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Consider the application of the Depth and Complexity Framework

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would a focus group of students rate or talk about a task? 
What did you learn the most from? 

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Anonymous 1d
Love that first question!


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emphasis on critical thinking might be a first step

Anonymous
1d
emphasis on critical thinking might be a first step
 

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Products/Presentation

Anonymous
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Products/Presentation
What is the next step for student projects? Teachers can make great projects for application, but how do we move forward? 

 

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Baby steps with teachers who are focused on content? 

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Baby steps with teachers who are focused on content? 

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What unit do students love? Vs. what do you love to teach? What would a focus group of students rate or talk about a task?
What did you learn the most from?

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continue to model Making Thinking visible strategies during staff PD so that teachers have some routines to try in their classrooms

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continue to model Making Thinking visible strategies during staff PD so that teachers have some routines to try in their classrooms

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reading/fluency how can this look different for students to engage kids in a more authentic task that is meaningful and engaging to them.

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Model the different ways of teaching this topic... and culminate with authentic task. 

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Model the different ways of teaching this topic... and culminate with authentic task. 

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Engaging in conversations about planning for an authentic task within our PLC times.
I also loved the notice and wonder strategy to promote student engagement

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Notice & Wonder: do-able, not a huge level of change, high leverage strategy

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Notice & Wonder: do-able, not a huge level of change, high leverage strategy

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Helping teachers to reimagine our resource for math into some authentic tasks.  Try to get away from the heavy worksheet driven classroom.

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Helping teachers to reimagine our resource for math into some authentic tasks.  Try to get away from the heavy worksheet driven classroom.

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emphasis on critical thinking might be a first step

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emphasis on critical thinking might be a first step

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Using the Design Thinking Protocol with students (stakeholders) to allow them to decide how to show their learning  so that it is more authentic and engaging.

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- How might we tweak this task to make it more authentic?

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Begin to make connections with the math leadership team to integrate authentic learning tasks into our Math PLC work.

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What is the next step for student projects? Teachers can make great projects for application, but how do we move forward?

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1st grade math - notice and wonder; 3 Act Math

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1st grade math - notice and wonder; 3 Act Math

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We are starting to use hyper-docs in staff meetings to model and shift our teachers thinking. The paths were also differentiated with 3 options: a chalk talk, socratic smackdown and a blog. Our teachers really enjoyed being in the learner's seat. Many have tried at least one of these strategies in their own classrooms. 

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We are starting to use hyper-docs in staff meetings to model and shift our teachers thinking. The paths were also differentiated with 3 options: a chalk talk, socratic smackdown and a blog. Our teachers really enjoyed being in the learner's seat. Many have tried at least one of these strategies in their own classrooms. 

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Below is the hyperdoc. ..

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Building Capacity with guiding coalition- sharing examples (like today) 

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Building Capacity with guiding coalition- sharing examples (like today) 

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Will have students help choose content words each week for word study so they can incorporate them into their social studies/science writing that same week

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Will have students help choose content words each week for word study so they can incorporate them into their social studies/science writing that same week

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Brainstorming with a team who is ready for more authentic tasks about broadening the scope of what defines "text" to teach text structure

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Using our school-created elements chart to help teacher self-assess if their task is authentic.
Working with upper level math teachers with the "I Notice/I Wonder" method and sharing the Ted Talk with them to provoke thinking about how they can incorporate students more into the thinking/ownership of math.

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What structures can we put in place to elevate the thinking around creating authentic tasks for students?

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Being present in team meetings in order to know what lens to enter.  Then, we can move into the learning zone.  Lenses could be best instructional strategies, expectations, engagement, content, rigor, etc.

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Take a vowel pair phonics worksheet and move it a take home activity where parents and student come up with a list of words for ai and ay and bring in 1 object for each sound.  Bring a stained shirt for ai and a lay for ay.   They can collect words they bring or see/hear during the week and embed them into a class display and use them in our writing.    This would help give parents a way to support spelling and kids always want to bring items in to show and tell and it is grounded in  phonics need.

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Connecting the staff's newer learning around Blended Learning models with planning for more authentic tasks

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modeling an example to support student dialog and authentic learning. Thinking about how the outcomes and engagement will be different for the students. small, small small steps.

