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During the 2019-2020 school year, I will increase vocabulary development/engagement by implementing partner talks about current math standards. I will make a classroom math word wall (student led/created), tracking student growth.

Goal 1: more conversations during content specific subjects (ie. math)

Goal 2: student friendly rubrics

Goal 3: creation of short term goals and long terms goal

By the end of 2020-2021 school year, I will have increased participation and proficiency in math, through practice of partner talks and small group collaboration, measured by tracking grades, connecting families with resources and opportunities to visit our zoom classroom.

Survey for both students and parents in any observations of growth/change at the end of the year.

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05/2020

For the duration of the remaining 2019-2020 school year, I will increase vocabulary development/engagement by using a GoogleForm exit ticket to monitor student use of terminology in procedure. I will make an online math word compilation (of words students used) and track student growth. I will also use the data to make small groups each week.

I predict a slower beginning with students needing access to learning (distance learning). Whole group and small group feedback will be helpful in modifying exit tickets (the last question on the exit ticket will ask students to rate and comment on the form). I will update the online math word wall weekly.

Observations:

1. Completion of math exit tickets

2. Check in’s with students during whole group Zoom meetings on Mondays

3. Check in’s with students during small group / 1 v1

Modifying exit ticket with math cohort after evaluating data and feedback.

11/2020

2020-2021, I’ve changed the GoogleForm exit ticket to a one problem exit ticket on GoogleSlides students do in groups of 2-3 heterogenous groups. Students are in zoom break out rooms and once they finish, we check in to discuss steps and accuracy.

This school year has been a learning experience in itself due to Covid and 100% distance learning. We moved from 8 hr school day to a 3 hr one. We went from seeing each other and other classes on campus to 100% seeing each other solely. I’ve noticed 0 behavioral concerns, even from students with prior records. It was a little disheartening to see the limited amount of social interactions students have day to day and you can see how it impacted student engagement and social joys. So I pitched an idea for Friday’s last block to be a Community Power Hour and have students in my class engage in short games (mafia/among us, number game, etc) to increase positive social interactions. I also pitched every Wednesday I will host a zoom lunch. So after class, students can join my zoom room to talk while we eat. Some of us do a muk-bang style and show off what we’re making for the hour, just to find little ways to connect and chat. These intentional hours have been enjoyable and helpful in being that opening door to having class culture and school community while being apart from one another.

By the end of the 2020-2021 school year, I would like to have morning meetings as a set part of my routine. These will help me build rapport while simply connecting math (by matching games/ etc). Building this classroom rapport through sharing out stories and interests will show an increase of engagement and knowledge of math language.

01/2021

Start trimester 2 (Jan 2021), I have updated my small groups to reflect shorter activities rather than a longer activity to engage the middle school classroom. Distance learning has changed the way we view the news. Students have shared their fears about reading or watching the news. We’ve since then implemented a 10 minute block daily to watch CNN10 together as a class. Afterwards, we break out into discussion groups to talk about new learnings, share various opinions on happenings of our nation. Students expressed their admiration for keeping up with current news/ issues in their community as well. We plan to incorporate projects in the future that tie in current events and research based strategies for students to produce writing and debate. The discussions after news have also helped our English learners gain a comprehensive understanding of topics presented.

My goal is to push and incorporate a way to keep my subject matter knowledge current. I hope to strengthen my knowledge foundation so that I can provide students more real-world examples to better connect them to the content in the classroom.

By the end of the 2020-2021 school year, I will implement strategies from my new readings “make it stick” by Peter Brown and “Deeper Reading” by Kelly Gallagher. The intended impact I hope to see is a percentage growth in turn of asynchronous assignments and increases in their initial IAB exam, taken in December 2020.

05/2021

By June 15, 2021, I will have planned 3 socratic seminars that prompt students to reflect and devise a thesis upon reading a text / picture and present the findings. Students will be asked to submit notes to justify and support their thinking.

My intended impact is to have students think critically about topics discussed / introduced/ read in class. It also creates the space for students to build off one another and address the varying opinions in the classroom.

