they want to learn about different problems and what they need to do in order to solve them. I hope to grow in my role as a coach and be there to guide my students when they have difficulties and cheer them on when they have successes.
Friday, July 29, 2016
Jeneane Allgood--final reflection
Jeneane
Allgood
PBL
Cohort Summer 2016
When
I was offered a spot in this course, I knew I needed the hours for
recertification, so I gladly signed up with Mrs. Stancil. Having entered teaching through Critical
Needs or Pace, education classes always seemed to teach me about the newest
“fad” trend that never seemed to stick around for very long. I figured that
this class would be no different, and that couldn’t have been further from the
truth.
PBL, or Project-Based
Learning, is a strategy for teaching a standards-based unit to students through
the use of protocols, formative assessments, activities, sustained learning,
and a culminating summative assessment.
A PBL unit is centered around a driving question and a problem statement
that frames the purpose of the lesson and how the topic relates to real life,
or authentic learning. Protocols are tools that can be used for collaboration
by groups of students to show what they have learned, giving the teacher an
idea of whether or not the students are truly grasping the lesson. Protocols can also be used to give feedback
to students on their project, which is necessary for critique and revision,
both of which are important aspects of PBL.
Now that I have
explained some of the key components of PBL, I will explain what makes PBL
different from other learning strategies.
To understand PBL, you’ve got to start with the end in mind. That is,
“What do I want my students to know or be able to do by the end of this unit?”.
The next logical question would be, “How do I get them there?”. In our class this week, we learned that
Project-based learning (PBL) is a way to teach students in a way that is
meaningful for them and teaches them information in a way that they will retain
the information because they researched it and worked with it, and weren’t
simply just “spoken to”.
So,
what would a typical PBL classroom look like? A PBL classroom would have
students working in pairs or groups working towards solving a problem or
answering a question. A teacher would be walking around, guiding research,
answering questions, and giving feedback on work completed thus far. Many
classrooms have projects as part of their curriculum, but as we learned from an
article we read, these projects typically come at the end of the unit after
most of the key information has been taught. Thus, these types of projects have
been called “dessert” projects. PBL emphasizes making projects the “main
course”. This means that sustained inquiry learning is incorporated into
lessons throughout the unit, such that one day students might be researching
different ways that cells communicate, and another day they might be seeing how
disease may result from faulty cell-to-cell communication. One or two days of research is not enough.
Through teacher-student interactions and student-student interactions, students
are able to find out information that can be synthesized and put together like
puzzle pieces to work towards a final culminating project or task. I think of
it like a staircase. Each day builds
upon the next, resulting in a final product that demonstrates true learning on
a topic that hopefully has a personal connection to the student because there
was some sort of choice involved in the kind of research that they got to do.
As a teacher, taking
this class has helped clear up some of the misconceptions that I had about PBL.
I really just thought it was a fancy way of saying that students were teaching
themselves, but now I know that is not the case. In fact, PBL takes quite a bit
of planning on the part of the teacher. Taking this class has helped me shift
my focus, because it really makes me focus on the end-product first, asking
myself, “What do I want students to know?”, and then mapping out a logical way
for them to get there. In the past, most of my projects were “dessert”
projects---teaching my students a bunch of content and then seeing what
“sticks”. I now see that by getting
students to research some information themselves and collaborate with other
students to relate it to the driving question or overall problem, that my role
as a teacher has changed. My role has
shifted from “absolute leader” and “giver of information” to “facilitator” and
a source of constructive criticism. I
love the wording that we used in a lot of the activities that we did (“I
like….”, “I wonder….”). It made giving and receiving feedback so easy, less
hurtful, and more importantly---I was OPEN to receiving the feedback…I didn’t
dread it like I normally would have.
One of my favorite
professors in college used to close his lessons in our Human Physiology class
with “Why do we care”, so I feel like that is an appropriate way to end this
reflection. Why should we care about
PBL? To me, we should care because it is a completely different way of getting
information across to our students. Yes,
we are still teaching, but we are serving more as facilitators as students
discover new information and see how it relates to an over-reaching problem or question. Before this class, I really wasn’t familiar
with the profile of a SC graduate and which skills they are expected to
have. I was amazed when I looked at that
list later on this week and saw how PBL emphasizes most of those skills. I
don’t think I could say the same thing about my traditional lessons. That is an “a-ha” moment for me (as I would
call it in my class). This whole week has been an “a-ha” moment for me. I really was skeptical coming into this week,
but I am a full believer in PBL thanks to all of the activities that we did
this week. I feel like I can accurately
convey what PBL is to my colleagues and get more people on board!
Critical Friends Protol - Video Reflection - Ray Tedder
Critical Friends Protol - Video Reflection - Ray Tedder
Protocols like “critical friends” can be a very effective tool to help teachers become more reflective of their teaching practices.
One of the problems that all people have is a blindness to those things that don't fit in our own personal paradigm of our world. I realize that some of my teacher friends have preferences that they think are essential to good teaching, but if we are failing to see repeated gaps, holes, or problems in our teaching, this kind of feedback will have more than one teacher seeing the same issues. When similar come to us from different perspectives it may help us to finally see those gaps, holes, or problems.
One of the things that this process in this class was that it other teachers could see things that I had not even thought about that helped me improve the project.
The Critical Friends Protocol will not be very effective if people in the group do not feel safe. Feeling safe requires that the receiver of "I wonders..." do not feel that the sender of the "I wonders..." is being negative and critical but caring and helpful. The former results in negative feelings and harms relationships while the latter results in feelings of being cared about and respected. Creating the more positive, caring and helpful atmosphere may require a great deal of effort on the part of all concerned.
In the same way that we used this Critical Friends Protocol in our class to help refine and improve our presentations, the protocol could be used by students in the same manner to help their peers refine and improve their process or presentations.
I will be using a Critical Friends Protocol in my unit as a way to give feedback or critique to students as they near the date when they will be required to present their work. I will also be using the Gallery Walk Protocol to help groups of students refine, improve and or revise their planned experimental research procedures. There are other protocols in my unit plan at least one of which I do not have a name for as I have not seen it in any of the reading thus far (perhaps I will have to name it :-) ).
Protocols like “critical friends” can be a very effective tool to help teachers become more reflective of their teaching practices.
One of the problems that all people have is a blindness to those things that don't fit in our own personal paradigm of our world. I realize that some of my teacher friends have preferences that they think are essential to good teaching, but if we are failing to see repeated gaps, holes, or problems in our teaching, this kind of feedback will have more than one teacher seeing the same issues. When similar come to us from different perspectives it may help us to finally see those gaps, holes, or problems.
