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Add your question here!

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What happens when 6th graders choose their reading goal?

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What structures/professional learning/etc need to be in place to support teachers/staff in implementing successful and consistent classroom management practices - ie Responsive Classroom. Plus school-wide management practice and consistency

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How can I give students feedback on their playing (of musical instruments) so they use that feedback to improve moving forward?

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What strategies can be used to facilitate collaboration in the virtual math classroom?

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How can I use formative activities (VDOE Quick Checks?) to provide timely data to inform my instruction and strengthen the math problem solving skills of my self-contained 8th grade math students.

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(still thinking)
How can I increase student output/sharing of writing?

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Margaret - Tuckahoe STEAM & Outdoor Learning

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Margaret - Tuckahoe STEAM & Outdoor Learning

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I love this idea :-) For whatever reason, my mind immediately goes to all of the creative ways you can have students keep track of their reading! I read a neat book this summer called "Creatively Productive" by Lisa Johnson. She has a whole chapter about readers notebooks!

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I often had the struggle of draft vs done when I taught writing. I wonder if a rubric would help? This is a one-star performance and this is a 5-star performance. Have kids self-reflect. NAming what they do and what is missing always helped in writing. So did mentor text. So I wonder if menotr music performances would work??

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This is such a great question and successful implementation would help students in all their classes. Shifting mindsets of students to continuous growth and reflection...

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I think this question aligns perfectly with 6th graders' growing need for independence and autonomy. I am sure many will have higher motivation and investment because their choice was respected. Possibly there will be some students who need more guidance coming up with a choice and committing to it; if so, strategies will be needed to support them.

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I have attended a few of Theresa's Wills PL sessions. She seems to have great ideas about creating resources that encourage authentic collaboration

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Please share once you learn!
Since you researched around number sense routines last year maybe you could use that as one of the strategies.

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I am struggling to figure out how to help kids talk...so selfishly I want you to try things and tell me what works for you. I will do the same if I try something and it works. 6th graders still are acting shy and quiet!

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I am thinking along similar lines with writing. I had students create a personalized chart of "writing comfort levels" and decide where they currently are before setting a goal for where they would like to be. I'm wondering how you plan to follow up or have them assess their progress towards the goal. Is this a year-long goal?

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When you were talking bout management I thought about a book I started this summer (but haven't had a chance to finish yet) - Hacking School Discipline by Nathan Maynard and Brad Weinstein. It's about creating the classroom/school culture around Restorative Justice, and just makes so much sense! I'm looking forward to finishing the book, and hearing about your research.

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I wonder if there is any research on sharing writing anonymously and if that decreases anxiety about output and sharing?

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This is an important question. I think your findings could be valuable for all of us no matter our content area. As you were talking, it made me think of an idea shared by some elementary math coaches last year at one of our meetings. There is a 'reflection' component of math workshop and they started something they called "picture reflections." Essentially, they would take pictures of students working during math workshop, or of students collaborating, or of procedures being followed etc. and then they would show the pictures to the class and have a notice/wonder type conversation. Perhaps you might do something similar with your writers? Take snapshots of their writing (with their permission) and have a mentor-text type conversation?

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I like how you are thinking big picture structures. I biggest take-off from helping to start both Discovery and Hamm is that I had wished both would have had a school-wide behavoir management in place. Both admin wanted teachers to help form it. However, when nothing was in place, both schools had a rocky beginning with regards to behavior. I would spend time researching Responsive Classroom.

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Love the idea - I think allowing kids choice and ownership will increase willingness of reluctant readers - but I guess that's what you'll be researching!

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I wonder if increasing formative activities will help students who have struggled with math feel more confident about assessments? Being able to target skills and help students see and track their own progress could be really powerful to building academic confidence.

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I love this! As someone who discovered a love of writing later in life, I do agree with the idea about sharing anonymously at first. Writing can be very personal and scary to share! I also wonder your thoughts (or if there is research) about using voice dictation for writing? Could that open up doors for students? And what about blogging? I am excited to see where this topic takes you!

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I wonder if having them self-reflect would also be something to explore.

