IC Academy Session 4 - The 4 C's Thinking Routine: by Karen R. Holbrook

Connections - "forcing" children to slow down and think is a necessary task. They are not wired to slow down and think about what they are doing, they react! We could all benefit from slowing down and thinking before speaking and connecting it to what we already know - I know I could! :D

2024-03-03 04:28:49 UTC

Challenge - time is always the challenge. There is so much to teach and so little time. It is a matter of surface teaching vs. owning the knowledge. To truly understand requires the time to think, process, then apply what we are learning. Scaffolding the tasks also differentiates and supports developing their thinking skills.

2024-03-03 04:30:28 UTC

Concepts - There are many strategies to use to help students truly think. Building the questions, "Why do you think that?", "How did you get that?", and "Show me how that is possible?" into our teaching may take more time but once routine, the children will expect it and be "thinking" about how they will answer it. Accountability for learning!

2024-03-03 04:31:18 UTC

Changes - remember we are not and should not be doing all the talking. Having some uncomfortable brain struggle to figure things out is a life skill. Thinking is a necessary practice for every and all day. Teaching how in the classroom is logical! Remembering to model how to think is a change too!

2024-03-03 04:33:06 UTC

Connections

2024-03-05 15:00:16 UTC

I feel like there are so many small connections and patterns in our day that are missed because of our constantly looking at where we are supposed to end up instead of the road we are on.

Challenge

2024-03-05 15:02:45 UTC

As an educator with so many demands that seem to not be part of the widely important goal, I feel like the challenge is ultimately responding to all that we are expected to do while helping our teachers and students be the best they can be. Figuring out the best way to navigate the endless "do this" list has become a huge challenge for so many of us.

Concepts

2024-03-05 15:04:07 UTC

Getting lost in the concepts themselves and not really checking understanding is something I have run into a lot this year. It is important to not just review, but make concepts come alive and become relevant in real life for those we are teaching.

Concepts- Ways of teaching are constantly changing and now we are in a push for mastery of the concepts. This is wonderful for our students but a lot of push back from parents who do not understand. When a student is able to demonstrate the concepts of why we are learning what we are learning, then we have been successful as educators.

2024-03-05 22:47:33 UTC

2024-03-05 23:01:29 UTC

This is a vital life skill that children need to learn. Pausing, thinking and listening with the intention of understanding and not just reacting makes a difference when it comes to establishing relationships. It is also an important component of self regulation.

Challenge

2024-03-05 23:07:19 UTC

All learners, regardless their age, need time to "chew" or process the information presented. For meaningful learning to occur, students need time to process and practice. I believe the challenge for teachers is to present the target content in a meaningful way so it catches the students attention and then allowing time to put it into practice and then revisiting the content from a different perspective.

2024-03-05 23:10:01 UTC

Depth of knowledge questions are the ones that activate real learning. They make student think about their own thinking and there is a lot of self-discovery in that process.

2024-03-05 23:14:52 UTC

This brain struggle is actually very productive as it takes the learner from one level to a higher one. Change is part of life and being flexible enough to adapt to it is a necessary life skill. A teacher who does not provide all the answers but remains silent and gives students room to figure things out on their own or in groups, is a great model.

Connections

2024-03-06 13:03:55 UTC

It is so important that adult especially teachers know that slow down the thinking can help both teachers and students to connect what is happening in the present. Zohreh Ashkevar

Challenge

2024-03-06 13:06:05 UTC

I believe that it takes time to understand the materials that teachers are teaching to the students. Zohreh Ashkevar

Concepts

2024-03-06 13:07:53 UTC

It is important that teacher check the understanding regularly to make sure that the students understand the concept. Zohreh Ashkevar

Changes

2024-03-06 13:09:36 UTC

I believe it is important to teach the students that changing is good and cause progress in their thinking, learning, and life. Zohreh Ashkevar

The majority of people will resist change at first. The risk takers must be identified so they can be the first to try out the change. Then others will see the change in action and want in.

2024-03-06 18:52:56 UTC

Connections

2024-03-07 00:12:44 UTC

I believe that the session reminded me of what the role of coaching is so important compared to traditional professional development. It is more impactful, focused and relevant to individual teachers.

