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Here are the Hilltop slides and video of this mindset. You do not necessarily need to review the entire slide deck or watch the video, BUT please complete the activity from slide 13 where you will highlight and star parts of the mindset. Slide deck link: https://docs.google.com/presentation/d/1QQoGO9oP2TUMYRBhNJ46a7cJuG5qq3f1VIUCrUtEjjY/edit?usp=sharing

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Hilltop PL Mindset: Addition By Subtraction.webm

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What are 3 takeaways from the 10/30, Alt Ed PD? 

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What are 3 takeaways from the 10/30, Alt Ed PD? 

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For those that attended the PD, please post 3 takeaways from the PD and respond to 2 colleagues' posts. The slides are attached.

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Copy of Alt Ed Personalized Learning for all sites 10.30.20

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Watch the video and/or review the slides. Complete the activity from slide 13. In the comments, please post an example of this mindset that you think you are doing or is already happening, share an area from this mindset where you think there is potential, and the one you starred to be an area you want to grow. Please also read your colleagues posts and respond to at least 2 other posts. 

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Watch the video and/or review the slides. Complete the activity from slide 13. In the comments, please post an example of this mindset that you think you are doing or is already happening, share an area from this mindset where you think there is potential, and the one you starred to be an area you want to grow. Please also read your colleagues posts and respond to at least 2 other posts. 

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https://docs.google.com/presentation/d/1cWyFCCyuQ1z863LE4EeK0-6kcc8KT5yOUqQQ4wOzZXE/edit?usp=sharing

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Watch the video and/or review the slides. Complete the activity on slide 13 if you have not already done so. In regards to push vs pull, post what you have learned and how you might apply it. Then read other posts and respond to at least two. 

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Watch the video and/or review the slides. Complete the activity on slide 13 if you have not already done so. In regards to push vs pull, post what you have learned and how you might apply it. Then read other posts and respond to at least two. 

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https://docs.google.com/presentation/d/1h9QsElbyWqtORvDGHnVGmrgVlJJ7x0PaKoVFuiUmzys/edit?usp=sharing

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Asynch Push vs Pull Oct 23, 2020 - Hilltop.webm

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Review the slides and listen to the audio for slides 11-13 (below - listening to the audio is optional, but you may want to check it out to see if it is something you can try with your class). Complete the activity from slide 13, then post  (audio or video or written) what elements of the Process Over Product mindset do you believe are already happening in your class and what areas are you willing to try and grow? After you complete your post, read your colleagues' posts and respond to at least 1 other post.  

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Review the slides and listen to the audio for slides 11-13 (below - listening to the audio is optional, but you may want to check it out to see if it is something you can try with your class). Complete the activity from slide 13, then post  (audio or video or written) what elements of the Process Over Product mindset do you believe are already happening in your class and what areas are you willing to try and grow? After you complete your post, read your colleagues' posts and respond to at least 1 other post.  

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Hilltop PD PL Mindsets: Process Over Product

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Process Over Product

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Creating asynchronous assignments for students to do on their own (that is also easily accessible like on a cell), for example, an Adobe Spark video hosted in NearPod (with questions directly linked under each section of video answer aids student instruction/learning answers) will allow an instructor more on Zoom time to spend with students (1) getting to "know" them, (2) answer learning concerns, (3) learn new student ideas for instruction.

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Google Forms - create and analyze surveys, for free.

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While I think this push vs pull method would work well for some students, not everyone finds it useful to learn new content asynchronously. I feel it's also difficult getting students to do the prep work of learning before coming to zoom.

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While I think this push vs pull method would work well for some students, not everyone finds it useful to learn new content asynchronously. I feel it's also difficult getting students to do the prep work of learning before coming to zoom.

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I agree with Larissa, and also think it is difficult to talk about the asynchronous activities in zoom if some students in the zoom have done it and others have not. 

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I agree with Larissa, and also think it is difficult to talk about the asynchronous activities in zoom if some students in the zoom have done it and others have not. 

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I like the idea of using more short screencastify videos with questions embedded to check for understanding and to give students a place to respond to what they are watching. I think STEM is also a great opportunity to connect science to their real life experiences and hopefully spark curiosity.

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I like the idea of using more short screencastify videos with questions embedded to check for understanding and to give students a place to respond to what they are watching. I think STEM is also a great opportunity to connect science to their real life experiences and hopefully spark curiosity.

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I like the Graduate Profile "students create their own future" because our students have goals and I would like to help them on their path towards their goals.

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I like the Graduate Profile "students create their own future" because our students have goals and I would like to help them on their path towards their goals.

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I see focusing on one platform (Desmos) as being very helpful for my students as they are becoming more familiar in how to use it. Some students do it non-zoom, but others still like to do it in zoom. I'm thinking of introducing some Screencastify to give them non-zoom work they can do on their own.

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I see focusing on one platform (Desmos) as being very helpful for my students as they are becoming more familiar in how to use it. Some students do it non-zoom, but others still like to do it in zoom. I'm thinking of introducing some Screencastify to give them non-zoom work they can do on their own.

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The Idea of a checklist is intriguing, but Google Classroom has the Turn-In feature that. I have told my students to use that-some do but most dont. maybe a check list is easier.

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I have seen students really accomplish a lot when they set up office hours with me and are able to ask questions one-on-one.  

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I have seen students really accomplish a lot when they set up office hours with me and are able to ask questions one-on-one.  