One of the things that this process in this class was that it other teachers could see things that I had not even thought about that helped me improve the project.
The Critical Friends Protocol will not be very effective if people in the group do not feel safe. Feeling safe requires that the receiver of "I wonders..." do not feel that the sender of the "I wonders..." is being negative and critical but caring and helpful. The former results in negative feelings and harms relationships while the latter results in feelings of being cared about and respected. Creating the more positive, caring and helpful atmosphere may require a great deal of effort on the part of all concerned.
In the same way that we used this Critical Friends Protocol in our class to help refine and improve our presentations, the protocol could be used by students in the same manner to help their peers refine and improve their process or presentations.
I will be using a Critical Friends Protocol in my unit as a way to give feedback or critique to students as they near the date when they will be required to present their work. I will also be using the Gallery Walk Protocol to help groups of students refine, improve and or revise their planned experimental research procedures. There are other protocols in my unit plan at least one of which I do not have a name for as I have not seen it in any of the reading thus far (perhaps I will have to name it :-) ).
Critical Friends Protol - Video Reflection - Ray Tedder
Protocols like “critical friends” can be a very effective tool to help teachers become more reflective of their teaching practices.
One of the problems that all people have is a blindness to those things that don't fit in our own personal paradigm of our world. I realize that some of my teacher friends have preferences that they think are essential to good teaching, but if we are failing to see repeated gaps, holes, or problems in our teaching, this kind of feedback will have more than one teacher seeing the same issues. When similar come to us from different perspectives it may help us to finally see those gaps, holes, or problems.
One of the things that this process in this class was that it other teachers could see things that I had not even thought about that helped me improve the project.
The Critical Friends Protocol will not be very effective if people in the group do not feel safe. Feeling safe requires that the receiver of "I wonders..." do not feel that the sender of the "I wonders..." is being negative and critical but caring and helpful. The former results in negative feelings and harms relationships while the latter results in feelings of being cared about and respected. Creating the more positive, caring and helpful atmosphere may require a great deal of effort on the part of all concerned.
In the same way that we used this Critical Friends Protocol in our class to help refine and improve our presentations, the protocol could be used by students in the same manner to help their peers refine and improve their process or presentations.
I will be using a Critical Friends Protocol in my unit as a way to give feedback or critique to students as they near the date when they will be required to present their work. I will also be using the Gallery Walk Protocol to help groups of students refine, improve and or revise their planned experimental research procedures. There are other protocols in my unit plan at least one of which I do not have a name for as I have not seen it in any of the reading thus far (perhaps I will have to name it :-) ).
Protocols like “critical friends” can be a very effective tool to help teachers become more reflective of their teaching practices.
One of the problems that all people have is a blindness to those things that don't fit in our own personal paradigm of our world. I realize that some of my teacher friends have preferences that they think are essential to good teaching, but if we are failing to see repeated gaps, holes, or problems in our teaching, this kind of feedback will have more than one teacher seeing the same issues. When similar come to us from different perspectives it may help us to finally see those gaps, holes, or problems.
One of the things that this process in this class was that it other teachers could see things that I had not even thought about that helped me improve the project.
The Critical Friends Protocol will not be very effective if people in the group do not feel safe. Feeling safe requires that the receiver of "I wonders..." do not feel that the sender of the "I wonders..." is being negative and critical but caring and helpful. The former results in negative feelings and harms relationships while the latter results in feelings of being cared about and respected. Creating the more positive, caring and helpful atmosphere may require a great deal of effort on the part of all concerned.
In the same way that we used this Critical Friends Protocol in our class to help refine and improve our presentations, the protocol could be used by students in the same manner to help their peers refine and improve their process or presentations.
I will be using a Critical Friends Protocol in my unit as a way to give feedback or critique to students as they near the date when they will be required to present their work. I will also be using the Gallery Walk Protocol to help groups of students refine, improve and or revise their planned experimental research procedures. There are other protocols in my unit plan at least one of which I do not have a name for as I have not seen it in any of the reading thus far (perhaps I will have to name it :-) ).
Thursday, July 28, 2016
Day 4 Blog - Shanna
Video Response:
Critical Friends: Looking at Student Work
Using a tool like Critical Friends in evaluating their teaching practices is valuable for teachers in reflecting because it makes the teacher stop, listen to feedback from colleagues and answer clarifying questions before diving in to the next unit or topic. I like the idea of receiving feedback from colleagues. They can offer a unique perspective that the teacher may not have considered prior to the protocol. In remaining silent during the feedback, the teacher is forced to listen rather than defend their thinking. It is conducted in a low stress, non-threatening manner which is as important to teachers as it is to students.
This protocol works because the layout of the room and the teachers' manner is very relaxed. It is informal and non-threatening. The teachers must have a sense of community and trust. In order to be effective, and not a waste of everyone's time, the feedback and questions should be well thought out real, not just fluff and compliments.
This protocol could certainly be adapted to use with children. I plan to use a very watered-down version at the end of my PBL. First, the teacher would need to establish norms and expectations for behavior. He/she could model what a Critical Friends protocol would look like in action. Students would ask questions and give each other meaningful feedback. This protocol could be adapted for any age.
I plan to embed Turn and Talk into my PBL. It is a protocol I have used with my students in the past and after I model the process, often in the beginning, I have found it to be a useful protocol in the past. I also plan to adapt Critical Friends to be valuable to kindergarten. I will need to model the process and teach students to take turns but I think it will be a fun protocol to try out this year. Finally, I am planning to use the Speaking Stick. I am planning to use it as a protocol before Critical Friends. It will be a great way to assess students understanding while teaching them to take turns. They may only talk when they are holding the stick. The "Speaking Stick" protocol can be adapted for student-student and teacher/student.
Scott Taylor : Post #4
The conditions that are required for this to occur have to first start with the cultural of the school. Many teachers have to change their mindset to realize that we are all in this together. Many schools have great outcomes but imagine what could happen to the school if their was collaboration on this level. With this set-up it is no longer teacher vs. principals or employee vs. boss. When the boss critiques it is a matter of have to but with critical friends it should be a want to. When there is a want to attitude it can only mean the absolute best chance of success for each student. It shouldn't be about keeping your best stuff to yourself so the principal can notice you but what can we all do to make all the students successful learners.
With critical friends it definitely helps teachers reflect on their practice. Here is a colleague - someone who is in the classroom just like you and they are wanting for you to succeed as well. Through critical friends it allows the teacher to receive feedback without "reprimands" from the boss. These reflections makes us step back and realize that no matter how awesome we think the lesson is, we can truly guage the success by how our colleagues view it as well.