Challenge

2024-03-07 00:15:01 UTC

I think one of the challenges that I recognize (even in myself) is the self reflection and asking for support. What do you do when someone doesn't know what they are lacking? Sometimes you don't know what you don't know- and you need someone to guide you on what you need improvement on. It's not that they feel they are perfect, but there's a balance of needing insight from others.

Help. I can't find the 4Cs from Project Zero.

2024-03-07 18:47:55 UTC

Based on Session 4, talking about motivators leading to enthusiasm links both Instructional Coaching and Teaching. If the people involved are not motivated, then there is no enthusiasm in trying to improve. Sometime being a little spark in a person's life can bring on a big explosion of motivation when they need it the most.

2024-03-08 00:56:35 UTC

A challenge to the Factors for Managing Complex Change is fidelity. A student recently pointed out that a lot of times the school/teachers start off with something, and then it fades out. If the students can see this, then adults should too. Unfortunately due to lack of support, or being overwhelmed, fidelity fades. Instructional Coaches can help to keep the flame burning bright.

2024-03-08 01:06:11 UTC

A concept that stood out was how coaching in the classroom truly makes a difference for knowledge, skill demonstration, and for use in the classroom. Based on this data, the emphasis should be on having Instructional Coaches at all teacher's disposal to improve the well-being of educators, and ultimately the students.

2024-03-08 01:09:43 UTC

Changing a negative mindset to be less cynical is a major hurdle. Professional Learning is often seen as a "well this will be a waste of my time" activity. Being an Instructional Coach and helping to provide skills WITH the person/team to turn the learning into action will take a lot of effort. After all, change can be difficult.

2024-03-08 01:16:12 UTC

Change - I used to really like change, but I am finding that the older I get I am not enjoying it as much as I used to. I feel like change in the education field is non-stop throughout the school day (now more than in the past), but there is not enough time to process what is coming our way.

2024-03-08 19:30:58 UTC

Challenge

2024-03-08 19:37:22 UTC

Being flexible when there is not enough time to process and complete tasks when I have planned is a challenge for me. I am just a bit hard on myself when I need to allow myself some grace.

This year has really allowed me to feel like my students when we are constantly throwing information at them all day long. Do we really give them enough "chew" or process time?

Changes

2024-03-08 19:50:28 UTC

I wish it was as easy as the individual dancing in the field by himself and people joining him. Patience is a virtue when change occurs for those of us working with the risk intolerant people.

Change

2024-03-09 19:50:06 UTC

Remembering to allow time for others to reflect and receive feedback after a lesson or coaching session. I am always reflecting on what I do, so I assume other adults do as well.

Challenge

2024-03-09 20:04:52 UTC

I still don't understand the article by Joyce and Showers and their conclusion to not give feedback. After I observe a lesson, I ask my teachers what they thought of the lesson (reflect). Of course, they always go to the negative, so I have learned to ask, "What positive outcomes did you have from the lesson?" I listen and then provide feedback in the form of acknowledgement or contradictions depending on what they say. I do this for these 2 reasons...

I was taught that sometimes we just have to tell students, "No, I'm sorry, that is incorrect." Because when we say, "that was a good thought" or "you are on the right track", when they weren't, then you are setting up them for failure. The same goes for adults. If they reflect on something positive that was not correct, they need to be provided feedback on how to correct it.

We all want to know when we have done something right.

Connection

2024-03-09 20:10:07 UTC

I believe best instructional practices for students (explain the why, choice, engagement, discussion, feedback and follow-up), including differentiation, scaffolding and equity, are also best professional development practices for adults.

Concept

2024-03-09 20:16:24 UTC

I don't have a hard time with change, so it is sometimes hard for me to understand why other's do and as a coach I need to know and understand how to handle that. The important concepts I am taking away are The Factors for Managing Complex Change and the flow chart of Factors for Sustained Change. I believe these concepts will help me to understand other's resistance and be able to more accurately pinpoint how I can support them.

Connections

2024-03-09 22:29:30 UTC

A connection I made to the information presented in session 4 was to the chart that showed coaching had by far (95%) the strongest impact. This reminded me of SPOT training back in the day where they were saying the impacts of Whole Group, Small Group, and Conferencing, and how Conferencing with students had the most impact.