Pick 3 texts / pictures for students to explore.

Identify a set of 5-10 questions on the text for students to prepare 24 hrs prior to socratic.

Create scaffolds: sentence frames, visuals, vocabulary to ease students into socratic and engage most learners.

So far (04/19/2021), I’ve introduced the layout, grading, structure of socratic seminars. Students had opportunities to ask questions to gauge what it is and what it isn’t and we created a table of “What Socratic looks/sounds like” v “What Socratic isn’t”. Students had several rounds of mini-socratics using the lens of Art history: they observed a painting and discussed the implications, a black and white photograph of the Great Depression and discussed observable challenges and hope. Students spent time analyzing a short poem and the implications of racism. Today students were given a full passage to analyze and annotate on Learning Styles. We identified the inner circle and outer circle and students participated in a “real” practice round of Socratics. At the end, students shared how much more they enjoyed it than they had originally thought. Others shared how the awkward silences pushed them to think critically and they liked inviting others to the table they haven’t heard from yet (great citizenship!) We will continue to do a few more rounds of practice before the first official Socratic Seminar for grading (in a week). I’ve observed 14/21 students participate today. A handful of students private messaged me during the Socratic telling me how they feel shy and a little scared to begin, which I prompted with secondary questions for them to alleviate the feeling. 2 students felt empowered by the redirection and were able to contribute to the conversation. I will use the observed data to plan for the future practice seminars.

(05/03/2021) We have started SBAC testing and will be testing for the next 3 weeks.

However the weeks prior to this, we’ve had 3 full socratic seminars where students were provided text and/ media to analyze for 24 hrs before discussion. Students came prepared with notes and talking points. It was a blessing to observe students share their thoughts and even encourage the quieter voices in the classroom to speak. After the discussion, we had our closing statements and students shared feeling jittery and nervous, yet exhilarating at the same time because they felt they were really connecting with their peers and varying ideas. Students also shared how it was a lot more fun than they had originally expected during the objectives conversation. Students brought up how finding ways to rephrase what they were going to say to make it socratic-friendly was challenging, but in a good growing kind of way. I plan to use this energy to shift into debates after SBAC season.

(05/10/2021) Since SBAC testing has started, I thought I’d use my CTSP 6.6 goals for self care to inspire my last block with students. We’ve been doing a fitness activity together the last block for a week. In the beginning I had many groans, but I noticed that by Thursday-Friday many students came prepared with their yoga mats or curated space with water ready to go. They turned their cameras on and it truly felt like a gym day, reminiscent of school days pre-covid. Their participation seemed more at ease as I noted hearing from students I don’t usually hear from!

10/2021

By January 15, 2022, I will have finished 2 cycles of Writer’s Workshop involving students in self-assessment, goal-setting, and monitoring progress using a rubric for each component that the class has co-created. Students will be provided regular feedback weekly.

My intended impact is to have students practice self-assessment while engaging with feedback cycles.

Start collecting data.

Create a writing rubric for each component of Writer’s Workshop with students.

Create a feedback form to share with students for each component of the writing cycle.

(10/24/2021) What revisions can you make based on the next steps you identified in Assignment 4?

I have started collecting data for other assignments that will Segway into the Writer’s workshop cycles.

I have created a rubric with my students for their speech to get students familiar with standards vernacular and comfortable sharing out what they think is fair timeline wise and content wise.

We will create a feedback form together this coming week for the writing cycle.

We will begin our Writer’s Workshop cycles this upcoming month.

Students have received feedback regularly and expressed liking getting back comments sooner than later.

Students have received a grade for their speech on the rubrics they co-created and felt empowered as they took part in the rubric creation process.

What artifacts might you attach that demonstrates evidence of your work?

https://docs.google.com/document/d/1jl0LHMEmk3jS6v07_FEg9RoV73cDfDxeJVTNs6H8Ks8/edit?usp=sharing

(This is a speech rubric my students created with me. Their first time providing input and discussing with peers how they would liked to be assessed for their learning.)

(10/28/2021) Post a summary + reflection of your research that includes the links, articles, or videos you used.

