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DLC Reflection Board & Parking Lot Session 3

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As we move through today's session, we will have opportunities for reflection. Please respond to each prompt in the correct column.

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Vickie used DE images in two stations for her students to create different stories from a non-living object in the image.

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4 stations related to the same topic through different lenses - integrated video, text, and graphics

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Nicole utilized the paper chat strategy for her students to collaborate with one another silently as well as allowing the different groups to correspond with one another.

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Students CHOSE the book they wanted to read and then had the choice to either work independently or with a partner to create a book trailer for the book they read.

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Learning Labs Round 1 - DLC teachers observe one another and provide feedback 

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Learning Labs Round 1 - DLC teachers observe one another and provide feedback 

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Teachers opened up their learning labs to one another and provided feedback using the glow/grow protocol. After visiting one another's lessons, the teachers came together and reflected with one another using the protocol. Each teacher had a chance to share their reflection on their own lesson first, then the other teachers responded to any questions/concerns the teacher brought up and shared their observations with the teacher. The teachers did a wonderful job in supporting one another and really encouraging each other to dive in deeper to their roles as teacher leaders. Lucy was convinced to share her work on multiple intelligences and utilizing the students strengths as well as weaknesses in her choice stations. Kristen was encouraged to dive deeper into her mystery project and invited the other teachers to be jurors for her students presentations. Vickie was asked questions that had her look closer at her learning objectives and if her lesson was hitting the heart of what she wanted to teach. Nicole was given kudos for the amazing job she did integrating theater as well as tech into her newsies lesson that had the students experience a real life scenario of what life was like for children a hundred years ago.

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Teachers have sent out invites and involved other teachers in their buildings to come and visit their classrooms.

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Lucy is using DE Studio to help students understand the process of STEAM. This was her learning lesson to build up and work out any kinks for her big month long STEAM Engineering project. She reflected on how to use studio whole group and ways it could have been shortened to ease use. Lucy also used her way of grouping students by their multiple intelligences which helped her groups to work cohesively.

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Nicole integrated video segments to make the life of a newsie come to life and then layered in behavioral and emotional engagement by letting the students act out a part of Newsies. This allowed students to show off strengths in areas they aren't always able to show off in a school environment. At the end of the lesson, Nicole had students answer the essential question through a paper chat. Students ended with a gallery walk to look at everyone's posters.

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Maggie used the AEIOU with several other teachers across disciples

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Vickie used the spiderverse virtual field trip to show students different ways they can use their intelligences in the real world.

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Lucy used the SOS strategy paper slides to engage students in presenting on their science topic. She differentiated the groups by content i.e. some groups presented on a simplified water cycle while others focused on the next level of precipitation.

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Students read a scene from A Midsummer Night's Dream and worked collaboratively using the SOS Strategy  PMI (Plus, Minus, Interest) to replace, remove, and incorporate a different mood and tone to the popular scene. Students manipulated language, setting, and stage directions to put their own spin on the scene. What a show!

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Kristen showed what the DLC is all about by bringing together the whole 8th grade Language Arts department and creating a unsolved mystery unit which ended with students presenting in front of a juror.

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When the Digital Leader Corps was first presented to the staff to see who would like to be considered to join, we were told that members would be part of a group focused on the goals of scaling digital transformation in the district and reimagining the culture of teaching and learning.

I have always been a teacher who is first a life-long learner. I spend my summers reflecting on the past year, combing over the data I collected, which includes reading the various surveys students filled out for me to get their perspective on what worked, didn't work, or would have been helpful for various projects and assignments. I was excited to start the journey and see how the DLC would impact my classroom.

Another element of being a member of the DLC is that our classrooms would be open to others to come and observe. Additionally, we would push collaboration so that the district as a whole would continue to grow. This in particular was an area I was anticipating with a mixture of excitement and trepidation. I love to collaborate, but at times it seems that others are much happier being on their own, sharing an idea or resource here and there, but not really interested in the time and effort necessary to become a team as opposed to an island. This, above all, is what made me excited to start the DLC Journey.

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When the Digital Leader Corps was first presented to the staff to see who would like to be considered to join, we were told that members would be part of a group focused on the goals of scaling digital transformation in the district and reimagining the culture of teaching and learning.