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slower_than_the_rest_copy- P:Q.pdf

slower_than_the_rest_copy- P:Q.pdf

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Six Time-Honored Practices for Engagement

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kfhoke@gmail.com
Twitter: @kalleyhoke

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy!

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Character Progression (Understanding Texts and Readers)

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Character Progression (Understanding Texts and Readers)

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Creating a Writing on Theme Progression from Samples

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Creating a Writing on Theme Progression from Samples

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Determining Theme Progression (Reading Pathways)

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Determining Theme Progression (Reading Pathways)

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Themes and Ideas Progression (A Teacher's Guide to Reading Conferences)

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Themes and Ideas Progression (A Teacher's Guide to Reading Conferences)

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GOTS-It was really great to talk with colleagues across grade levels about these topics.  Also to think a bit more technically about the levels of reading response.  I would like to try a reading response with my students on character traits this week on post its just to try and get an idea of where they might be currently.

WANTS- I think it would be great to be able to do some of our breakout room here on our end in person. Popping over to another room would be easy enough.

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Gots - Talking with colleagues was so beneficial. It is always comforting to know that I am not alone in my doubts or wonders. Looking at students examples and trying it out ourselves was powerful (and very surprising) in considering how our students might respond. Our team is planning to do one of the readings together to look at character traits and how we'd respond.

Wants - The format moved at a good pace. We did several small and large group sessions with a variety of engagements that made the time move quickly. This worked for me. I hope that at some point we can have some live conversation with our colleagues. Thank you!

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Gots: I enjoyed reading the different levels of thinking and checking my own understanding and ability to analyze.  The exercise was a powerful reminder of how little I do when I was asked to describe a character.

Wants: I enjoyed thinking out of the box and having relevant PD I could use immediately and challenged my thinking. Wouldn't mind having three or four teachers together in a room while discussing these topics

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I think I can only echo what others have said. It was powerful to actually do the work we want students to do. The discussion around looking at this as a progression was great! I look forward to doing more of this as a team. We will have some of our coplanning meetings devoted to moving forward with each week's nudges, which is great! Maybe some of the breakout rooms should be by grade level? Then maybe a follow up with a rep from each grade level so we can think both ways. I have the resources you referenced if anyone wants to look at any "in person".

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I enjoyed the session very much. Discussion with colleagues was beneficial and the resources were helpful to try in our classes.

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Inferential and Analytic Thinking Question Prompts- Fiction

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Inferential and Analytic Thinking Question Prompts- Fiction

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S2- ISPP G3-G5 Dive into Inferential and Analytical Reading 2022 

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Gots:
Organizing the inferential and Analytic questions was interesting and sparked a lot of conversation in my group. We found it quite difficult but helped better understand the difference between Inferential and Analytical.

It was good being able to meet in the same room as our team and have 'live' discussion.

Wants:
It would be great to have these Inferential and Analytical questions on a google doc / PDF too as I think they would be good to help plan reading lessons and provoke discussion.

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Gots - It was really helpful to have the team together so that we could discuss together in the moment.

The analytical and inferential sort was really helpful. I can't wait to use/try out. It was so beneficial to be able to talk about them and really understand the difference.

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EV Copy of Inferential and Analytic Thinking Question Prompts- Fiction - Google Jamboard

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EV Copy of Inferential and Analytic Thinking Question Prompts- Fiction

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Gots- it was great to be able to talk as a team this session. I loved that there were many ways to sort the questions. I appreciate resources suggestions, always.

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Gots - really helpful to be able to talk as a team and understand more about targeting analytical and inferential skills.

Wants - some more suggestions for texts to use would be greatly appreciated!

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"Until one has loved an animal, a part of one's soul remains unawakened." ― Anatole France

Sheesh - I am becoming such a maudlin old broad! I don't know . . . maybe it's just raging hormones, but nearly every story in this collection moved me to tears. Rylant presents twelve very short stories, most are just a few pages, about people and animals - how they bonded, and how the humans became better, stronger, and braver people from their encounters with these creatures.