This protocol can be used with students. The first challenge it teaching the students how to be critical in a manner that is not demeaning but offers support to their peer a better student. Was thier is a grasp of this critiquing then the possibilities are endless on how it can be used. One way is through during a revision part of a model building. If students were building models of glucose is brought into the cell then half-way through they could demonstrate that model to another student. The student could then be a critical friend offering feedback to see if they are on the right track or not.
Two protocols:
gallery walk through. After the students create their poster and display the macromolecule they chose the students will complete a gallery walk through.
Learning through a speaker. I plan on bringing in an individual who has acted as an expert witness in a court room before. The students will then be able to ask questions about proceedings, dress, mannerism, etc.
With critical friends it definitely helps teachers reflect on their practice. Here is a colleague - someone who is in the classroom just like you and they are wanting for you to succeed as well. Through critical friends it allows the teacher to receive feedback without "reprimands" from the boss. These reflections makes us step back and realize that no matter how awesome we think the lesson is, we can truly guage the success by how our colleagues view it as well.
This protocol can be used with students. The first challenge it teaching the students how to be critical in a manner that is not demeaning but offers support to their peer a better student. Was thier is a grasp of this critiquing then the possibilities are endless on how it can be used. One way is through during a revision part of a model building. If students were building models of glucose is brought into the cell then half-way through they could demonstrate that model to another student. The student could then be a critical friend offering feedback to see if they are on the right track or not.
Two protocols:
gallery walk through. After the students create their poster and display the macromolecule they chose the students will complete a gallery walk through.
Learning through a speaker. I plan on bringing in an individual who has acted as an expert witness in a court room before. The students will then be able to ask questions about proceedings, dress, mannerism, etc.
Day 4
Austin Baker
- How does using protocols
like “critical friends” help teachers become more reflective of their
teaching practices?
I believe one of the cools things about a critical friends
session is that I found myself re-energized about my project. Having all these
new perspectives on something I’ve been working hard on made me want to work
even more. There were so many things I wanted to add, address, reorganize, and
improve upon.
- What conditions are required
for teachers to make use of this protocol?
I think that the atmosphere of the school has to be one of
constant improvement and lifelong improvement. I think it takes being open to
the idea that whatever you’re doing, it can be improved. And, I think it
requires an environment that is focused on putting kids first, and to do that
in education, you have to be willing to adapt, grow, and learn as a leaner
yourself, then implement changes from that growth in order to become a better
teacher.
- How could this protocol be used
with students?
I realized after working with this protocol that although much
of my class revolved around feedback, it focused too much on feedback from me
as the instructor and not enough on students providing each other with
feedback. I think the expectation has to be established early on that all work
is a work in progress and that critique and revision are good things, things to
be constantly engaged in in the pursuit of excellence.
- Identify two specific protocols
you will embed in your PBL unit. Consider protocols for
teacher-student or student-teacher feedback as well as student-student
feedback.
We’re definitely going to be doing critical friends, both on a
student-to-student level as well as on a class-wide level. “Feedback Nightmares”
is also something we will be working with in my classes to establish good
feedback expectations early on.
Lindsey Harris-Day 4
- How does using protocols like
“critical friends” help teachers become more reflective of their teaching
practices?
By using “critical friends” you are
forced to think about your project in a different way. You have all of these new ideas, questions,
and wonders that make you stop in your tracks and say, “wow, I never thought of
it that way”. This gives you a whole new
momentum and sometimes may send you down a new path. This way of thinking can carry over into
other aspects of teaching making you a true reflective practitioner.
- What conditions are required for
teachers to make use of this protocol?
There are several conditions that I
feel are needed to make this protocol a success. First, you would need to have rules in
place. This will set expectations and
keep everyone on the “same playing field”. Next, you need to have a positive environment
and sense of trust among the participating teacher. Lastly, I think you need to provide some sort
of positive feedback before a critique.
- How could this protocol be used with
students?
I thinks this would be a wonderful
tool used with students after A LOT of modeling. My second graders are always eager to tell
others what they think, so why not use this for a positive, reflective
component to a project?
- Identify two specific protocols you
will embed in your PBL unit. Consider protocols for teacher-student
or student-teacher feedback as well as student-student feedback.
I plan on using Building Consensus
Protocol as well as Critical Friends. I
think for this unit I will need to modify and simplify critical friends since
this unit will be taught early in the fall semester. By the end of the year I hope for the
students to participate in critical friends as we did today.
Brittany Daly - Blog 4
1.) How does using protocols like “critical
friends” help teachers become more reflective of their teaching practices?
Using the critical friends protocol this week has been so helpful in the creation of my unit. My colleagues’ questions, likes, and wonders encouraged me to look at my plans from other perspectives and make changes that would improve my project. Reflection is so valuable in our profession. If we don’t reflect, how can we improve our instructional practices? Self-reflection is not enough. Listening to the experiences and perspectives of others can present ideas and possibilities we would not have otherwise considered. The fact that the critical friends protocol focuses on both likes and wonders allows for both affirmation and suggestions for improvement. It is important to be validated, because we all have great ideas, but it is also important to understand where we may need to make changes.
2.) What conditions are required for teachers to make use of this protocol?
Sharing rough drafts and unpolished work with colleagues can be daunting. I know that I was a bit hesitant before sharing my project draft this morning because it was far from complete. Therefore, it is important that colleagues establish relationships built on respect and trust if they are going to participate in this protocol. Another factor to take into consideration is time. We only get so much planning time each day, and our planning only overlaps with teachers on our own grade level. Therefore, time to implement this protocol can be an issue, especially if you want to include teachers from more than one grade level.
3.) How could this protocol be used with students?
The critical friends protocol can be used to teach students appropriate ways to give feedback to their peers. When I have asked former students to give each other feedback, they have often used general words like great and awesome, and they have had trouble giving each other specific and useful suggestions. I think that modeling this protocol and practicing it frequently will teach students how to provide feedback that is meaningful. It can be used when students are drafting a project or creating a presentation. I also think it can be used during the writing process as mentioned in the example Dawn gave earlier today.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
Using the critical friends protocol this week has been so helpful in the creation of my unit. My colleagues’ questions, likes, and wonders encouraged me to look at my plans from other perspectives and make changes that would improve my project. Reflection is so valuable in our profession. If we don’t reflect, how can we improve our instructional practices? Self-reflection is not enough. Listening to the experiences and perspectives of others can present ideas and possibilities we would not have otherwise considered. The fact that the critical friends protocol focuses on both likes and wonders allows for both affirmation and suggestions for improvement. It is important to be validated, because we all have great ideas, but it is also important to understand where we may need to make changes.
