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By:  Christie Klessens, Woodland Elementray
Three years ago when I was volun-"told" that I would be on the DLC team I argued with my instructional coach that I was not the best choice to lead my grade level. She told me that because of that reason she knew I could guide other teachers as I learned. Being a part of this team has been the best professional development for me. I am so much more confident in my digital knowledge. I have been blessed to collaborate with my WES coworkers and my other colleagues from our area. I have learned so much from Sharon and thankful for your guid

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Woodland Learning Lab Schedule and Protocols for Friday, April 12, 2019 

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Woodland Learning Lab Schedule and Protocols for Friday, April 12, 2019 

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Learning Lab Protocols- April 12th, 2019 (2)

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Favorite Strategy: Gallery Walks with Graffiti Walls Favorite Digital Tool: Lino 

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Favorite Strategy: Gallery Walks with Graffiti Walls Favorite Digital Tool: Lino 

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By: Christy Strickland-Woodland Elementary School

My favorite strategy is a combination of Gallery Walks with Graffiti Walls. I have used this a lot to help review key information in Science and Social Studies. I post anchor chart paper around the room with different questions, photos, graphs/charts, and any other type of information that may be important for the unit at hand. Students circulate around the room in groups/pairs posting their response to the information on the poster. This is a great strategy to get students moving and to see a lot of valuable information easily.
My favorite digital tool is Lino. I love that you can see student responses quickly and easily.

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Personal Reflection: "Letting Go" By: Christy Strickland-Woodland Elementary School

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Personal Reflection: "Letting Go" By: Christy Strickland-Woodland Elementary School

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3 years ago when I began my DLC journey I felt like the majority of my teaching was direct instruction. Over the past 3 years I have learned that a more powerful means of instruction is through student-led learning. This year I have learned to "let go" more than I ever have. My class is vibrant, eager, and full of life this year and they thrive in stem based projects and investigations. At the beginning of the year I was trying to make this years class behave like last years students however that was not going to work out well. Over time I began to plan more lessons that would bring out the positive attributes of my students this year and I began to see the students I have this year thrive and reach higher levels of thinking I could not have even hoped for. By giving up more control I have allowed creativity from my students and could not be happier with the results. DLC has equipped me with the strategies and encouragement I needed to be a better teacher and to give over more control to my students.

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By: Christy Strickland

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Strickland- DLC Year 3 Goal Setting and Action Plan 2018-2019

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Here is my brand and my goals for year 3.

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Schultz- DLC Year 3 Goal Setting and Action Plan 2018-2019

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Throughout this digital journey, I have been exposed to so many amazing digital tools that can really enhance student learning. Being in 2nd grade, we have to build their "fluency" with technology before giving over the control and letting them create content. I am lucky to be a digital native and pretty good with technology. That has made this DLC process a little easier. (Bless those of you who struggle with technology and are still going strong-- SUPER proud of you!) With all of that said, I have found that Google Classroom and Discovery Ed Boards are definitely my favorite. The fact that you can customize each of those is very attractive to me! I can find something that someone has made and make it my own, based on the needs of my kiddos! Last year, I made this worksheet to go with a Discovery Ed Board that I made. (I found that I needed to have something tangible to hold students accountable, hence the worksheet.)

-Kat Schultz, 2nd Grade, Woodland Elementary

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These 3 years have flown by. Lets just start there. When I was approached about joining this team, I was excited and thought it would be easy. I was a little right and a little wrong. Haha! I have learned to give up some control in my room (in 2nd, you can only give up so much). I have also learned that you just have to take that leap of faith and try new things. When you do this, you find out what works and what doesn't. Now going back to the time flying by. Last year, I was out on Maternity Leave from August-November. I was a little worried about getting behind and missing something at our meetings and school visits, but everyone made my return seamless. My teammates and fearless leader, Sharon,    helped me pick up where I left off. This brings me to my next point: the meetings. As much work as it is to make sub plans and just the plain worry you have about your babies while you're away, the DLC Cohort meetings have been nothing short of beneficial! A.) It forces you to take a break from everyday teacher life. B.) You get to mingle with other teachers from the area that "get it!" C.) You get to go out to eat lunch at a normal time, like normal 8-5 people do! I can honestly say that I have loved my time with our DLC Team and Cohort and will miss our meetings!