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I learned a lot about myself as a teacher and learner myself, especially as my teaching transitioned online for distance learning and coming back again to a physical classroom environment with my students.

My personal strengths of current practice as of 2020, I noted, "engage students, create safe environment, connect students with interests, updates families about student progress, collaborate with colleagues, demonstrate professional responsibility" were all heightened and deepened as we moved online and we solely had to rely on minimal face time digitally to check in socially/emotionally all the while teaching content. I was very blessed to have a class who showed up for me everyday with their cameras on and participation at 100% and I learned it was because I put in the time and invested being vulnerable and open with my students via story telling and we sat through awkward monologues of stories, and within a month I had many students joining the conversation / discussion. This conversation and openness carried through to content specific minutes where students prepared speeches and debates, as well as discuss math in conceptual forms.

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How has this in depth study changed your practice?

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How has this in depth study changed your practice?

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I've learned much about valuing student responses and authenticity in listening. Routines and procedures changed the way our minutes were used efficiently. It became easier to see bigger picture and connect content to students' prior knowledge and funds of knowledge. It has helped tremendously to not group students by levels all the time and try new grouping activities to grow student empowerment. I've grown a heart for creating student-centered rubrics and challenged students to create their own rubrics that we utilize in the classroom. I've learned how to view assessments entirely in a new form and have students begin to see them as methods of check in rather than this big fear factor. Lastly, I've learned the importance of taking care of myself as a human being teacher. The pandemic had hit teachers hard and we're still in a limbo of learning how to show up everyday for our students, our school stakeholders, and mostly ourselves without burn out. It's important to take care of ourselves first, because no teacher, no learning for students. Also to take care of each other and our peers: ask the question-How are our partner teachers doing?

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How can you demonstrate your growth and learning?

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How can you demonstrate your growth and learning?

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1. Continue to reflect.
2. Continue to create.
3. Continue to evaluate / assess.
4. Continue to challenge rubrics and the "normal" ways things have been done and don't be afraid to change / modify them.
5. Continue to show self love and make sure my teacher self is being cared for.
6. Continue to grow in practice, share learning with peers, read books, engage in professional development, ask questions.
7. Continue listening to students and learn who they are, what they need, what they like.
8. Continue to check in with families, keep them updated, add them to the conversation.

Make school equitable to all students in access and learning.

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How has this ongoing study affected student learning? What impact has it had?

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How has this ongoing study affected student learning? What impact has it had?

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Even rereading my predictions back in 2020..

My predictions (2020): I predict I will see student’s learning math terminology from one another through partner talks, increasing their confidence to share during whole group or feeling assured that they are headed towards the right direction. Whole group discussion will allow me to build the skeleton for my next lesson so I can use it as a guide to plan what lessons to revisit and which ones to preview. I will keep a journal to track data of growth and also research more about fact fluency, partner talks, and discussing with math cohort on progress and observations. I want my students to feel more confident about using language in math to understand the steps they are performing and better their conceptual knowledge. I hope to also see parents feel empowered to be part of the math conversation. A handful of parents expressed feeling disconnected because “math seems different from how we learned it when we were in school.”

The pandemic did not help these uncertainties, but we modified and adjusted where we could. Every student voiced feeling comfortable or felt "better" about math than they had beginning of the year.

I see how much has shifted in the way I value and use reflection. It helps to actualize and have heart for the teacher I was and see where I am now. I use this information to know the learning never ends! I've read many books to help my content areas and my relationship areas with my students and peers. It has completely transformed the way I interact and view my students. This study with the cycles clearly allows you to see that PDSA cycles work. Goal setting in any work environment helps focus your daily "Why". It pushes me to see the direction of my work and evaluate the work I put in monthly. The evaluation helps to modify and adjust where the needs are and I can show love for myself by fixing or repeating or recreating to be present for my students in the ways they need.

I'm currently enrolled in an admin program to further push and challenge my understanding of the school system and to be a solid-foundational educator.

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Adrienne Kim_Special Topic  ILP Plan Revised 4_5  2