2.) What conditions are required for teachers to make use of this protocol?
Sharing rough drafts and unpolished work with colleagues can be daunting. I know that I was a bit hesitant before sharing my project draft this morning because it was far from complete. Therefore, it is important that colleagues establish relationships built on respect and trust if they are going to participate in this protocol. Another factor to take into consideration is time. We only get so much planning time each day, and our planning only overlaps with teachers on our own grade level. Therefore, time to implement this protocol can be an issue, especially if you want to include teachers from more than one grade level.
3.) How could this protocol be used with students?
The critical friends protocol can be used to teach students appropriate ways to give feedback to their peers. When I have asked former students to give each other feedback, they have often used general words like great and awesome, and they have had trouble giving each other specific and useful suggestions. I think that modeling this protocol and practicing it frequently will teach students how to provide feedback that is meaningful. It can be used when students are drafting a project or creating a presentation. I also think it can be used during the writing process as mentioned in the example Dawn gave earlier today.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
In this PBL unit, I plan to use the consensus protocol
to informally assess students’ understanding of waves, currents, and tides.
Students will receive feedback from their peers as they discuss their answers
and attempt to reach a consensus. I would also like to use the gallery walk
protocol so students can receive feedback on the designs for their erosion
prevention solutions. I want to reinforce the importance of creating a detailed
and accurate design before building takes place, so I plan to have each group
place their solution blueprint in the gallery. Each group will get feedback
from peers and the teacher before getting the opportunity to revise their
designs.
Helen Reed - Day 4
1. How does using protocols like “critical friends” help teachers become more reflective of their teaching practices?
Using critical friends is a safe way to get feedback from colleagues regarding a topic. I learned so much from the feedback I received today along with extra ideas from listening and participating in the other presentations. Receiving feedback can be difficult in many situations. People's tone, body language, and knowledge base can become intimidating or negative quickly. By using critical friends, you lay the expectations out and it becomes more of a conversation. When receiving feedback, teachers get to see where others have questions and reflect on if they did not include something originally or if they simply need to make things more clear. Using language such as, "I like..." and "I wonder..." promotes affirmation and wonderings. The affirmations confirm what the teacher is already doing, while the wonderings are suggestions and thoughts worded to make the teacher reflect and decide how they want to proceed.
2. What conditions are required for teachers to make use of this protocol?
For teachers to use critical friends they must have a sense of trust with their colleagues. When establishing conditions to use critical friends, teachers must know that their ideas are being respected and that suggestions are just suggestions. The teacher has the final say in their project,but the friends are there to help make your project the best that it can be. I would love to use critical friends protocol with my colleague to run other PBL units by them before I implement them.
3. How could this protocol be used with students?
Critical friends could be used with students easily! Students usually love the chance to help their friends out and critical friends does just that. To use critical friends in the middle of a project is also beneficial. When given feedback in the middle of your project, students would have time to go back and reflect and make revisions. Critical friends can be used with a PBL unit or a design project, but I also think it could be used with other projects students complete which would require some kind of revision. Through modeling and breaking the critical friends steps down, I believe this will be a fantastic way for my students to receive peer critiques.
4. Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
4. Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I plan to include critical friends in my PBL unit. After the students have written a draft of their PSA/weather report, the students will participate in the critical friends protocol. By receiving feedback halfway through the project, the students will still have time to go back and make revisions to their writing before they begin with the technology aspect. The students may also get additional ideas for their own project by listening to their classmates' projects. Another protocol I plan to use in my PBL is the Consensus protocol. After researching, the students will complete the Consensus protocol to gather their thoughts and facts about storms and come up with a group summary which includes just the important information. I will be able to come around to groups and talk with them about their consensus and help them determine if they need to add or delete things from their consensus. Through this protocol, I will be able to see each individual student's understanding of storms and how they are able to work with a group to come to a consensus regarding all of the information.
Jessica Barwick Day 4
1.) How does using protocols like “critical friends” help teachers become more reflective of their teaching practices?
Sometimes when you are working on lesson plans, a project, or anything that takes up a good bit of your time and brain energy, you become so entrenched in the details of your ideas that you might miss something that could be valuable to add or possibly even take away. It's helpful to have a viewpoint from outside of your own bubble to validate that what you're doing is worthwhile but also provide non-judgmental feedback to help the project along. Individuals benefit from the brain of the collective whole because we all have different personal experiences, teaching styles, and strengths. Today's "critical friends" certainly gave me some ideas that I had not thought of to enhance the project experience for my students. At the same time, it was fun to listen to others present and practice some creativity when coming up "I wonders" for my colleagues!
2.) What conditions are required for teachers to make use of this protocol?
Certainly rules must be put in place so that everyone receives fair time and feedback. If we were given the option of giving an "I like" OR an "I wonder," the teacher presenting may only have received "I wonder" feedback (since our brains are always turning and that's the first place we go!). This is definitely the most helpful part of the protocol, but it's also nice to hear the "I likes" as well to validate our thinking. If timers were not used, then one person's presentation could dominate class time. I think it is also important to feel like you are presenting within a safe environment with a community that respects and supports you, but I don't think it's necessarily vital to have that to start with. I think participating in the protocol today helped to open up conversations and build that community more quickly.
3.) How could this protocol be used with students?
I honestly think it could be used with students at any point during the PBL unit. If it were used in the beginning, students could do a short pitch of what they're thinking and then get ideas on how to move forward, in the middle for clarity, or at the end for fine-tuning. We will also be implementing school-wide morning meetings this year at Bobo, so I was thinking about how I could include a version of it during our morning meeting time to help build community and respect. Students could read something they've written, talk about an idea they have, or show something they've created during share time.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I am planning on using the Gallery Walk after students have completed the sketch of their artwork so they have some feedback from other students and me before working on the final product. I also want to use the Building Consensus protocol for students to record their individual and group thinking when researching on motivations of and opportunities for immigrants. I am going to use a modified version of a Four Corners protocol I saw to give students a chance to practice forming opinions. I will certainly use Think, Pair, Share and Turn and Talk throughout the unit. Sometimes I put these explicitly in my lesson plans, but I always find myself spontaneously using them as well if they are needed in the moment.