-Kat Schultz, 2nd Grade, Woodland Elementary

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M. Pitts Personal Reflections Woodland Elementary School 

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M. Pitts Personal Reflections Woodland Elementary School 

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Thinking back to when I began my DLC journey I feel like I was more of the "leader" in the classroom. I did not want to give up 'control' of my class by giving students more of a choice in how they want to learn. Now, I feel that DLC has helped me transform my belief in the teacher being the "leader" of the classroom, to the teacher being the "facilitator" of the classroom. We allow students the opportunity to take ownership in their own learning and 'guide' their thinking and learning through SOS strategies. At the end of DLC I can see now that untimely, each student is taking it upon themselves to conduct peer/individual activities without the teacher 'lecturing', or telling them what they are going to do while they are in partners, etc... I believe that in my classroom we are a TEAM and we are learning side by side and I am simply a 'guide on the side' to help all students grow as learners.

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Are you a Grasshopper? or an Ant? M. Pitts 3rd Grade- Woodland Elementary 

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Are you a Grasshopper? or an Ant? M. Pitts 3rd Grade- Woodland Elementary 

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At the beginning of the year when we were learning about 'character traits,' my class compared and contrasted characteristics of the grasshopper/ant after listening to the story on a Discovery Ed. Board Builder. We completed a Double Bubble Map that went along with story. As a conclusion, we used sticky notes to chart what type of personality we were and we still reference that lesson to this day. We will make comments like "Don't be a grasshopper, get your work done, etc.

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Sketch and Stretch-Make it Concrete SOS Strategy 

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Sketch and Stretch-Make it Concrete SOS Strategy 

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My students this year have really enjoyed doing any Strategy that requires drawing/artwork. I have used this strategy in my class to deepen thinking regarding various topics we are learning. In the picture below, our class was leaning about the rain-forest habitat (Reading/Science integration). We were reading a paragraph about animals that live in the rain-forest and as students were reading the paragraph they were to read and 'sketch' the main points of the passage. Students were then asked to discus the picture their partner drew to see if they could pick out the main words they had focused on. M. Pitts -3rd Grade
Woodland Elementary School

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Attached is my Year 3 Goals and Brand-Belief system

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Pitts- DLC Year 3 Goal Setting and Action Plan 2018-2019

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Vertical teams were set up for teachers to discuss the SOS strategy that was observed today during learning labs. Each teacher discussed what was their 'take away's' from observing in individual learning labs.

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ENTIRE SCHOOL PARTICIPATED
Before Learning Lab Conversation: (3-5 minutes)

Introduce SOS Strategy:

Look For:

*How the teacher introduces the strategy

*How does the strategy supports the standard

*What the teacher did to prepare for the strategy to be used

*Engage with Students by asking them questions about their assignment and how they think they can accomplish the strategy

Learning Lab--Inside Classroom

20-30 minutes

After Learning Lab Conversation: (3-5 minutes)

Strategy:

What did you see?

*How did the teacher introduce the strategy?

*How does the strategy support deeper thinking (DOK)?

*What did the teacher do to prepare for the strategy? Do you think that it would be easy/hard?

*How do you think you could incorporate this strategy in your classroom? Certain subject?

* If you can’t see yourself using this strategy, why?

April 11th, 2018 Schedule:

Time | Grade Level | DLC Team Member | Strategy
8:30-9:15 | 4th | Strickland | Silence is Golden
9:25-10:10 | 5th | Allred | SnowBall Fight?
10:20-11:05 | 3rd | Pitts | 6 Word Story
11:15-12:00 | 2nd | Schultz |  GraffittiWalk
12:30-1:05 | K5 | Klessens |
1:15-2:00 | 1st | Klessens
|  Shake It Up Baby!

3:10-3:45  Faculty Meeting--

--Vertical teams will discuss a strategy they saw today...Gillespie assign vertical team groups

--Grade levels will come back together and decide on another SOS strategy they would like to see-DLC leader of that grade level can incorporate into lesson plans

--Show faculty the DE website and how to locate SOS strategies-- Hall

Louise will introduce SOS strategy flip books...