We meet Jack Mitchell, who c...more

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"Until one has loved an animal, a part of one's soul remains unawakened." ― Anatole France Sheesh - I am becoming such a maudlin old broad! I don't know . . . maybe it's just raging hormones, but nearly every story in this collection moved me to tears.

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The Present | A Short Film by Jacob Frey

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Toys! Amazing Stories Behind Some Great Inventions

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Toys! Amazing Stories Behind Some Great Inventions

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I don't know how, in 150 words, Shaun Tan ripped my heart out and then breathed it back to life. His drawings, detail and observation of life is nothing but raw and beautiful. Immediately after finishing it, my first thought was: "How burdened and grey we are, without freedom and creativity." As usual, another work of Shaun Tan's that is not only beautiful, but soulful, and I will no doubt be cracking this open many more times to revisit this cute, sad, honest and revitalising story. ...more

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I don't know how, in 150 words, Shaun Tan ripped my heart out and then breathed it back to life. His drawings, detail and observation of life is nothing but raw and beautiful. Immediately after finishing it, my first thought was: "How burdened and grey we are, without freedom and creativity."

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Look Both Ways book. Read 2,711 reviews from the world's largest community for readers. From National Book Award finalist and New York Times bestselling ...

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Read 947 reviews from the world's largest community for readers. For the hardback, see ISBN13: 9781101934593. Whether it is basketball dreams, family fias...

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You and your students will fall for close reading. Chris and Kate help you empower students through close reading to not merely analyze texts but to admire the writer's craft, study favorite songs and videogames, and challenge peers in evidence-based discussions.

"Love brings us in close, leads us to study the details of a thing, and asks us to return again and again. These are the motivations and ideas that built this book."
-Chris Lehman and Kate Roberts

You and your students will fall for close reading. In Falling in Love with Close Reading, Christopher Lehman and Kate Roberts show us that it can be rigorous, meaningful, and joyous. You'll empower students to not only analyze texts but to admire the craft of a beloved book, study favorite songs and videogames, and challenge peers in evidence-based discussions.

Chris and Kate start with a powerful three-step close-reading ritual that students can apply to any text. Then they lay out practical, engaging lessons that not only guide students to independence in reading texts closely but also help them transfer this critical, analytical skill to media and even the lives they lead.

Responsive to students' needs and field-tested in classrooms, these lessons include:

strategies for close reading narratives, informational texts, and arguments

suggestions for differentiation

sample charts and student work from real classrooms

connections to the Common Core State Standards

a focus on viewing media and life in this same careful way.

"We see the ritual of close reading not just as a method of doing the academic work of looking closely at text-evidence, word choice, and structure," write Chris and Kate, "but as an opportunity to bring those practices together to empower our students to see the subtle messages in texts and in their lives." Read Falling in Love with Close Reading and discover that the benefits and joy of close reading don't have to stop at the edge of the page.

Read a sample from the book to learn more about Chris and Kate's close-reading ritual for students and for an annotated text that shows how it works.

(click any section below to continue reading)

Contents

1. Close Reading, A Love Story
2. The Essence of Understanding: A Study of Text Evidence
3. A Way with Words: A Study of Word Choice
4. If You Build It: A Study of Structure
5. Through Your Eyes: A Study of Point of View
6. The Family Tree: Closely Reading Across Texts
7. I Believe in You: A Vision of Independence

Companion Resources

Download an infographic about the book: perfect for book study in groups or by yourself.

Download the Falling in Love with Close Reading study guide.

Watch highlights from Chris and Kate's webchat with Penny Kittle.

Reviews

"Nothing compares to seeing the success of the students. I informed them they are scholars and reminded them that this was hard work and they accomplished it! So many times, students are described as having trouble connecting their reading and ideas into their writing. But not today! Students I had planned on needing to provide extra support during the written response didn't need it. Honestly, I have never seen a group of students work so diligently and persevere through the lesson."
-Kara DiBartolo (@dibartolok)

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You and your students will fall for close reading. Chris and Kate help you empower students through close reading to not merely analyze texts but to admire

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Gots:
We had good discussions in my group and were able to link the learning into our context (EAL). The sort was challenging and I felt many questions were overlapping. I tend to use same questions over and over and the questions helped me expand my 'usual  repertoire" ..I can't wait to try out in my lessons during read aloud.