Sometimes when you are working on lesson plans, a project, or anything that takes up a good bit of your time and brain energy, you become so entrenched in the details of your ideas that you might miss something that could be valuable to add or possibly even take away. It's helpful to have a viewpoint from outside of your own bubble to validate that what you're doing is worthwhile but also provide non-judgmental feedback to help the project along. Individuals benefit from the brain of the collective whole because we all have different personal experiences, teaching styles, and strengths. Today's "critical friends" certainly gave me some ideas that I had not thought of to enhance the project experience for my students. At the same time, it was fun to listen to others present and practice some creativity when coming up "I wonders" for my colleagues!
2.) What conditions are required for teachers to make use of this protocol?
Certainly rules must be put in place so that everyone receives fair time and feedback. If we were given the option of giving an "I like" OR an "I wonder," the teacher presenting may only have received "I wonder" feedback (since our brains are always turning and that's the first place we go!). This is definitely the most helpful part of the protocol, but it's also nice to hear the "I likes" as well to validate our thinking. If timers were not used, then one person's presentation could dominate class time. I think it is also important to feel like you are presenting within a safe environment with a community that respects and supports you, but I don't think it's necessarily vital to have that to start with. I think participating in the protocol today helped to open up conversations and build that community more quickly.
3.) How could this protocol be used with students?
I honestly think it could be used with students at any point during the PBL unit. If it were used in the beginning, students could do a short pitch of what they're thinking and then get ideas on how to move forward, in the middle for clarity, or at the end for fine-tuning. We will also be implementing school-wide morning meetings this year at Bobo, so I was thinking about how I could include a version of it during our morning meeting time to help build community and respect. Students could read something they've written, talk about an idea they have, or show something they've created during share time.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I am planning on using the Gallery Walk after students have completed the sketch of their artwork so they have some feedback from other students and me before working on the final product. I also want to use the Building Consensus protocol for students to record their individual and group thinking when researching on motivations of and opportunities for immigrants. I am going to use a modified version of a Four Corners protocol I saw to give students a chance to practice forming opinions. I will certainly use Think, Pair, Share and Turn and Talk throughout the unit. Sometimes I put these explicitly in my lesson plans, but I always find myself spontaneously using them as well if they are needed in the moment.
Jonathan Terry - Day 4
1. Using protocols like "critical friends" helps teachers become more reflective because it gives them the opportunity to brainstorm with their colleagues. It also is a time where a teacher can get honest feedback or suggestions about the state of their lesson plans and work to make it better. So many times a teacher will create activities or lessons in a closed environment. "Critical friends" puts the planning in an open environment where constructive criticism can be received.
2. For critical friends to be effective, the teacher has to be part of a community where they feel comfortable giving and receiving feedback. The community should be a safe environment where each member knows that feedback given is done to make things better, not to attack the person. I also think having the receiving teacher stay silent while all constructive criticism is given helps the community because there isn't a notion of "I need to defend myself" after each statement.
3. I think with some adjustments this protocol could be very effective with students. I would be very wary of trying this protocol as a whole group, because it is hard to make a student feel comfortable around every other student in the classroom. I would split the class into smaller groups of 3 or 4 and go through the same critique process. I really like the use of the "I like" and "I wonder" statements, because it takes away a lot of the potential for mean or hurtful comments.
4. Within my PBL, I plan to use the gallery walk protocol to have students view and leave relevant feedback on each other's initial ship blueprints. This is a great way to not only help groups see other ideas, but also get comments on things they can alter and improve on their own designs. I will also use the consensus protocol for helping students understand the definition for density. During the building of their ships there will also be some face-to-face conferencing that I will do with each group.
T. Harris Day 4
1.) How does using protocols like “critical friends” help teachers become more reflective of their teaching practices?
Protocols like "critical friends" help teachers become more reflective of their teaching practices because it allows others to state issues that the teacher may or may not have had a chance to think about. When the colleagues give the "I like"... it is validation that what the teacher has planned is indeed a good plan. Sometimes that validation is important to the confidence of the teacher. Giving the "I like" statement first give the teacher a positive, before allowing them to hear something that may have them question parts of their teaching practices. The "I wonder" is very beneficial because it allows the teacher to hear what others are thinking that may enhance the initial project.
All of the "I wonder" statements don't necessarily have to be incorporated into what the teacher is doing, but it gives a chance for others to help in a less intimidating environment.
2.) What conditions are required for teachers to make use of this protocol?
Before teachers can use the "critical friends" protocol, they have to feel safe with one another. It can be intimidating when you present something in front of a group of people that you barely know. So, the teachers have to feel safe and comfortable enough with each other to give their honest opinion and to receive what others think about our project. There has to be some respect for everyone's abilities as a teacher. Teachers still need to be able to have dignity after presenting their project.
3.) How could this protocol be used with students?
"Critical friends" could easily be adapted to use with students. At our school, our students participate in the engineering design process for many of our PBL. The students have to improve their project after following the EDP. "Critical friends" would be an excellent time for students to receive feedback on their projects. I think it would be easy for the students to be receptive due to the amount of time when have spend together during this particular project. And usually, the students want to improve their project to make it their best.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I am going to use the Gallery Wall in my PBL unit. Again, with the Engineering Design Process, students have to draw out their plan. I think I could hang them around the room and have the students give each other feedback. I could give feedback as well. Another protocol I plan to use in my PBL unit is the consensus statement. Before students begin to plan their design, each student has to come up with their own design. This would mean that all students would have the opportunity to give their opinion (or design), but the group would have to come up with a consensus based on each group member's design.
Protocols like "critical friends" help teachers become more reflective of their teaching practices because it allows others to state issues that the teacher may or may not have had a chance to think about. When the colleagues give the "I like"... it is validation that what the teacher has planned is indeed a good plan. Sometimes that validation is important to the confidence of the teacher. Giving the "I like" statement first give the teacher a positive, before allowing them to hear something that may have them question parts of their teaching practices. The "I wonder" is very beneficial because it allows the teacher to hear what others are thinking that may enhance the initial project.
All of the "I wonder" statements don't necessarily have to be incorporated into what the teacher is doing, but it gives a chance for others to help in a less intimidating environment.
2.) What conditions are required for teachers to make use of this protocol?
Before teachers can use the "critical friends" protocol, they have to feel safe with one another. It can be intimidating when you present something in front of a group of people that you barely know. So, the teachers have to feel safe and comfortable enough with each other to give their honest opinion and to receive what others think about our project. There has to be some respect for everyone's abilities as a teacher. Teachers still need to be able to have dignity after presenting their project.
3.) How could this protocol be used with students?