Reading Strategies used this year…

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4-11-18 Learning Lab
M. Pitts

**Click on the link below to view my info-graphic from smore.com

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Design and share beautiful flyers just like this one!

Spread the word with an online flyer. They're easy to make and impossible to mess up :)

Try it now

Six Word Story

Six Word Story BIG IDEA

Students will write a summary with a limited number of words (6) and will focus on the most important ideas and become thoughtful in their word choice. The purpose of this strategy is for students to discern the most important ideas and summarize information for any topic by studying an image, video, or article.

Steps to complete a Six Word Story

1. Introduce the strategy to your students by selecting an image from the media search. Have the students describe what they see. Then, ask them to predict what happened before and after the photo was taken. Students should provide a reason or use

evidence from the image for their shared response.

2. Students will create their six word stories from the

first practice image. Afterwards, they will share their stories with partners to discuss the similarities and differences between their stories.

3. Next, have students read an article, examine an

image, or view a video segment. Have them create

three different versions of a six word story to see

how they can capture the concept in different ways.

4. Have students work in pairs to share their stories

and select one final version. They should explain

their thought process in the creation of their story.

5. To finish up, students will create a visual for their six word story.

Melissa Pitts

Woodland Elementary School

3rd Grade Teacher

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Design and share beautiful flyers just like this one! Spread the word with an online flyer. They're easy to make and impossible to mess up :) Try it now Six Word Story Students will write a summary with a limited number of words (6) and will focus on the most important ideas and become thoughtful in their word choice.

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Reflection of DLC Year 1

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Woodland Elementary School--DLC Year 2       2017-2018

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Woodland Elementary School--DLC Year 2       2017-2018

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This Padlet is documentation of our Discovery Education Digital Leadership Corps. This is a collaboration of Louise Gillespie, Melissa Pitts, Christie Klessens, Christy Strickland, and Katherine Schultz.

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SOS Strategy- Connect the Dots-with SS Lesson Cotton Gin- M. Pitts 2-9-18

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SOS Strategy- Connect the Dots-with SS Lesson Cotton Gin- M. Pitts 2-9-18

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Students were asked to predict what they thought the Cotton Gin was...and they watched a video to introduce the concept of the invention of the cotton gin. Students were to make a dot in the center of their page and draw lines making real world connections. At first they had a really hard time thinking outside the box...but after thinking it through, they could connect cotton to their clothing, and we also discussed how life would be like without other inventions.

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Math Rotation Groups            M. Pitts 

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Math Rotation Groups            M. Pitts 

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Students worked in small groups during our math stations. We used strategies during our small group stations to help us review our math unit on operations.

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In this economics lesson on Goods and Services, my students used stations in a Discovery Education Board in order to learn at their own pace. Then, they created a project based on that learning.

https://app.discoveryeducation.com/core:builders/boards?layout=default&assetGuid=9a9455ca-c10a-52c1-064d-aab018bd1fe1&includeHeader=true

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Students used the read and say strategy by responding to text in their guided reading groups. The students responded by using Twiddla.  Students also used predict-o-grams to identify challenging vocabulary.

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Focus on Vocabulary Across Curriculum 4th Grade 

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Focus on Vocabulary Across Curriculum 4th Grade 

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This year I focused a lot on vocabulary comprehension across grade level. In this lesson, I had students go back in their notes or use our Social Studies word wall to find a vocabulary word from our unit. Students shared this word through Poll Anywhere and the words were used to make a word cloud. Students then chose a word from the word cloud to do the 2-1-4 strategy on. After filling out the 2-1-4 on their chosen vocabulary word, students had a snowball fight. Students solved each others 2-1-4 using the word cloud vocabulary bank.

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My students played XOXO Let's Go! It didn't go very well with my 2nd Graders. I think that when we do it again, it may go a little more smoothly. I have learned a lot about incorporating SOS Strategies into our everyday learning. It is so easy to find a strategy for ANY lesson! Also, the first time around with a strategy may not go well, but that doesn't mean you should give up!

