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Start small! Teach students collaborative skills, address logistics, design delivery, groupings, and after-task process.

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It's not about being right but it's about relationships.

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Using visuals to represent productive struggle

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Using visuals to represent productive struggle

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Have students reflect and set goals.  We will use this as part of student-led conferences.

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Have students reflect and set goals.  We will use this as part of student-led conferences.

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Start small again and work up to groups and collaboration.

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Start small again and work up to groups and collaboration.

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Have a child act out a feeling, the class has to guess the feeling and then you talk about what you can do/what tools you can use if you experience that feeling.

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Trying to take a bigger step back to let kids struggle productively on their own for longer before intervening

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KWS chart (Know, What to Know and Solve)

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KWS chart (Know, What to Know and Solve)

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being right vs. student relationship - always prioritize relationships!

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Use visuals to support collaboration & struggle

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Giving students ownership, whether it is in struggle, reflection, etc is powerful. It doesn't have to be perfect or complete but it does need to come from them.

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Doing it Tuesday!

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Using pictures to help students identify with their struggles and feelings about struggling.

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Use choices with students and keep in mind that both choices should work toward the same outcome or goal! Think about what you want the overall outcome to be. 

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Use choices with students and keep in mind that both choices should work toward the same outcome or goal! Think about what you want the overall outcome to be. 

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We can change the parameters for Dreambox

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It is important to give students the wait time to solve a problem and not rush them or give the answer.

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reteaching safe place/calm strategies and time machine

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Students have to trust you and the classroom before they can effectively self-evaluate.

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Before expecting students to collaborate to learn content, be sure to teach them HOW to collaborate first. :-)

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I will use the reading progressions for my small group instruction.

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I will use the reading progressions for my small group instruction.

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Using the Jen S book as a resource to create different types of writing small groups instead of just doing one on one conferencing

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I love the time machine as a visual for the kids to problem solve.  I thought the first step of "Are you willing?"  Was such a great start.

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1. Re-teaching procedure for safe space
2. Using emotions charades to teach how to identify emotions and discuss what strategies you can use for that emotion

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Provide a child with 2 choices and if they are struggling to choose, set a timer and walk away.

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Reteach those collaboration skills.  Have the whole class work on an anchor chart to remind them of what it looks like and what it doesn't. 

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Reteach those collaboration skills.  Have the whole class work on an anchor chart to remind them of what it looks like and what it doesn't. 

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Have clear, explicit conversations with visuals about what struggle is and how to work through it both as the person struggling and as a supporter.

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Teachers discussed difficulties of giving constructive, useful feedback - one of the big takeaways was students very rarely *read* what is written on their work once it is handed back to them. Our group discussed the positives of verbal feedback (and the challenges of finding time to do so!).

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We were reminded about so many wonderful resources that we have to help with our lessons (whole group and especially small group). I am going to try to use at least once of the resources to help with my small group lessons.

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Productive Struggle.  Giving students opportunities for productive struggle.

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Productive Struggle.  Giving students opportunities for productive struggle.

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Ask students to reflect on how group work went.

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what it looks like- what it doesn't look like

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I will use the visuals to post in my classroom and have more discussions on mistakes and what that looks like

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Using pictures to reflect on struggle

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It's important to model and teach HOW to collaborate, more so than even the content that is being collaboratively worked on.

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Reteaching the Calm and Cool Space after coming back from a long break.

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It is okay to make mistakes. Mistakes are how we learn.

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It is okay to make mistakes. Mistakes are how we learn.

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Be less the sage on the stage

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Let students work through the struggle. Don't jump in to adapt the task or "save" them.

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I'm going to try to implement more regular student feedback, even if it's very informal at first.

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What does struggle look like- use visuals to choose from

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Time Machine - figuring out how to talk this through with older students and providing them a visual to guide their thinking.

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Goal: become more comfortable in giving real-time verbal feedback to students.

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Setting norms around how we respond to mistakes in our classroom/school

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Setting norms around how we respond to mistakes in our classroom/school

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Focus on one classroom application this week to do during morning meeting to refresh procedures and routines in my classroom. Such as we care center or safe space!

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Using visuals to help students gain understanding of their own struggle.

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Giving the option for reteaching or small group instruction to all students. Also using 3, 2, 1 to assess their own learning on assignments and activities.

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Establish norms for productive struggle in my classroom.

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Productive struggle takes TIME and PATIENCE. A culture that allows for students to struggle must be intentionally built.

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Help students know how to get unstuck.  Teach, model and make visuals anchor charts.

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Help students know how to get unstuck.  Teach, model and make visuals anchor charts.

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Setting expectations for students working together. Practice and more practice.

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Setting expectations for students working together. Practice and more practice.

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Students can reflect on their struggles with journal prompts or other ways like drawing emojis or using picture metaphors- can be used to foster discussion.

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Be consistent, fluid, flexible!

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Positive choices can be very helpful to students! Providing options for students to pick between on "how" they do their work helps them decide and be in control of their choice, rather than focusing on compliance.

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We set up many of these practices/ routines at the beginning of the year and it will be important to review them coming back from break!

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Small Group Instruction and Differentiation

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Small Group Instruction and Differentiation

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Use some of the new teacher literacy resources presented in the session to guide my instruction.

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Have the students do self-reflection more often to help them feel agency.

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Before we dive into content, we need to explore what it specifically looks like to create a safe space for struggle and risk taking.

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Revise and revisit Anecdotal note taking. 

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Revise and revisit Anecdotal note taking. 

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Picture reflection and discussion of productive struggle.

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Normalizing mistakes and emphasizing how they help our learning with discussions and reflections.

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Checking out a Math book from Olivia's room

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Take time to give students positive praise! I often underestimate the value and need for positive verbal praise but it is powerful! I want to focus on giving it more, even ones that already do a good job- they especially could use it more too!