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Collaborative and cooperative learning

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Differing formats and modes of exploring and presenting knowledge and understanding

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Differing formats and modes of exploring and presenting knowledge and understanding

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I've recorded the second mini lesson for writing the outline of personal narrative. Students can revisit the video of mini lesson whenever they need the instruction or teaching point.  And what I've felt most effective is that  I could more pay attention to conferring to each student for individualized feedback while students were doing self-paced learning with the instruction video. Students could refer back to the video whenever they need to recall the lesson points.

Students made the graph of well-being based on the challenge and hope the characters have taken during their journey in the book. Even with the same event, it depends whether it is near to the challenge or hope among students.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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QFT strategies

The QFocus was some specific chapters in the book, which is about Korean war. In the stage of doing QFT, they were already had open- and closed- ended questions they've made by themselves from last class. Students changed questions from one type to another and put it as a comment in the padlet. They especially enjoyed the step of changing the question type of friends, and there were so many beautiful questions which I didn't expect. They've built different viewpoints off of each other's.

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We did Kahoot including questions which were made by students themselves(in the QFT process) and teacher. We only used Kahoot to cover closed-ended questions,

but if we had also utilized open-ended questions to elicit ideas for their writing(PN), it would've been beneficial for them to brainstorm in more broad scene choice.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Active planning for students' differences in the classrooms.

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Active planning for students' differences in the classrooms.

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In light of Matt Glover's advice, I have given kids access to several levels of mentor texts that were written by adults and were on the same grade level.

mentor text(1)
https://www.canva.com/design/DAFO4l-9RHg/SVHn3reTVV6PBVpfj-OoFg/view?utm_content=DAFO4l-9RHg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

mentor text(2)
https://docs.google.com/document/u/0/d/15GKBaAu2daUsy957SmUDVvVUYIEjXv-PwwOt9-KDUZs/edit

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Check out this Whiteboard designed by YooJin Kim.

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Students' language profile is considered

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Students' language profile is considered

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I made an example dictionary for the first chapter so that students could make their own from chapter two, taking into consideration their language profiles and any potential difficulty they might have understanding the words representing the specific historical era or political scenario described in the book.

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산딸기 크림 봉봉(How to get a berry in the future)

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산딸기 크림 봉봉(100년후-산딸기 얻는 방법)

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산딸기 크림 봉봉(How to keep 산딸기 크림봉봉 be stored in the refrigerator in the future? )

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산딸기 크림 봉봉(100년후-냉장보관하는 방법)

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Students had an agency to choose a topic that they want to share and have a lot of prior knowledge.  Teachers also encouraged them to choose a topic that shows themselves the most. When students were organizng their information, they put down prior knowledge first than wrote what more information they need.

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Students chose a topic that makes themselves feel more confident and build self-esteem by being an explanator or an expert of the class.

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Differing formats and modes of exploring and presenting knowledge and understanding

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Differing formats and modes of exploring and presenting knowledge and understanding

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Different types of graphic organizer

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There are a few students whose mother tongue is English and cannot read or write fluently. For them it takes a long time just to write a sentence and it is very difficult to write a 4-5 paragraph writing as it is not an approachable goal. The emphasis on this unit is the structure of informational writing. Beginning, middle, and end, which made them difficult to just write freely of what they know.  Better to scaffold ex) sentence starters or fragments. Translanguaging. Oral presentation etc.

Collaboration & Cooperative learning could be helpful

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Active planning for students' differences

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Active planning for students' differences

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Differentiation is only done by 1:1 conference and length of the writing. How can we plan ahead for more guidance and instructions for teachers? How do we analyze students when it is the beginning of the year?

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Students created their own dictionaries by researching the meanings of terms, especially those connected to historical eras.

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Students created their own dictionaries by researching the meanings of terms, especially those connected to historical eras.

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Increase understanding of Hangul through the use of various types of materials. Design activities that can start with simple practice and thinking activities.

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Writing a letter is about how to communicate and resolve conflict when students are in trouble.

In the first part, we watched short clips about the happening in the classroom and shared how choices and actions impact others; words, gestures, and facial expressions. And for a variety of learning practices, sometimes we used the textbook contents which are very simple but purposeful and refined. Students wrote a letter about a very simple scene and practiced the writing.

In the second half, students practiced writing letters more elaborately. For active planning for students' differences, there are some choices; 1) Students choose the scene teacher made and strategies. or 2) make their own stories and use strategies to resolve conflict.

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choice2.Making stories and using strategies to resolve conflict.

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choice2.Making stories and using strategies to resolve conflict.

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10/21/22
Grade 5 (Yoojin)
*Active planning for students' differences in the classrooms
*Students' language profile is considered
*Scaffold and extend learning (YooJin and Hyeona)
* Collaborative and cooperative learning (Hyeona)
* Value prior knowledge (HyJee)
*Creative approach to teaching and learning (Minsoo)

The team reflected that:
*Active planning for students' differences in the classroom will be the main focus while collaborating and planning instruction. The team will choose an aspect to focus on within "Differentiated to meet needs of all learners" and will share it during our next collaboration meeting. Thanks

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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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G2 산딸기 크림봉봉 독후활동

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G2 산딸기 크림봉봉 독후활동

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G2 산딸기 크림봉봉 독후활동 사진

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G2 산딸기 크림봉봉 독후활동 사진

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She made 산딸기크림봉봉 at home based on the book she read in class. Her learning were not staying at school. It is the moment when learning is practiced by doing. And she showed the creativity of changing recipes in her own way.