Challenge

2024-03-09 22:38:32 UTC

I, too, think that a challenge is time. That is a case for a lot of things. So it comes down to prioritizing. Going back to the discussion on the article and omitting feedback, and one of our presenters saying it's better to ask things like "How do you think it went?" I think that's good because it gets people thinking. It does take more time than just saying your thoughts but it takes away from giving people time to do the thinking. I am curious to get to the session about asking people questions and those questions stems. Also I'm curious about the "coaching light" and "coaching heavy" mentioned tonight.

Giving choice (self-directed) learning helps adults and children learn best. I know I have appreciated professional development that gives me options, because not all learners learn the best the same way. I was able to connect to the resistance of change with a personal experience of moving.

2024-03-09 22:54:33 UTC

Concept

2024-03-09 22:57:47 UTC

A concept new to me was how people react to change. I was one of the people who when asked to write with my left hand and then my right, and ask how it was different in how it felt, I said that writing with my right hand was easier and faster, but it was not as interesting. I think I embrace change and like change. So I need to be more aware of the concepts I learned about change, knowing that I am perhaps in the minority for my perception of change, and a lot of people I'd be working with don't like change. I need to keep the "Factors for Managing Complex Change" in mind (Vision in middle, with Action Plan Skills, Resources, Motivators, Fidelity, Sustainability around it.). The Concept of time and going through the steps of "Current Reality, Foreign Element, Resistance, Chaos, Transformational Idea, Integration, New Reality) is something I want to delve into more deeply too and to learn even more about. I was wondering, do coaches show this normal progression chart to teachers? I think it would help them to see the normal progression but I wasn't sure. It reminded me of the chart for progression for new teachers at the mentor training to show them what's normal for what time of year. It could validate someone's feelings.

I believe that positive and helpful feedback is important and should not be viewed as judgmental but as supportive.

2024-03-09 23:03:21 UTC

Change

2024-03-09 23:06:15 UTC

When we think of Visible Learning (Hattie) and characteristics we want in our learners, we want our learners to be reflective, to goal set, to think about their own thinking and learning, to ask questions, etc. All of that requires a change in mindset. It's the same with teachers...we have to ask ourselves what we want in teachers. We don't want teachers who just listen to someone else's ideas and does them with 100% fidelity. We want teachers to think for themselves, and what's best for their students, and we want them to ask questions, goal set, reflect......and change is necessary for all that too.

Having instructional coaches in the classroom yields the highest impact on student learning. The data presented, showed that just providing theory and discussion and modeling the skills is not enough. Teachers need to practice, reflect, and collaborate with a coach for optimal student impact.

2024-03-09 23:19:02 UTC

When students are frustrated due to change or challenges in curriculum they do not understand, they may need the resources of time and collaboration with others to support them. It's important how we provide feedback to not sound judgmental.

2024-03-09 23:29:48 UTC

I connected with our discussion about how adults learn best when the learning is self-directed, they know the why and the content is relevant. The level of engagment is so much higher!

2024-03-10 15:08:45 UTC

The largest struggle is having an appropriate amount of time to process. Change can be difficult. As an elementary school teacher, we teach various content areas and when multiple changes are happening at once, we need time to digest all of it.

2024-03-10 15:16:23 UTC

The "Research Behind Professional Learning" slide from class is so important. Coaching in the classroom yielded 95%. The power of instructional coaching is evident.

2024-03-10 15:27:15 UTC

It's important to make that shift from a fixed mindset to a growth mindset. Although change can be difficult at times, sometimes we realize that the change helped or improved in ways we didn't know were possible. Working with an instructional coach can lead to great discussions, growth in use of strategies, etc.

2024-03-10 15:41:24 UTC

connections

2024-03-10 19:03:26 UTC

I connected with our discussion about PD and how adult learners learn best through a self directed experience, know the why they are doing something, and no judgement. I believe in continuous improvement, for all of us and was connected with my group in this discussion. Why haven't we done this more in PD?

Concept worth holding on to

2024-03-10 19:12:22 UTC

As an instructional leader in my building I see the impacts and struggles of change! From my experience I see a lot of teachers living in that resistance and chaos state. Through my coteaching I have been able to get a number of teachers to embrace the changes that are being pushed out and move into integration, but I am struggling with how to get those other educators on board. Supporting those teachers that what to stick to "the way we've always done it" is a challenge for coaches and instructional leaders. I think it is such a challenge because change means being vulnerable, and if the sense of community and climate is not right in the building or on a team change is going to be very difficult. So how do we impact school climate to foster growth mindset and change?

