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Cognitive Apprenticeship! I teach 3rd through 5th graders, and they need safety and security in the classroom! They are just beginning to understand where they are in relation to their peers. As long as they feel safe, and not judged and compared harshly, they will see others work, and will in turn desire to do well!

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Cognitive Apprenticeship! I teach 3rd through 5th graders, and they need safety and security in the classroom! They are just beginning to understand where they are in relation to their peers. As long as they feel safe, and not judged and compared harshly, they will see others work, and will in turn desire to do well!

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(p.21

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Students start to take charge of their own learning. There are so many resources out there now where they can direct their own learning.

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I really connected to this idea of guiding students to have responsibility and autonomy for their own learning and the idea that the teacher facilitates this through formative assessment. I liked where she discussed that students track their own progress and where that aligns with their peers.

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I teach second grade and whether I like it or not, I MUST teach social emotional skills ALL DAY LONG.  It is essential that I keep in mind that every interaction (student to student and student to teacher) is an opportunity to teach and grow. I am THE element that creates the climate and sustains joy, excitement, and positivity.

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Cognitive Apprenticeship can also be powerful for new teachers, when new teachers have a mentor to model in a master way

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Cognitive Apprenticeship can also be powerful for new teachers, when new teachers have a mentor to model in a master way

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This is something that I need to begin as a teacher is to create more opportunities to have students assess themselves as a learner based on my unit or units or study (multiple methods). Students will evaluate their own skills and comfort and see if they are ready to move on to the next level of learning. 

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This is something that I need to begin as a teacher is to create more opportunities to have students assess themselves as a learner based on my unit or units or study (multiple methods). Students will evaluate their own skills and comfort and see if they are ready to move on to the next level of learning. 

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Routines and expectations need to be explicitly taught from the beginning

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Routines and expectations need to be explicitly taught from the beginning

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thank goodness I found our place.  I feel that communities of practice, well established and practiced with students, move us from "school" which is  rehearsal to real learning in collaboration. This is a creation  of identity as an effective worker?

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thank goodness I found our place.  I feel that communities of practice, well established and practiced with students, move us from "school" which is  rehearsal to real learning in collaboration. This is a creation  of identity as an effective worker?

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Students are nonjudgmental in their learning and the learning of their peers. This is so difficult to create and establish as trust and safety need so much to build.

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At our school we have so many students that are in trauma and in need of constant reassurance that they can try. I like the emotional piece that helps us keep a constant. 

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At our school we have so many students that are in trauma and in need of constant reassurance that they can try. I like the emotional piece that helps us keep a constant. 

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I loved this idea! The signature pedagogy for teachers, just like lawyers or medical students.

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cognitive apprenticeship approach is very similar to constructivism.  it is also similar to creative curriculum where the teacher is the facilitator and bridge to helping create/make connections within their learning.

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cognitive apprenticeship approach is very similar to constructivism.  it is also similar to creative curriculum where the teacher is the facilitator and bridge to helping create/make connections within their learning.

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Like the Social Emotional aspect and creating the safe place....need more about this

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Like the Social Emotional aspect and creating the safe place....need more about this

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Most of practice of assessment is in a private context but private, local and public methods are encouraged

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Most of practice of assessment is in a private context but private, local and public methods are encouraged

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pg. 28

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It's powerful when students know where they are at and what they are working towards. I liked the 4 steps as well.

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Revealing Students' Current Learning Status p.27

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Revealing Students' Current Learning Status p.27

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Students can give us evidence of understanding through opportunities rather than pretest/post-test learning.

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Yes - I liked this - thought about a coach vs. a teacher and what coaching skills are actually helpful for educators.

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Students are active in forming their own judgements and are given "due weight" in all matters affecting them.

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It is a lot like establishing meeting norms - learning norms

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It is a lot like establishing meeting norms - learning norms

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They are forming their learning identities through have a consistent teacher. It has been tough on them with teachers coming and going each year. They were more willing and able to learn this second year with me.

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I found it very interesting to look at communities of practice and formative assessment practices in general from a children's rights approach. It reminded me of the work done in Oregon with the Student's Assessment Bill of Rights.

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Connects so much to social/emotional learning too.

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I really like that it is an individuals responsibility to decide that they need more assistance and the rest of the group's job is to support peers!

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I really like that it is an individuals responsibility to decide that they need more assistance and the rest of the group's job is to support peers!

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Students must be guided and supported, within the framework of the classroom procedures and routines, to decide where they and their peers are and where they need to go. This is essential to learning to learn.

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1. Routines
2. Est. student agency
3. Revealing student current learning status
4. Modeling values and attitudes

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Creating a safe place for students to learn to evaluate themselves is something we work on daily and it isn't easy. I am trying to implement  concrete visuals that show the learning progression like we saw at the conference with the little girl describing where she is in the process. I loved that and it is working little by little.

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Creating a safe place for students to learn to evaluate themselves is something we work on daily and it isn't easy. I am trying to implement  concrete visuals that show the learning progression like we saw at the conference with the little girl describing where she is in the process. I loved that and it is working little by little.

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Need to figure out how to facilitate by creating the physical space in the classroom. I'm thinking of getting rid of the desks and having more flexible seating...

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While reading this section I really thought about the community I have created and want to create in my classroom. It is so important for the students to feel like they can make mistakes and be confused without it being a big deal or being laughed at, etc. Thinking about different types of formative assessments this is very important so students can feel comfortable working together and talking things through and learning from each other

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pg. 21

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I love the C - Clarifying question before I go on, I - I am ready to learn independently, A- I need assistance. What a catchyidea for regrouping students based on formative assessment.

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Creating routines and behaviors that enable everyone to participate in formative assessment.

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Creating routines and behaviors that enable everyone to participate in formative assessment.

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I liked...Children see others work and they in turn desire to do as well (pg 21)

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I did not realize that communities of practice are actually used often, we just didn't have a name for it.

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With my sixth graders, I need to create a safe place for them to learn to evaluate themselves honestly and for it to become a part of their assessment.