Next day, she came back to school and shared her experiences with her friends and everyone listened. Also, she brought what she made during snack time and showed it.

It became a place of living experience, not just a language class.

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*The most common strategy that I've used through all grades is giving mini-lesson of 8-10 minutes with mentor texts as an example which could be helpful for students to get a sense of what they have to consider or include in their own piece. After the mini-lesson  I usually give the students some time to concentrate on their individual work. Although I admit that we should be careful not to limit learners to the aspects of the mentor text, but it definitely helps students to comprehend the targeted point.

*For Grade4, 5 I used 'notion' which is so beneficial to keep track of student's progress and manage their learning outcome. Students could also refer to each other's work when they're stuck with their own one at some point.

https://www.notion.so/Personal-Narrative-41c9fa66e5844572bbd109a47b112dd0

https://www.notion.so/G4-Informative-Writing-gmail-Notion-35ad82ef066e446499fe93063b756535

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Reading aloud of his/her own personal narrative for the celebration of learning / 

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*Gives effective feedback and communicates learning progress
-For the celebration of learning, we did reading-aloud session. I felt a sense of freshness and sincerity in their writing while reading it together in each student's own voice which I couldn't feel when I read each student's piece alone to provide a comment for feedback as a teacher.  It was a very meaningful experience for me since it allowed me to focus more completely on the context and appreciate it more fully without being distracted by checklists. Surprisingly, I could find their strength and learning progress more while I was enjoying theirs as a pure reader.

-I clearly felt the strength and benefits of providing individualized feedback( which is positive) in public as a spotlight compared to the private talk while implementing the 1:1 conference. Each one has a different function.

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Link of the Book creator which includes student's all the learning outcomes was shared with parents through seesaw journal.

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*Shares evidence and data with students and the learning communities.

[Book creator link]
https://read.bookcreator.com/NSJlaxBaRDeOGuBcWixiG4tqqY03/5Zp580yrR9eqMXwNHZZUmQ

Positive comments were given from parents after sharing the Book Creator link via Seesaw Journal. I believe it is the duty of teachers to make their students' learning outcomes more approachable and informed using the most efficient manner to share them with learning communities. How much importance is given and how much is celebrated will depend on the teacher's capability.

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Grade 4, 5 Writing unit
5~7 minute lesson then 1:1 conference with individual task tracker. For gr.4 I used the whiteboard and sticky notes with students' names to show their stages of writing. For gr.5 the students used notion PN status. It allowed students to write on their own pace, but also give a bits of pressure to stay on task not to lag behind without a direct intervention of the teacher.

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Gr.4 informational writing
The goal of this unit was to write hamburger paragraph essay, 4-5 paragraph essay with beginning, middle, and end. The assessment criteria include the following; divide paragraphs, include topic sentence and appropriate supporting details in each paragraph, write a hook sentence in introduction paragraph, summary in conclusion paragraph etc.

+ Effective feedback and communicates learning process
Used Writing Conference template (Matt Glover) for 1:1 conference and kept track of student's progress and discussed next steps. After writing first draft, more detailed feedback was given. All the feedback was based upon mini-lessons of writer's workshop.

- Supports students to become assessment capable
At the final stage, students used a checklist in order to reflect and assess their own writing. I noticed that they just checked all the criteria in order to finish without actual reflection. Also, some of the criteria was too difficult for them to assess(Does each paragraph have a topic sentence?) I think it would be better to provide multiple opportunities and start with shorter essay then try hamburger paragraph essay.

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To take as active role in their own learning, students interview each other based on their writings.(Interviewer-Interviewee) Students analyze how they think and write. And then, they make questions and reflect them in writing again. It leads self -monitoring and reflection. The feedback they're given to improve and modify their learning in the class.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Hyeona -Supporting students to become assessment capable

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Hyeona -Supporting students to become assessment capable

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Ongoing assessment needs to occur in the context of the performance of understanding goals.  Therefore examples below include understanding goals and performances of understanding, as well as a description of criteria and feedback for ongoing assessment

1. Understanding goal: To help students understand the process of UOI, before starting UOI, we shared lines of Inquiries -What a community is (form) & How needs and wants are met in a community (function) and introduced the activities. (making a music video, performing interviews, etc.

2. Performance of understanding: They read books about communities, drew pictures, and played roles play-It made them understand the project effectively.

3. Criteria for ongoing assessment: Keep noticing what they are doing and what is the important thing (criteria) during the project.  Depending on the student's response, the Teacher and students can co-develop.

4. Feedback for ongoing assessment: equipped criteria, students revise their work again and they can reflect on their work.

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1. Warm up : 5 min
- greeting, clarify today's lesson goal

2. Introduction : 5 min
- explain task and show examples

3. Activity : 30 min
- practice and work on task
- individual feedback

4. Wrap up : 5 min
- reflection
- emphasize what I learn

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Understand the role and function of art through exchanging picture letters with ancestors

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For younger students,
5minute:  Sing a song that is connected with the unit or subject. It helps students feel like joining the class and concentrating.
5-7 minute: Mini-lesson
20-25minute: Individual time to work. It is short for a younger student to keep working so, changing the activity, reading a picture book connected with the unit, and talking about what we're doing and common difficulties.(WRITE on the White board)
10 minute: reflection and explain what we did today and what we will do next time.

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