Wants:
What texts might be good for teaching theme? Do you have any list that you could share please?  Any EAL friendly?

I still need a bit of practice of inferential vs analytical. Can you please recommend a quick read/article? Thank you.

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Gots - Its been good to continue thinking deeply about reading. The lines between analytical and inferential are becoming more clear.

Wants- Still thinking about how I can best incorporate these ideas into my classroom. I am thinking this idea of read aloud and drama practice can be done in combination with a partner class read aloud with younger grades. Its been good to sit with our team, but I also think it would be valuable to mix our groups occasionally as we never really have a chance to work with any colleagues who are not in our own grade level.

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Student character responses.

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S3- ISPP G3-G5 Dive into Inferential and Analytical Reading 2022  (1)

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ISPP What might you try or apply? - Google Jamboard

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Reading Assessment Conference- Note Taking Form

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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What Do I Teach Readers Tomorrow? Fiction, Grades 3-8

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A Quick-Start Guide for Easy Access

Chapter 1: Each Classroom Moment Is an Instructional Decision

Chapter 2: Decisions About Book Selection

Chapter 3: Decisions About Reading Notebooks

Chapter 4: Decisions About Discussion

Chapter 5: Decisions About Synthesizing Information

Chapter 6: Decisions About Understanding Perspectives

Chapter 7: Becoming Confident and Intentional Decision Makers

Appendix A. Nonfiction Book Rating System

Appendix B. Some Favorite Nonfiction Texts

Appendix C. Clipboard Notes: Reading Notebook Entries

Appendix D. Clipboard Notes: Student Conversations

Appendix E. Synthesizing Nonfiction Texts

Appendix F. Clipboard Notes: Types of Thinking About Synthesizing Information

Appendix G. Understanding Perspectives in Nonfiction

Appendix H. Clipboard Notes: Types of Thinking About Understanding Perspectives

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What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8

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A Quick-Start Guide for Easy Access Chapter 1: Each Classroom Moment Is an Instructional Decision Chapter 2: Decisions About Book Selection Chapter 3: Decisions About Reading Notebooks Chapter 4: Decisions About Discussion Chapter 5: Decisions About Synthesizing Information Chapter 6: Decisions About Understanding Perspectives Chapter 7: Becoming Confident and Intentional Decision Makers Appendix A.

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Gots
I love that I had just seen that video used for a different purpose at a PD the previous weekend- it makes me realize (again) the value there is to "close reading" videos and texts for different purposes even if ( and maybe even, especially if) students have seen it before. Team talk time was again valuable.
Wants
Nonfiction has exploded over the last few years and there are so many fabulous iterations of nonfiction- wondering about supporting readers who are reading so many different types- when to limit them (for example, we are all reading narrative nonfiction in this unit vs any nonfiction will do). Also wondering about experience gaps that sometimes mean nonfiction is harder to access for some.

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GOTS
-Close reading with non-fiction - different level of engagement with non-fiction!
-Video Aloud - and how each section built on the one before.

WANTS
-Would like to think about conferring with students and helping them with next steps.

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Not really a got or want but such a powerful piece about reading 

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Not really a got or want but such a powerful piece about reading 

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"When we read–really, really read–for a while, a normally very loud part of us grows quiet and limp while our mind begins unraveling new ideas. Then, pushing further, we look inward, turning our skin inside out to expose our pulsing, naked nerves to the text. We erect a sense of self to withstand the sheer momentum of the text, then rummage through the debris when it’s all over to see what’s left behind."

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by Terry Heick

Lately, there's something about reading that's bothering me about how we teach reading and writing.

I've written about it before and said a lot of what I say here, but never quite said what I was trying to say because I'm not sure what I really mean. It's got something to do with how schools frame it. Call it 'literacy.' Sterilize it. Cleave it cleanly from its human contexts until it's a school thing and good for you and you should totally do it and one day you'll be thankful you did.