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I heard you say "It is hard to know what they know" in this virtual world. This is so true. I wonder if you can research different ways for kids to show what they know. They be sure to ask the kids to tell you what they think and which ways work best for them.

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Increasing opportunities for choice seems so important to increasing engagement. Giving every student a voice and agency sounds awesome. I am so excited to hear how this goes.

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As you mentioned, utilizing feedback from administrators/teachers from recently started new schools should give you some useful suggestions.

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It has been a long time since I had training on Kagan Strategies, but I remember that there are many designed exactly for this purpose and that there are very specific instructions/tips/guidance for how to implement. Not sure how they would work in the virtual setting.

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When I taught writing workshop, I always had monthly Publishing Parties. The first one, kids just shared a favorite phrase or line. Then each month we added more but by starting our slow and allowing the writers to feel whatever they wrotie waas honored, they gained confidence. I have some things I will share with you from my Summer Institutes at Teachers College Reading and Writing Project.

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Love this idea. At the very end of last year (before we were sent home), I started using SeeSaw with my math strategies class. I found that the tool was pretty accessible and that they were much more willing to share their ideas or complete formative assessments because they they could choose how they would represent their understanding. A lot often liked to record a response.

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Connecting to Sally's idea - I wonder if incorporating something about student choice in the process would be worth researching.

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I second Sally's comment about school-wide policies for classroom management/behavior. I don't how soon you will know who your teachers are and be able to start collaborating on those policies...As a newer teacher, understanding classroom management expectations and having them reinforced by all teachers and administrators would be really helpful to me.

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Margaret's comment about Kagan strategies made me think of this...I wonder if very scripted collaborations would help? Where students have pre-determined roles they must follow in the collaborative experience.

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If you are looking for a virtual field trip idea - I just wanted to mention that Debbie NP had a goat farmer led virtual field trip for her department!

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Your position sounds so amazing. And it sounds challenging to reach students and teachers consistently in this virtual environment. Maybe one thing to consider asking is how you can best make your resources and expertise available during this time. I don't know what the flexibility of the master schedule is but maybe there is a better way to chunk grade levels throughout the year to have maximum impact? I love all the instructional ideas you have.

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I agree with Sally, I wish I was a student in your preschool classes :). Although they are not as engaging as the virtual field trips and partnerships you were describing, Nearpod does have a large library of VR field trips. During TA, we sometimes play a game where they try to "spot something no one else sees." So they zoom in and explore the 3D environment to try and notice details.

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I am blown away by your thoguhtfulness to record sounds and film the leaves and trees. one thing this pandemic has done for me is allowed me to take daily walks and really look at nature and the changing flora! I know you want to be able to measure data. You might start with a simple exit ticket. What did you like? What do you notice. Maybe you are measuring interst or use of science vocab. Do start involving the teachers and students in giving you feedback and their feedback can start to inform what your focus is.

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For virtual field trips I also thought about Google Arts and Culture. I know your role is primarily outdoors, but I would imagine they have some resources that could also work! I was also wondering if there was a way for the data collection to come from you, as opposed to the students. I'm not sure how to articulate this best, but maybe your research question has more to do with what you can offer students/teachers, and less what they gain from it? (Even though we know they will gain from whatever you offer!)

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I wonder whether requiring students as an assignment/assessment/exit ticket... to identify their own "next step" goal after reading your feedback would be useful at all?

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I love your comments and interest in looking ahead at how best to foster community amongst students and leadership from teachers. That seems like such a wonderful starting point. Teachers are natural problem-solvers and it sounds like that skill will be nurtured and fostered, which is great!

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To piggyback on Sally and Courtney, I think the more ways you can get students sharing what they know, and talking through the process, will really help. I love Flipgrid for this type of activity!

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I have some friends who have a farm and others who work at the Smithonian- if you are interested! I also have a timelapse camera that would love to be used if you want to find a project with that.

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Over our "boot camp" week this summer I watched some videos from Frontline that evaluated different interactive tools and gave examples of how they can be used effectively. I'll try to find the names/links.