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As the chapter spoke about, involving the community, others and students and their parents out side of their own classroom. At the Falls we were trying to implement and create our own yearbook. I started a yearbook committee. I told the students they needed to come up with ways to raise some funds. They RAN with it!!! They decided a bake sale would be a good way to get as many people in the community to be involved. From parent and students themselves in the school baking to creating signs to promote the sale. This chapter made me realize that I can do this for learning and not only for extra curriculum activities.

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I would implement several questions from figure 7.1 but I particularly like the question “What information was previously missing but was learned while designing the solution/prototype” because it is a question that students can reflect upon that shows learning is taking place throughout the entire process. Students will experience that while planning their designed solutions, unforeseeable or overlooked issues can arise at any time, and this is a great life lesson.  I also liked the question “How did a disagreement improve the design solution” because it demonstrates that effective communication that yields growth, is not always an agreed upon process and having different points of view can be beneficial.

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"The purpose of education is to create a more informed citizenry, there's no better way to build this knowledge than by demonstrating our reliance on one another to strengthen and support our shared work.," Students look to community memebers for answers

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Our librarian is awesome at instructing students how to access resources and materials --I would have her teach lessons.

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I think teachers in the building serve as good resources since they are experts in their fields and are familiar and accessible to students. By interviewing teachers, students can find helpful information towards their solution. Students can prepare questions and schedule a time to meet with the teacher. For example, students can interview a tech teacher about building something, a FACS teacher about food production, a health teacher about designing a school menu, etc.

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I think we have a lot of resources available to our students, from the library for research to the art room for supplies, and of course the Chrombooks. The vast amount of on-line resources are endless and at the finger tips for our students. Mahoapc also had a fairly large student body that could be accessed for projects, for example a statistics project.

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Family members are phenomenal resources who look to be involved with the class / school. If students are looking to organize a clothing drive, perhaps inviting the leader of the organization to chat with students will help them devise their plan.

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When providing feedback to students, it is important to provide specific comments and in a multi-modal fashion.  It is important to use clear language to clearly communicate to students what they are doing well and what they can improve on.  I also think it is helpful for students to receive feedback from the teacher, peers and themselves so they get a variety of perspectives.  Maybe they could also present their work to a parent/guardian, another staff member, a person involved with the solution, or a person of their choice?

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Creating a learning community is important. Lindsay mentioned tapping into interdisciplinary relationships to make connections earlier in the book. My colleagues who teach other subjects or grade levels and I can collaborate. This will also allow students to see the value in learning a specific math skill as it applies to other areas.

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My feedback needs to be clear and concise. I will offer models and examples (either through work and ideas presented by their peers or certain digital /visual examples )available

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I generally begin with the librarian in my building who is a great source.
There are many local outside organizations that are willing to assist students in coordinating a plan to help support them.

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I think we have access to some wonderful resources. I think one of the things that we lack is planning time. Once you have put this into place, I think it can be very successful in your classroom but the work that will be done in the background to prepare will take some time to work out. We have access to collaborating with other teachers, the library, local artists.

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I think it is important to use many of these questions, but I particularly like the question "what specific outcome will you look for to see if the design works. I think this is an important question as it gives students the opportunity to think about the process and what they have done, while also thinking about the goal of problem. I also want to utilize "what problem-solving strategy was most helpful in creating the prototype" because this question makes students think of multiple problem solving strategies compared to the one they used and allows them to consider the possibility that there is a better strategy out there.

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I will look for the students giving meaningful feedback to their peers.  Concrete examples of ways that they could change to improve their work.
I also think when they are self reflecting if students are utilizing their prior knowledge to improve their work as well as incorporating the new skills they have learned.  Students should be able to express the areas that need improvement and a strategy for how they will proceed through the improvement process.

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I think Mahopac has a lot of resources available. I think we have many teachers who would be there to help each other as well as the students. The library is a great place to research and collaborate. From my time at Mahopac, I have seen many students utilize each other as resources.

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I like the “Self-Regulating Learning” and incorporating some questions for student self-assessment.  Asking students what problem-solving strategy was most helpful. Will allow the student to talk through and listen to themselves answer that question may spark even more strategies.  I would also like ot use the “what would you do differently next time.  This questions just open up even more opportunities for students to further their thinking and create their own questions during that self-assessment process.

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As a district we have many resources and many opportunities to help students to find those resources or material. We, as teachers are also able to bring in other outside sources that could assist students in their designing process.

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Our fellow colleagues are usually most helpful when you ask for something specific- especially when students need help. Our LMS- at the HS is fantastic, we also have tech support, our town's public library is an untapped resource as well as other local agencies such as Putnam County Youth Bureau.

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There were a few questions from this figure I really liked. I liked the question, "How will you know if the designed solution was successful?" I like that question for learners because it really makes them think about what it was they were constructing and the purpose of it.

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At Lakeview there are several classrooms that have makers space and as a district we have a lot of STEAM related activities. I feel like all of those activities allow students to get creative in using a plethora of resources and materials to design their own solutions.

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1) Metacognition:
What information was previously missing but was learned while designing the solution/ prototype?
What specific behavior would you look for to see if your design works?
2)Self- Regulation:  How did you get support when stuck?
3) Social-Emotional: What is an area where you felt particularly strong when working with your peers?

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I liked the questions- "When was a time I was stuck?" "When did I know when to get support?". By reflecting on these questions, students are analyzing their thought process, provides an opportunity for a think-aloud, and strengthening perseverence and grit.

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I think I/ we could invite not just parents but all community members that have different professions that solve different problems and use different tools and materials to be a part of different school actives.

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Using the insight of professionals in your area or guardians of students as a resource. In the past, I have taken chemistry students to a local lab where they were able to talk to scientists and question them on how they collect their evidence and for solutions to problems they arrive. This forms a connection to their thought process in the classroom to solving real world scenarios.

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I will create a model or schematic with sentence starters in some form of a chart that students will use as a tracker through this (and each) phase of the design.  Some students might not like the schematic so I would also allow them to write in prose to reflect after the class time spent on the communication- creating a general response to the 4 points of the list4d goals in Peer Assessment.

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"...prototyping can help alleviate analysis paralysis!" (p.120)
"What resources do I need to design this solution, and how will I gather them?" (p.121)
"How can I clearly communicate my thoughts and needs while prototyping?" (p.121)

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We can use meets and technology to link experts with students.

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I like the idea that students should be able to determine how the design solution helps understand content, as well as self identifying the knowledge and skills that are being developed by testing the designed solution.

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Using our parents as resources has helped my grade level enhance a particular topic or just to spark student interest. We've interviewed a meteorologist, airline pilot, an artist thorough google hangout/meet. The children were given some background knowledge, had time to develop questions and interview. Even reaching out to artists, authors and other community members can lead to some real world connections for the students.

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I think at Mahopac we have an abundance of resources to support learners. For students we have a lot of teachers that put in serious time and each kid has a chromebook to help support them as well. Teachers have a ton of opportunities during PD such as TTTs to really hear from others and use their colleagues as resources.

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I think teachers have a sense of when something is going well. I would listen to students collaborating looking for teamwork and conversation.

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I would love to find a way to use parents as a resource for some of the students in school who are "not their own,"  Typically the students I work with do not have parents who are involved in PTO or volunteer as class parents.  There is a population in Mahopac that is not represented by the parents who routinely show up to board meetings.

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The question "what would you do differently next time" asks students to specifically reflect on their work. Reflection is important to learning and growth.

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Colleagues, not only those in my department, are always helpful resources. Professional development classes through TTT"S and Book talks are also very valuable resources.