Like flossing.
Decoding & Comprehension
Reading, as taught, is a skill.

This is partly by definition. The word reading represents a slew of ideas. It's a verb, but it's such a familiar idea and outwardly passive process that it works almost like a noun. Reading can create a kind of flow state where the consciousness of the reader merges with that of the writer through the text.

And when this happens, all three can kind of disappear. There is no reader, no writer, and no text, but rather simply a mind dancing with ideas while the world falls away. But that's a best-case scenario and disgustingly romantic and not what I mean to say either.

So then, education. As a matter of teaching and learning, reading is absolutely iconic. To teach reading requires us-teachers-to break it down into parts, usually somewhere along the fault lines of decoding and comprehension. The decoding part is a mix of letters and sounds. Digraphs, clumsy blends, irregular words, and pattern recognition. Phonemics. It's literally learning to speak a new language, one made with alphanumeric characters on paper (that can travel through time) instead of sounds with your mouth. It begins and ends in your brain and if you can internalize it, ends up in your mind.

Comprehension, however, is somewhere close to your stomach. It's more metacognitive and personal, where the reader takes the internalized symbols and, leveraging their own schema and background knowledge, turns the symbols into something they can recognize and their soul winks and spins. This is a person making meaning. How crazy is that? When a teacher, then, seeks to teach reading, they have to make a choice: Teach decoding, teach comprehension, or try to merge both.

This, though, isn't necessarily a problem. Or the problem as I'm trying to better understand. For all of its wonderful intentions, pedagogy is inherently destructive. Every student has a right to education, of course-but pedagogy itself seeks to change and reform and mash and refine and alter and reduce and increase. Put another way, focusing on reading-the-verb-the skill as assessed by reading speed and sight vocabulary and main idea extraction and author and purpose and details, and a million other silent efforts readers make in unfolding a text in a way that they can make some kind of sense of it-annihilates reading from the beginning in pursuit of a 'highly-effective learning environment.'

The assumption is that if one can read, and read well, then they will. This is a useful microcosm that emphasizes how education can grow.

Consider:

Skills vs habits.

Competencies vs tendencies.

Abilities vs affections.

As a teacher and parent, I'm less interested in what children can do and am more interested in what they tend to do.

When we focus on teaching content rather than teaching the child, we lose the child. As it stands, we're a curriculum-centered, data-driven, institutionally-focused industry, and our language reflects that approach. Progress. Acceptance. Rejection. Pass. Fail. Register. Enroll. Proficient. Assess. Data. When seeking improvement, we seek to improve how we're doing what we've always done, but more of it-faster and more efficiently. We break the learner and their sense of self to fit in stuff. We seek to improve our collective processes to cause more learning, which makes as much sense as teaching students how to read but rarely why.

And that's about as close as I thought I was going to get (for now) as to why literacy, as taught, is gnawing at me. I was going to end there with useless uncertainty but publish it anyway so I can read it later and shake my head. Until I read this quote from Franz Kafka on why we should read.

"I think we ought to read only the kind of books that wound or stab us. If the book we're reading doesn't wake us up with a blow to the head, what are we reading for? So that it will make us happy, as you write? Good Lord, we would be happy precisely if we had no books, and the kind of books that make us happy are the kind we could write ourselves if we had to. But we need books that affect us like a disaster, that grieve us deeply, like the death of someone we loved more than ourselves, like being banished into forests far from everyone, like a suicide. A book must be the axe for the frozen sea within us. That is my belief."

When we read-really, really read-for a while, a normally very loud part of us grows quiet and limp while our mind begins unraveling new ideas. Then, pushing further, we look inward, turning our skin inside out to expose our pulsing, naked nerves to the text. We erect a sense of self to withstand the sheer momentum of the text, then rummage through the debris when it's all over to see what's left behind.

And what we find is who we are.

That's why students should read.
Why Students Should Read; adapted image attribubtion flickr user wolfganglonien

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by Terry Heick Lately, there's something about reading that's bothering me about how we teach reading and writing. I've written about it before and said a lot of what I say here, but never quite said what I was trying to say because I'm not sure what I really mean.