"Critical friends" could easily be adapted to use with students. At our school, our students participate in the engineering design process for many of our PBL. The students have to improve their project after following the EDP. "Critical friends" would be an excellent time for students to receive feedback on their projects. I think it would be easy for the students to be receptive due to the amount of time when have spend together during this particular project. And usually, the students want to improve their project to make it their best.
4.) Identify two specific protocols you will embed in your PBL unit. Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.
I am going to use the Gallery Wall in my PBL unit. Again, with the Engineering Design Process, students have to draw out their plan. I think I could hang them around the room and have the students give each other feedback. I could give feedback as well. Another protocol I plan to use in my PBL unit is the consensus statement. Before students begin to plan their design, each student has to come up with their own design. This would mean that all students would have the opportunity to give their opinion (or design), but the group would have to come up with a consensus based on each group member's design.
Crossley Day 4 HW
1. Critical Friends helps teachers just like it helps students. Today, and throughout the week, whenever I presented my project or part of it, the "I wonder" statements were what helped me the most. And this has just been the planning stage of it all. I would love to do what the group did in the video with my colleagues after my PBL unit and then after every unit (since I'm so ready to do everything this way)! Criticism, when given in a caring and noncompetitive setting, is invaluable no matter your profession.
2. Together time would need to be worked into our schedules on a regular basis. This could be after school for high school teachers (same subject) or during planning periods (multi-disciplinary). Using staff development days would not be enough, and they are not guaranteed in upstate SC after Christmas.
3. Critical Friends could be used multiple times throughout a unit, but definitely towards the end when students are preparing for their "final product/presentation." However, time must be given afterwards to revise before the big due date.
4. I would like to use the 4 box synectic, building consensus, chalk talk, feedback nightmares, gallery walk, and critical friends. I would take part in these as well as occasionally conference with students.
2. Together time would need to be worked into our schedules on a regular basis. This could be after school for high school teachers (same subject) or during planning periods (multi-disciplinary). Using staff development days would not be enough, and they are not guaranteed in upstate SC after Christmas.
3. Critical Friends could be used multiple times throughout a unit, but definitely towards the end when students are preparing for their "final product/presentation." However, time must be given afterwards to revise before the big due date.
4. I would like to use the 4 box synectic, building consensus, chalk talk, feedback nightmares, gallery walk, and critical friends. I would take part in these as well as occasionally conference with students.
Jeneane Allgood--Day 4 HW
1. "Critical friends" protocol helps teachers become more reflective in their teaching practices by allowing them to receive unbiased feedback from other teachers during the planning, implementation, and reflection stages of their PBL. In this particular video, teachers were looking at the finished products from 3 students of one teacher's PBL. Without the teacher being allowed to comment, she listened to the questions and comments that the other teachers had about the final product, which ultimately confirmed some concerns that the original teacher had about her project. It is a great tool not only for reflection but also critique and revision because (in this case), it allowed the teacher to see how she might do things a little bit differently next time.
2. From the video I watched, it seemed like the teachers had set "rules" about when the teacher could comment and when she couldn't. They also specified that the teacher could share information about the project criteria itself, but not about the students. The other teachers also were very objective in their observations about the completed projects (never getting personal about how they "felt" or what the teacher did "wrong"), and the teacher could then use this objective information to refine the project for next time.
3. This protocol could definitely be used with students (just like we did today) as a tool for reflection, critique, and revision before the final product is turned in. It would be important to lay down some "ground rules" just as the teacher did to ensure that students were being objective and constructive in their criticism.
4. I was skeptical about the critical friends protocol when we talked about it earlier this morning, but after doing it today, I would definitely try it out in small groups with my students (and I could be part of the groups as well, offering some student-teacher critique/suggestions). It requires you to let your guard down a little bit, but framed in the right way (using terms like "I wonder" and "I like" instead of "You should) makes it much easier to accept new ideas and constructive criticism.
Another protocol I would like to use is the gallery walk. I think that students could give feedback to other students in this, and I could even give some feedback using this tool.
2. From the video I watched, it seemed like the teachers had set "rules" about when the teacher could comment and when she couldn't. They also specified that the teacher could share information about the project criteria itself, but not about the students. The other teachers also were very objective in their observations about the completed projects (never getting personal about how they "felt" or what the teacher did "wrong"), and the teacher could then use this objective information to refine the project for next time.
3. This protocol could definitely be used with students (just like we did today) as a tool for reflection, critique, and revision before the final product is turned in. It would be important to lay down some "ground rules" just as the teacher did to ensure that students were being objective and constructive in their criticism.
4. I was skeptical about the critical friends protocol when we talked about it earlier this morning, but after doing it today, I would definitely try it out in small groups with my students (and I could be part of the groups as well, offering some student-teacher critique/suggestions). It requires you to let your guard down a little bit, but framed in the right way (using terms like "I wonder" and "I like" instead of "You should) makes it much easier to accept new ideas and constructive criticism.
Another protocol I would like to use is the gallery walk. I think that students could give feedback to other students in this, and I could even give some feedback using this tool.
Marie Darstein - Day 4 - Critical Friends
11.)
How does
using protocols like “critical friends” help teachers become more reflective of
their teaching practices?
The 'critical friends' activity in class on Thursday demonstrated first hand how this will be helpful to my teaching practices. Especially after a week of being 'in the weeds', it is so refreshing and informative to have talented teachers look at your project with new eyes. Having a list of notes from the sharing has already helped by revise by project and make some excellent additions.
The 'critical friends' activity in class on Thursday demonstrated first hand how this will be helpful to my teaching practices. Especially after a week of being 'in the weeds', it is so refreshing and informative to have talented teachers look at your project with new eyes. Having a list of notes from the sharing has already helped by revise by project and make some excellent additions.
22.)
What conditions are required for teachers to
make use of this protocol?
- - honesty
- respect
- a set protocol
- willingness to participate
- respect
- a set protocol
- willingness to participate
33.)
How could this protocol be used with students?
It's a little scary to think of using this in a full middle school classroom. I could set the protocol for the process but the other necessary elements: honest, respect, a willingness to participate are not characteristics that come easily for some middle schoolers. I could see that allowing them to be my critical friends first might open the door for a more genuine experience.
It's a little scary to think of using this in a full middle school classroom. I could set the protocol for the process but the other necessary elements: honest, respect, a willingness to participate are not characteristics that come easily for some middle schoolers. I could see that allowing them to be my critical friends first might open the door for a more genuine experience.
44.)
Identify two specific protocols you will embed
in your PBL unit. Consider protocols for
teacher-student or student-teacher feedback as well as student-student
feedback.