Connections

2024-03-10 19:12:32 UTC

Reflecting on slowing down immediately made me think of my ADHD students. I teach gifted education and gifted students with ADHD seem to have a brain the moves very quickly from one thought to another. I connect that to myself and I realize I do this as well. It interferes with my concentration and full absorbtion of the material being discussed. It is something I work on continuously to improve my concentration and think about students in the same light.

Something to Challenge

2024-03-10 19:17:16 UTC

When looking at factors for sustained change, I am not sure that I agreed that resistance to change is related to motivators. I am not sure that student success is a motivator for many teachers at this point after sitting in various CLTs. I think motivators currently are not feeling so overworked. So how to we will change practice if any change is going to require some work.

I agree that time is the only resource we cannot increase as teachers. We must work within the schedule we have available to us. I believe that is why it is so important that schools are teaching the skills necessary for students to think for themselves.

2024-03-10 19:18:16 UTC

Teaching students how to question as critical thinkers is vital. I think it is also vital for teachers to be critical/creative thinkers when planning and discussing teaching and learning.

2024-03-10 19:20:14 UTC

Connections

2024-03-10 19:20:19 UTC

I agree with the guiding principles for adult learning that we discussed and did on our own independent learning. With this course along, all who are taking it are self motivated and want to improve our practice. With the support of the instructional coaches that are facilitating our learning we are continually reflecting and putting in to practice new skills from each session.

Changes

2024-03-10 19:22:54 UTC

Using the factors for sustained change graphic is a great way to dive into your own feelings when something new is being presented at work. Also as an instructional leader asking and being attuned to my colleagues feelings about a new initiative or change can help me better determine how I can support them moving forward. I plan to print out a copy of this to use with teams or teachers when I plan with them.

2024-03-12 10:19:02 UTC

Slowing down is so important! It's a skill few of us use regularly! The adults working with the children should take the time to model this as well! I could definitly benefit from slowing down more and thinking before speaking!

Challenge

2024-03-12 10:23:46 UTC

Time is precious! Every year, I wish for more time in my day to help my students! I've always scaffolded my teaching, but this year, I'm finding this year it's all the more important than in years past.

The term "owning knowledge" resonantes with me! Since scaffolding supports this, I'm finding it all the more important to teach students to "own their knowledge." Which leads to the question "How do we get students to "own their knowledge?" I think scaffolding is defintely a way to facilitate this process, but I also think explaining the "why" behind their learning helps this process also.

Concepts

2024-03-12 10:31:39 UTC

This reminded me of QSSSA! I wish I could remember the name of the person that facilitated the session I attended, becasue he was AMAZING! I've tried to incorporate questions daily into my lessons since attending the session in the fall and it's definitly paid off! My students expect the questions and know how to answer. :)

Connections

2024-03-12 12:26:32 UTC

Connections are an essential part of the learning experience. Making connections is one of the metacognitive strategies that we start from the early ages of kindergarten and to be able to make connections to what we are learning is an essential part of retaining information. It makes our learning relevant to ourselves.

Challenge

2024-03-12 12:28:37 UTC

Challenge is what drives us to become better. If everything was easy, we would not become better. Just as students require challenge to increase their knowledge and keep their interests, so do teachers. It makes experiences more meaningful and memorable.

Changes

2024-03-12 12:31:01 UTC

Change is an important part of life in general but over the past 4-5 years, change has become a huge part of all of our lives. When COVID happened, it changed all of our lives from home to work to school. What once wasn't possible, now has become a norm. Now people can join meetings from anywhere in the world, people can learn from home more easily than they once did, and teaching has even changed. We cannot always do things the same way as we once did.

Concepts

2024-03-12 12:33:06 UTC

When teaching, we have to look at the overall concepts that we are teaching. Thinking back to when I went to school, I learned many of the same concepts but I learned in a totally different way. We have to look at the concepts as the base of what we are teaching and then develop best practices and strategies to teach those concepts for the best student understanding.

Changes

2024-03-12 13:11:46 UTC

I frequently tell my students this!! If they find it hard in the beginning that's not a bad thing! I read a book called "The Productive Struggle" and it was basically about allowing students to struggle in the beginning when learning something new and this actually helps them to become better at this task!