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GOTS:
-  confirmed understanding of analytical vs Inferential reading.
- I liked looking and analyzing the   non-fiction text and thought it was an engaging text for kids to look at.

WANTS:
- reading skills progression. How do you use it and how can we use it?
- conferencing - how it works in your setting.
Please share your experience.

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Teaching Tools for Differentiation, Rigor, and Independence

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are."
-Kate Roberts and Maggie Beattie Roberts

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

"Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to:

make your reading and writing strategies stick

motivate students to reach for their next learning goal

differentiate instruction simply and quickly.

Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves.

"It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.

(click any section below to continue reading)

In Depth

As literacy consultants, we have never seen teachers work harder than we do now. And we have watched teaching tools help them feel as though all of their hard work is worth it. In part, the tools help get traction going with teaching and learning. In larger part, the tools inspire kids to work as hard as we are. These tangible, colorful, personalized offerings of our teaching are individual gifts to students. They communicate the message of I see you. I see your next steps. Let me help you. Here is this. These teaching tools invite kids in on the work of the class in a way that is tailored to them, allowing students to take control of their learning and do it themselves.

When we take on DIY projects, from remodeling a bathroom to making a new teaching chart, we know that part of the joy in this project is going to come from our own efforts. And while many times the hallmark of a DIY project is it's imperfections, these flaws often become marks of character, points of pride, and evidence of learning.

One key to experiencing joy is working hard and seeing that hard work pay off. When mathematicians solve a problem they've been grappling with for months, when a musician perfects a performance of a complicated piece, when a learner masters a difficult concept, joy arrives.

It is our greatest hope that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach.

Onward to joy!

- From Chapter 1

Companion Resources

Reviews

"After reading DIY Literacy, I felt like I had been given a superhero cape. I felt armed and ready to teach writing. I knew I could use my newly created demonstration notebook or a micro-progression or a chart to help me teach my students. Really, I felt empowered."
- Dana Murphy, at Two Writing Teachers
Read the entire review
" DIY Literacy is not only a "how-to" book on designing visual tools but a source of advice on implementation in the classroom. Students' learning is changed by concrete ideas that push them forward into independent problem solving."
-Sandy Wisneski, at MiddleWeb
Read the entire review

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DIY Literacy by Kate Roberts & Maggie Beattie Roberts.

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Make visual teaching tools instead of buying them. Use your teaching smarts to get the most from those tools. And help kids think strategically so they can be DIY learners. Get the traction going with teaching and learning to inspire kids to work as hard as we do.

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S4- ISPP G3-G5 Dive into Inferential and Analytical Reading 2022 

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Gots: I enjoyed working with a teammate to think about strategy groups we could form to move students forward in independent reading habits. I always struggle recording conference notes, so appreciate seeing another way.
Wants: I want some ways to make this learning sustainable, so it does not disappear once this school year is over, so would love a planned follow-up/next steps.

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ISPP Capturing Successes - Google Jamboard

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S5- ISPP G3-G5 Dive into Inferential and Analytical Reading 2022 

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For me it was so powerful to do this PD with so many colleagues. I feel like we all can support each other to try out these things, share resources, and keep growing together. I would really be interested in continuing to do group PD like this. I felt like this was personalized for our identified wants and the balance of lots of input, time to talk, and time to try things out worked for me. I also appreciated the Padlet as a way to capture lots of the learning so we have this to refer back to. I would love to talk in August to see if we can think about any shared goals and how we can keep going.
Thanks, Kalley, and thanks to #togetherwearebettercolleagues.

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This was fantastic PD to do with my colleagues. We all had a common experience - we can try new things, check in with one another, share successes and challenges, and go back and try again. I appreciate having the Padlet to refer back to - great resources. The sessions were well paced. We all had different areas of focus and you managed to meet all of our needs. The sessions flew by and were packed with such meaningful learning. The challenge now is to keep the momentum. Thank you, Kalley! Warm regards.