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I would like to create more choice in how students demonstrate understanding. I'm curious about how to use voice recordings or create video to have them explain their thinking in math.

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At a math PD i went to recently, we looked at student work from another school and I realized that there is a way to have students show their understanding and for me to spotlight student work and discuss them as a class. It sounds like a way to build community for students to do this in my classes too.

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At a math PD i went to recently, we looked at student work from another school and I realized that there is a way to have students show their understanding and for me to spotlight student work and discuss them as a class. It sounds like a way to build community for students to do this in my classes too.

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I feel like within Humanities it can be really challenging to scaffold new learning for students asynchronously because it is impossible to do any "just-in-time" scaffolding - meaning that you never are able to rephrase a question or provide a different translation or provide an additional example that might help a student to make the jump from  not understanding to understanding. While planned scaffolds are essential, they are often not the critical scaffold that makes the difference for students who are struggling to engage for any number of reasons (personal or academic). 

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I feel like within Humanities it can be really challenging to scaffold new learning for students asynchronously because it is impossible to do any "just-in-time" scaffolding - meaning that you never are able to rephrase a question or provide a different translation or provide an additional example that might help a student to make the jump from  not understanding to understanding. While planned scaffolds are essential, they are often not the critical scaffold that makes the difference for students who are struggling to engage for any number of reasons (personal or academic). 

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I have a big question about this category, though, because it seems like we have quite a lot of different digital platforms going - and a lot more being suggested... I do not feel like we are moving in the "less is more" direction at all... but maybe that is just me

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I have a big question about this category, though, because it seems like we have quite a lot of different digital platforms going - and a lot more being suggested... I do not feel like we are moving in the "less is more" direction at all... but maybe that is just me

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at the PD, another teacher and I got into a big discussion about how impactful it is to have a "sense of purpose" in life and in learning. I feel like when our students tap into that sense of purpose that they so strongly feel - especially as mothers - they really do rise up to be their best selves. They can do more than they ever thought possible. I love that. It was a really inspiring conversation to talk about how cool our students are when they are in that space.

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at the PD, another teacher and I got into a big discussion about how impactful it is to have a "sense of purpose" in life and in learning. I feel like when our students tap into that sense of purpose that they so strongly feel - especially as mothers - they really do rise up to be their best selves. They can do more than they ever thought possible. I love that. It was a really inspiring conversation to talk about how cool our students are when they are in that space.

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Figuring out how to support our students' move into confident independent learners seems like a real growth area. 

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Figuring out how to support our students' move into confident independent learners seems like a real growth area. 

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It is completely reasonable that a student who has had many prior experiences with failure in school would not feel a lot of confidence - so building that is really important to facilitating agency!

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i love it when students turn in work sometime before the last minute so that there is the opportunity to have a process!!

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i love it when students turn in work sometime before the last minute so that there is the opportunity to have a process!!

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Instruction needs an environment that will promote a consistent learning structure with gradual variation. The overuse of instructional digital tools can unwittingly reduce learning. The use of electronic aids should gradually be introduced in the learning process, so as not to impede a child’s learning process. A mashup of more than three educational sites can cause anxiety in students with Aspergers, English newcomers, little or no internet, and in others because learning acquisition is greatly reduced. Also, the goal of digital instruction should be a less layered digital approach. In other words, the use of too many websites can inhibit a student to learn organically and formulate intuitively. Therefore, It is contingent on instructors within a school environment and an educational system to promote structured pedagogy with agreed upon digital tools (by department) for a set outcome.

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CTE pathway lessons like time management and financial literacy help students learn to utilize their limited time and resources to finish multiple tasks with thoughtfulness. Next, I work with students as I assist them to be effective communicators on their resume and LinkedIn website. Lastly, I prepare them to have a voice in the workforce by learning strategies for successful work habits.

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Student agency is integrated into teacher instruction. Students are provided opportunities to support their peers by working with me to complete science assignments in class and helping peers who struggle to complete an assignment through group participation in the chat.

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Part of helping students arrive to a place of willingness to consider their education as important is helping understand as an instructor I see value in them and recognize their personal expectation to be respected. Without this understanding and demonstration, a work product in the form of student participation and lesson completion is more difficult. Highlighting "them" with respect is super important in earning their trust.

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Reflections provide such a rich opportunity for both accountability AND celebration for students. I am looking forward to trying the T.A.G. activity mentioned in the slides because its it's something that I could see myself (and students) utilizing on a regular basis as opposed to the more overall/general reflections I tend to use currently.

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As a SPED educator my area of challenge and over-arching goal is to always help students become independent learners, regardless of what their learning difference may be. This entails helping students discover who they are as a learner and giving them the practical tools to become independent learners.

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1) Addition by subtraction (keep it simple.
2) The graduation profile (students having a genuine say in creating their goals, plan, and (ultimately their future is awesome).
3) the idea that this is a PARTNERSHIP with the student.

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This particular PL mindset id one that needs to be universally adopted throughout the district; less is most definitely proving to be more (more clarity for students, more succinct/relevant instruction delivery for the teachers).

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One area of this mindset that I deem a bit challenging to utilize is the "push" as asynchronous work time for introducing new concepts (although I would consider it a perfect time for reflection and feedback). I think this particular mindset highlight a few things that are being done well at Hilltop (i.e. Leverage synchronous time for pull: connecting, collaborating and meaning making and designing learning experiences that pull from student interests and backgrounds).