Two of the protocols we used this week that I will be using in my PBL unit are the Consensus Square and the Gallery Walk. Although the Consensus Square will be mostly student-student, there are options for other feedback.
Two of the protocols we used this week that I will be using in my PBL unit are the Consensus Square and the Gallery Walk. Although the Consensus Square will be mostly student-student, there are options for other feedback.
Mr. Tedder's Blog 3
Video Choice #3 - Group Dynamics in 3rd Grade
Math https://www.teachingchannel.org/videos/group-dynamics-in-3rd-grade-math
1.
This system helped to insure more equity. Without being able to
observe the entire classroom for an extended period it would be unfair
for me to claim that changes have occurred but I would assume that the “hiders”
(students who try to avoid being called on and avoid doing the work to find the
answer) would be less likely to do so.
2.
By having students work in groups it appears, from the observer response
at least, that students began to collaborate on answers and did not rely
exclusively on the teacher to give them the answers or explain the processes to
them.
3.
It seems that Mrs. Jackson’s questioning changed after the 1st
observation / evaluation Mrs. Jackson began to use more open questions and
prompted students to explain how they got an answer. I can imagine that
for students who did not get the correct answer, the repetition in listening to
the responses helped them understand the proper process.
Video Choice #1 - Group Contracts for
Collaborative Work https://www.teachingchannel.org/videos/group-contracts-ntn
1.
The problems students might encounter when working in groups on
extended, complex projects include:
a. Some
student members of the group fail to pull their weight.
b. Absences
can pose a problem especially extended ones
c. Feelings of
unfairness arise when students feel that they are forces to do extra work for
either of the above reasons and they don’t get any extra credit for that.
2.
Contracts can be designed to mitigate these problems by giving specific
criteria for holding each student accountable to the group. I really like
the idea that a student can be fired if they fail to live up to their
obligations.
3.
Checks and balances need to be in place for contracts to be effective
include:
a. A mechanism
for students to be able to express their points of view.
b. A system of
warnings so that students can see that they are viewed by their peers as not
doing their fair share of work.
c. An appeals
process was not listed and I think that would be important. Such a
process might allow a student to appeal a group decision to a higher
authority. That might have to be the classroom teacher but I would like
to see if a system could be developed in which other students might be selected
to form a kind of court as an intermediate step.
EVERYONE: I see the collaborative work
exhibited in these videos and that would be part of the PBL experience could
require or build all the characteristics listed in the Profile of a South
Carolina Graduate. In particular, the videos that I watched required or
helped to develop these specific characteristics:
World class skills:
·
Collaboration and teamwork
·
Knowing how to learn
Life and career
characteristics Integrity:
·
Self-direction
·
Perseverance
·
Work ethic
·
Interpersonal Skills
With respect,
Mr T, NBCT
September Bennett-Cook Day 3
Video 3:
- What
changes do you notice when students are called on using popsicle sticks?
As noted during the
video, lots of times students groan at the thought of having their popsicle
stick pulled and name called to answer. Here, however, students seemed eager to
have their stick pulled. They were fully engaged and present during the lesson.
- What
changes do you notice when students work in groups?
When working
independently, some students seemed to be less than engaged and seemingly
timid. As they worked in groups, students were involved, helped one another, and
wanted their answers to be heard.
- What
difference do you notice in Mrs. Jackson’s questioning?
I love that she dove
right in to Bloom’s to enhance her questioning skills. The ‘why’ question is
key to gauge sincere understanding and critical thinking. In allowing for other
responses beyond the initial correct answer, she opened the door for various
routes to correct. *Side note*: I like what the expert said about not saying
an answer is wrong, but instead asking if it’s correct, which allows students
to reflect and correct. *
Everyone:
PBL and collaborative work groups fall perfectly in line with the profile of an SC graduate. Both promote the skills and characteristics required to compete and be successful in today's society. In allowing creative and critical thinking, collaboration and teamwork, teachers are able to add more rigor to each course. It's almost like a Catch 22 in that the harder the scenario, the more intricate the content, students work that much harder. Through PBL students find the positives in failures, knowing that their first response may not be conventional or correct, but through continued communication and inquiry, they are more likely to succeed at the given task.
September Bennett-Cook Day 2
My initial thought of PBL was definitely a more detailed and presented version of a "dessert" project. Though there were options for student choice, opportunity for public presentation of a final product, and various forms of collaboration, projects in my room were extended assessments. Sustained inquiry, authenticity, and reflection make such a difference in the development and process of true PBL. Making those real-life connections, collaborating in meaningful ways, and building problem solving skills are key components and I look forward to seeing the shift for students in my classroom. I recognize, however, that the change won't happen overnight. I will still need the support and feedback from my cohort and other PBL teachers, as well as continued PD workshops to make this work.
I'm thrilled that my principal has opted to move in this direction. His support and that of other teachers at Bobo will be an integral part of this change. Having administration and colleagues cheerlead PBL to students, parents and our surrounding community will make such a big difference. I anticipate nay-sayers, but would be happy to explain that data shows that students learn and retain more when they are active participants in their learning. We cannot lecture at students for hours then allow them to work through one cookie cutter project and expect the same results as encouraging and guiding their exploration of the content. PBL requires students to become active learners and in doing so, improves their connections and understanding of the required subject matter.
I'm thrilled that my principal has opted to move in this direction. His support and that of other teachers at Bobo will be an integral part of this change. Having administration and colleagues cheerlead PBL to students, parents and our surrounding community will make such a big difference. I anticipate nay-sayers, but would be happy to explain that data shows that students learn and retain more when they are active participants in their learning. We cannot lecture at students for hours then allow them to work through one cookie cutter project and expect the same results as encouraging and guiding their exploration of the content. PBL requires students to become active learners and in doing so, improves their connections and understanding of the required subject matter.
Wednesday, July 27, 2016
Scott Taylor - day 3
I chose video two in order to gain a great grasp of how to make group work, work. The first thing that was interesting was the Mr. Jupp laid out the with great detail what each role entailed. There should not have been any question as to the duties each role performed. But, he didn't just stop with a one-time explanation but through the activity went around assessing each individual and how they were fulfilling their role in the group. Instead of waiting to the end to evaluate how each student was performing their role he gave them several opportunities to improve their role. He even went on to model that role in several cases as well. Second, what helped the classroom run smoothly was the assessments were clear. The students had no questions on the expectations of the assessment. As far as the peer assessment the students are no longer jumping through the hoops to get a grade but are completing the assignments to the best of their ability because they want others to know exactly how much they know.