2024-03-12 16:20:54 UTC

Thinking about connection, brings me to acknowledging the why of student learning. Why are they learning a concept and how does it impact them beyond just being a student.

2024-03-12 16:25:48 UTC

Challenge to me means keeping in mind ideas, positions, or assumptions that may challenge my own ideas, positions, or assumptions based on the lived experiences of those I am coaching or teaching.

2024-03-12 16:28:27 UTC

Concepts brings me back to why, Why am I learning and what from the lesson is important to ensuring that my why is met.

2024-03-12 16:29:27 UTC

I believe change has to take place when learning occurs, what changes in attitudes, thinking, or action are suggested by the text, either for you or others?

Connections

2024-03-12 16:49:34 UTC

Making connections enable learning and build background knowledge.

Challenge

2024-03-12 16:51:33 UTC

Time is a constant challenge that can causes additional challenges. I also think that challenges can be viewed in varying mindsets.

Concepts

2024-03-12 16:52:29 UTC

Concepts can be subjective- therefore its important to understand how to assess or gage learning.

Change

2024-03-12 16:52:59 UTC

Change is a constant- one must adapt and practice mindfulness.

Connections

2024-03-12 23:34:19 UTC

One of the connections I draw between the information presented in session 4 and my own learning experiences is that when I have a choice to decide on my own professional growth, I feel empowered and thus motivated.

Challenge

2024-03-12 23:48:32 UTC

Time is one of the challenges. With all duties we have added to our daily obligations, it is not easy find time to work with a coach.

Changes

2024-03-12 23:58:16 UTC

When teachers see changing as a tool for growth, the anxiety that usually surrounds it is erased. We should be reminding ourselves constantly that we need to foster a mindset that we are a work in progress.

Concepts

2024-03-13 00:38:18 UTC

Concepts are the meat of the subject. I believe student learn better by discovering the how by themselves or within a group. Spoon feeding the material and how does not lead to long term memory.

Changes

2024-03-13 00:40:48 UTC

Life is ever changing. You have to change to learn. You have to change to teach. I've heard a lot that teachers are flexible but I've also heard that some teachers get in a groove on how to teach something and stick with it because "It works. Why re-invent the wheel?"

Connections

2024-03-13 05:04:11 UTC

The most impactful connections that I experienced during the session 4 learning was the connection between our class discussions and the interviews that I did with colleagues. Educators want to improve their practices and appreciate professional learning that supports them to meet the needs of their students. Time is valuable for all of us and professional development that is not applicable to teachers' current class or professional situation becomes a burden rather than a support. The most valuable and effective professional learning occurs when it is individualized and/or differentiated to meet the needs of the teacher or team.

Challenge

2024-03-13 05:16:20 UTC

Time to process and implement new learning is a challenge for all educators. Education and the school environment is in constant motion with many forces pulling teachers and students in different directions. Developing a growth mindset, practicing empathy, and partnering for progress are some ways to work collaboratively to respond to the constant barrage of expectations.

Concepts

2024-03-13 05:23:12 UTC

The key concepts from the past session are the factors for managing complex change and of sustained change. The chart that showed how the different factors facilitated growth was very helpful in clarifying my thinking about change and professional growth.

Changes

2024-03-13 05:29:06 UTC

The diffusion model of change was powerful. Sinek makes a valuable point when he discusses the importance of the early adopters. By working through the change and modeling how to respond to change, they create a "tipping point" that motivates others to join the dance. We don't need to get everyone on board; we can build momentum and postive energy by supporting and partnering with the early adopters.

Guidance with reflection

2024-03-13 15:43:46 UTC

I agree with this statement. As we learned guided learning with time to reflect leads to better, more enduring learning and acceptance of new concepts/pedagogy. Sometimes, concepts are nuanced and we are required to dig deeper to alleviate frustration and the feeling of "just another task" to see how the new learning positively impacts our current practices. The old adage: fools rush in is apropos

Tick Tick Boom

2024-03-13 15:45:40 UTC

I think it also takes time to apply the learning after it is synthesized. Again, lasting change means developing new habits - time takers. I know I am looking for more creative ways to integrate learning into my schema faster so I can impart more to my scholars in my classroom. Tackling the same concept many different ways is effective in aiding in permanence.