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SOS Strategy-AEIOU
Students worked in groups of 2 or 3. They worked through the board "Exploring Light & Shadows". The students did well with this activity and shared their thoughts with the other students.

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SOS Strategy-North-East-South-West
After students listened to a story through Leader in me. The students had to decide for themselves whether they agreed, strongly agreed, disagreed, strongly disagreed. They moved to different areas of the room labeled with how they felt. At their specified answered they had to collaborate why they felt that way. If I did this strategy again I would only use North (agree) and South (disagree).

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Students collaborated with each other in literacy workstations.

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On April 11th, we are planning on having a Learning Lab day with all of our teachers. They will each go into a DLC Classroom and observe a lesson (each grade level will see a different strategy). That afternoon, we will have a faculty meeting. Tables will be set up so that there will be a K, 1, 2, 3, 4, and 5th grade teacher at each table. They will each share about the strategy that they saw. (Like a small group Jigsaw.) They will respond via Google Form as to which strategy they heard about that they would like to see next. We are also making a Reference Guide on a ring with the strategies they saw that day. Each time they see a new strategy, they will receive a new slide for their Reference Guide ring. Can't wait!

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Padlet from Year 1 regarding Learning Labs

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Padlet from Year 1 regarding Learning Labs

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https://padlet.com/cstrickland6/el9nzqrwutro

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Digital Learning Portfolio Year 1 -C. Strickland 4th Grade

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Digital Learning Portfolio Year 1 -C. Strickland 4th Grade

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This Discovery Education Board will take  you on a walk through my DLC journey for year 1.

https://app.discoveryeducation.com/builders/boards/assetGuid/08EA7EF8-EEE6-E79A-E92C-CA302FA6B5D6/#mode=preview

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This Discovery Education Board will take you on a walk through my journey through Year 1: https://app.discoveryeducation.com/core:builders/boards?layout=default&assetGuid=0871f34a-ad23-4d7c-0fca-d6856c1e6868&includeHeader=true

-Kat Schultz

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Students worked in groups of 4 to learn about penguins. They used a board "All About Penguins". Then they used non fiction books about Penguins. Their goal was to complete the non fiction graphic organizer.

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M. Pitts Learning Lab #1              10-10-17

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M. Pitts Learning Lab #1              10-10-17

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In this learning lab I introduced the AEIOU strategy to fellow teachers and staff. My students really enjoy this strategy and did well highlighting key components of this to other teachers.

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SOS Strategy-Making It Concrete
I walked the students through how to use the board "Traditions Around the World" board. The students drew an outline for them to use to collect words that help them remember what they learned. Students worked in groups consisting of 2-4 students.

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Sign in table/info sheets on my table for fellow teachers. We were focusing on using the SOS strategy AEIOU in October 2017.

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This Learning Lab was our first this year! (I was out for Maternity Leave until November.) My students used their Chromebooks to view and interact with a Discovery Education Board:
https://app.discoveryeducation.com/core:builders/boards?layout=default&assetGuid=93b6e399-0bd1-2ebe-18f3-e0692b076c62&includeHeader=true

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Make it Concrete Learning Lab -C.Strickland 4th Grade

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Make it Concrete Learning Lab -C.Strickland 4th Grade

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Students worked in groups to complete the activities in the following board. Third grade teachers visited my learning lab highlighting the strategy Make it Concrete.

https://app.discoveryeducation.com/core:builders/boards?layout=default&assetGuid=d66dac22-a9c5-9a1c-615f-651f054b97f7&includeHeader=true

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Make It Concrete -Learning Lab -M. Pitts  12-7-17

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Make It Concrete -Learning Lab -M. Pitts  12-7-17

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In this learning lab we focused on the SOS strategy" Make it Concrete." We were working on our Figurative Language unit in Reading and students were learning the meaning of Onomatopoeia. Students used a Make It Concrete sound word image and wrote the meaning of Onomatopoeia. Students also worked on creating their own Google Slides on Figurative language. At the end of the lesson students that chose Onomatopoeia presented their slides.