The following are criteria from the Profile of a South Carolina Graduate:
Creativity and innovation
Critical thinking and problem solving
Collaboration and teamwork
Communication, information
Knowing how to learn
The greatest of these that match PBL is knowing how to learn. In PBL the students are no longer being spoon fed information and then asked to regurgitate it later on a quiz or test. Students in PBL have to know how to learn in order to complete the project because the teacher does not front load the material. In order for the student to have sustained inquiry through out a unit he must know how to take new information, process it, connect it to relevant information already stored in the brain, and then use it to develop the project.
The following are criteria from the Profile of a South Carolina Graduate:
Creativity and innovation
Critical thinking and problem solving
Collaboration and teamwork
Communication, information
Knowing how to learn
The greatest of these that match PBL is knowing how to learn. In PBL the students are no longer being spoon fed information and then asked to regurgitate it later on a quiz or test. Students in PBL have to know how to learn in order to complete the project because the teacher does not front load the material. In order for the student to have sustained inquiry through out a unit he must know how to take new information, process it, connect it to relevant information already stored in the brain, and then use it to develop the project.
Jonathan Terry - Day 3
Video Choice #1:
1. What are some of the problems students might encounter when working in groups on extended, complex projects?
Creating collaboration groups on extended classroom projects will always be met with some type of resistance or potential problem. The main problem most groups complain about is being partnered with a peer who will not share their part of the work load, meaning someone else has to pick up the slack. This is usually troublesome during grading because no student thinks it's fair for a peer to receive the same grade they did when the course work was not shared evenly.
Another issue that has arisen in my classroom is when a student is absent. Do you punish them because they aren't there to contribute to the team, or do you let the absence slide?
2. How can contracts be designed to mitigate these problems?
Contracts are a great way for the entire class to brainstorm the proper behaviors and expectations of themselves and their peers within the group. Signing a contract also makes the students accountable during the group work, as they know what the consequences will be if they do not honor their commitment.
3. What checks and balances need to be in place for contracts to be effective?
One big thing the students from the video included in their contracts was the notion that the groups must always vote and agree on something before it becomes final in the project. This will keep one or two students from bullying or taking over the decision making process of the group. There also has to be a punishment for the student who simply refuses to abide by the contract. I like that the teacher in the video used almost a "three strikes and you're out" policy. After 3 warnings for not completing your work, the student is fired from the group and must complete the project on their own.
Video Choice #3:
1. What changes do you notice when students are called on using popsicle sticks?
There was an immediate change in the behaviors of the students once she began using the popsicle sticks. Originally, the students were throwing their hands in the air, yelling out, and some students were trying to contribute every answer. After she introduced the popsicle sticks, each student knew that they could potentially answer the question and needed to be prepared if that time comes.
2. What changes do you notice when students work in groups?
The students began to teach each other and take ownership of the learning from their group mates. During the problem, group members were actively engaging in discussion, collaboration, and reflection. If one student didn't understand the steps, another student quickly stepped in to help them find the answer. The students were also more engaged when there was an active problem to solve with their group.
3. What difference do you notice in Mrs. Jackson’s questioning?
Instead of asking very closed questions about the answer to a problem, Mrs. Jackson began asking more open questions that started with how, why, what, where. These types of questions force the students to explain their thinking. In the short time we saw the lesson, it was easy to pick out misconceptions that several students had setting up a multiplication problem. When the students were working on the order of operations problem, all Mrs. Jackson did was question the groups about their findings. It was the explanations from the groups that lead to the lesson taught that day.
EVERYONE:
The two videos I viewed directly relate to the profile of a South Carolina graduate. Students are learning how to coexist within a group where different skills, talents, and opinions will manifest. Each group must take all of these different positions and hone it to create one unique product. Critical thinking also plays a huge role within a group. The active learning that takes place when members can discuss and solve a real-world problem is far greater than a student could accomplish by his or herself.
1. What are some of the problems students might encounter when working in groups on extended, complex projects?
Creating collaboration groups on extended classroom projects will always be met with some type of resistance or potential problem. The main problem most groups complain about is being partnered with a peer who will not share their part of the work load, meaning someone else has to pick up the slack. This is usually troublesome during grading because no student thinks it's fair for a peer to receive the same grade they did when the course work was not shared evenly.
Another issue that has arisen in my classroom is when a student is absent. Do you punish them because they aren't there to contribute to the team, or do you let the absence slide?
2. How can contracts be designed to mitigate these problems?
Contracts are a great way for the entire class to brainstorm the proper behaviors and expectations of themselves and their peers within the group. Signing a contract also makes the students accountable during the group work, as they know what the consequences will be if they do not honor their commitment.
3. What checks and balances need to be in place for contracts to be effective?
One big thing the students from the video included in their contracts was the notion that the groups must always vote and agree on something before it becomes final in the project. This will keep one or two students from bullying or taking over the decision making process of the group. There also has to be a punishment for the student who simply refuses to abide by the contract. I like that the teacher in the video used almost a "three strikes and you're out" policy. After 3 warnings for not completing your work, the student is fired from the group and must complete the project on their own.
Video Choice #3:
1. What changes do you notice when students are called on using popsicle sticks?
There was an immediate change in the behaviors of the students once she began using the popsicle sticks. Originally, the students were throwing their hands in the air, yelling out, and some students were trying to contribute every answer. After she introduced the popsicle sticks, each student knew that they could potentially answer the question and needed to be prepared if that time comes.
2. What changes do you notice when students work in groups?
The students began to teach each other and take ownership of the learning from their group mates. During the problem, group members were actively engaging in discussion, collaboration, and reflection. If one student didn't understand the steps, another student quickly stepped in to help them find the answer. The students were also more engaged when there was an active problem to solve with their group.
3. What difference do you notice in Mrs. Jackson’s questioning?
Instead of asking very closed questions about the answer to a problem, Mrs. Jackson began asking more open questions that started with how, why, what, where. These types of questions force the students to explain their thinking. In the short time we saw the lesson, it was easy to pick out misconceptions that several students had setting up a multiplication problem. When the students were working on the order of operations problem, all Mrs. Jackson did was question the groups about their findings. It was the explanations from the groups that lead to the lesson taught that day.
EVERYONE:
The two videos I viewed directly relate to the profile of a South Carolina graduate. Students are learning how to coexist within a group where different skills, talents, and opinions will manifest. Each group must take all of these different positions and hone it to create one unique product. Critical thinking also plays a huge role within a group. The active learning that takes place when members can discuss and solve a real-world problem is far greater than a student could accomplish by his or herself.
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