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Bring back some small strategies to incorporate into learning tasks like "I notice, I wonder" that doesn't need to be BIG, but a small step toward thinking, wondering, and learning.

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Transitioning from procedural to authentic learning tasks (math, reading)

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More of an authentic task around solids and liquids in first grade.  Instead of just memorizing properties.  Maybe something around storing a solid in liquid form or the opposite.  How could we store an item in smallest amount of space.

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More of an authentic task around solids and liquids in first grade.  Instead of just memorizing properties.  Maybe something around storing a solid in liquid form or the opposite.  How could we store an item in smallest amount of space.

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We both had a similar team in mind.  We have co-teaching in our building that is not really co-teaching (our SPED teacher doesn't teach, but rather serves as behavior management).  We are both starting to work with SPED coaches to help us ask the right questions and model processes.

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I am currently working on vocabulary instruction with my grade level teams. We have already had PD around best practices. Now, we are focusing on which words to teach. Grade levels already have lists across content areas from curriculum texts. Next week, we will be learning about the importance of Tier 2 words. Instead of merely using lists given to us, I will have them learn to use actual text used in classroom instruction to select Tier 2 vocabulary words. One of the criteria of Tier 2 words is the relevance of the words to daily speech and study across content areas. This will make the vocabulary instruction more relevant and authentic.

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chance to practice vital skills and concepts

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chance to practice vital skills and concepts

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Next steps will be to co-plan and co-teach with the team to elevate intentionality of planning so that workshop components are aligned and all tasks are challenging and relevant.

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We have mostly high achieving students at my school that are making low growth. I would like to enter into team conversations through PLCs and begin talking about using the data we collect to intentionally plan for authentic learning experiences that will push our high achieving students to make growth and be more engaged in their learning .

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My team loves to jump into projects that the students and parents find highly engaging.  They lack focus on the standards or critical skills application components that should be present.  I plan to work with them to introduce a twist or problem into project and address which learnings are necessary to handle the challenge to see if the students have the foundational understandings they assume the kids are learning as a result of the "project."

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Relevant, Real World, Authentic - 6th Grade Math Volume

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Relevant, Real World, Authentic - 6th Grade Math Volume

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Students calculate the volume of classroom lunch bags using inch cubes, sugar cubes, etc. to determine how big of a class tote they need since those things are always overflowing!

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Using Notice/Wonder to elevate their connections and understandings to help to make it more relevant as they engage in the learning

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Who is my early adopter, or "easy win" on this team?  I'm most effective in my work as a coach with a partner as I enter into this move.  Really, I guess it's making the coaching itself more authentic.  If I'm alone in the thinking (pushing it onto the team), then I lose authenticity, and ultimately buy-in.  So who will it be?

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Varying teaching skill levels within teams - posing thoughtful questions to push them all to grow and be challenged.

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In working with a teacher, I plan on supporting her in tweaking her breakout.edu task. I would like to coach her to use a topic that is in her comfort zone in order to make the task more authentic to her students. This little tweak will make the task more engaging to students.

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Modeling for a fourth grade teacher the notice and wonder piece. I'm wondering if what I think might happen will actually happen. I'm wondering if that activity will help point the direction and the order of the pieces he needs to teach.

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How can we get teachers to become comfortable with being uncomfortable? "If your students were the experts, how would this look? Do they know how to define a problem based learning activity?"

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How can we get teachers to become comfortable with being uncomfortable? "If your students were the experts, how would this look? Do they know how to define a problem based learning activity?"

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Jeffco Innovations Grant
Math

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Shifting spelling test and activities to actually bringing spelling alive in the classroom.  Spelling detectives looking for a vowel sound throughout the day, bringing items to share from home or anything to move beyond rainbow words.

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Using our teacher leaders focused on innovative learning to bring change at their grade levels.

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Thinking about questions I can ask during planning:
What are kids producing during this task? Who is their audience? Who is doing the thinking during this lesson? What thinking is required during this unit, and are there simple Thinking Routines (like Notice, Wonder) that can help students do more of the thinking?

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Whole staff learning around how to enhance the student learning experience considering the elements of authentic learning.

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Whole staff learning around how to enhance the student learning experience considering the elements of authentic learning.