Background Knowledge

2024-03-13 15:48:19 UTC

This is interesting to me because I work largely with level 1 ELs, slow processors and the severely below level. The time it takes to build the background knowledge, the language (written or verbal) is extended. This is by no means an excuse because I agree - once trained - the scholars CAN rise to the occasion. So hoe do we build in effective thinking strategies within the challenge of time.

The Beautiful Struggle

2024-03-13 15:50:33 UTC

I believe in the beautiful struggle - the engaging in a concept and working it through to the end. Students begin to rely on themselves or each other, and not simply look to the teacher as the sage on the stage. This also builds community as scholars begin to value what each brings to the table.

bartalpw1 — 2024-03-13 16:53:53 UTC

During Session 4, I made some connections to the readings of Joyce and Showers and the interviews that I conducted. All 3 staff that I interviewed expressed the best PD included modeling of strategies, but also relevancy to their group of students or subject matter.

bartalpw1 — 2024-03-13 17:44:52 UTC

A concept that stood out was from the reading of Joyce and Showers and the 4 main components of training. The more complex the desired outcomes and the greater the degree of transfer required, the
more necessary it will be to use all four training components.

Challenge

2024-03-13 18:36:40 UTC

This speaks to my soul! :-) As a Spanish teacher, time is crucial. I feel that we never have enough time to practice and apply the vocabulary, grammatical, and cultural concepts that we have learned in class.

Connections to Change

2024-03-13 18:48:44 UTC

I connect to the factors of complex change and viewing it through the lens of working with adult learners. I see the adult learners in the green and ICs working with them to get them to the blue without over-reaching which can result in the red. I also liked the guiding principles of adult learners. It is clear adults need something different from students - learning is not a one size fits all event.

Challenge

2024-03-13 18:52:43 UTC

Change itself is the challenge. Looking at the change over time slide reminded me of the stages of grief - there used to be five stages but a sixth stage emerged - moving on - because acceptance wasn't the end. Moving on meant the new reality . So too there is more than just integrating the change, it forms the new reality that becomes the current reality and thus the cycle begins again.

Concepts

2024-03-13 18:55:21 UTC

I found it interesting that the factors for managing complex change were not the same as for factors for sustaining change. Change is delineated into steps that require different skills and strategies and ICs need to know how to navigate between and through these steps to support change.

Change

2024-03-13 18:58:28 UTC

Because change is usually easy for me, my perspective left me lacking in understanding the complexity of change and the emotional intensity of change. Even though I witness the emotional affect change has on my colleagues I never stopped back to consider how change was really affecting them. It is important for me to slow down and allow my colleagues to adjust to and through change.

Connections

2024-03-13 19:30:11 UTC

Slowing down and processing the information is important. In addition, it is important to realize that people process information in different ways. A perfect strategy for this is the "Think-Write-Talk" strategy. This at least gives students an opportunity to slow down and think about the information, but in their own way.

Anonymous

2024-03-13 19:37:13 UTC

I think forcing a slow down or delay help but the more important aspect is instilling the why factor in students. It is important to explain why then how it relates to school and home. Using practical role play and scenarios to promote slow downs and time to process will help promote better behavior as well as patient learners who are understanding of why delays happen and what do we do when we cannot slow down or need help to.

Change- It can be a scary thing. However, what has helped me is to acknowledge that change is a process. It doesn't have to be BIG over night, but step by step.

2024-03-13 19:37:55 UTC

Demands

2024-03-13 19:40:01 UTC

Upping demands or putting demands on a student has many pros and cons. When students are in trauma or have other deficits, it is important to think ahead of demands or what could that demand feed into another issue or another obstacle. When we provide direct support, we are meeting the need directly which is helpful but as a behavioral specialist could open the door to new learned behaviors some negative some positive.

Challenge - Is follow up. One of the most frustrating things that teachers struggle is to have an laundry load of demands, but never a follow up or check in on the success of implementation.

2024-03-13 19:42:48 UTC

concepts

2024-03-13 19:43:24 UTC

I love how the accountability part of learning is included! I find it is so true the why and what are always brought into teaching, but I love digging into who is the learning for? What is attainable? What is accessible? We look at structures and systems for kids but needing to dig deeper on meeting the need rather than driving an instructional piece. If the child is not having needs met then meeting the need of learning, then holding accountable to what was understood or relatable becomes a task that starts at the point of connection before correction.

Changes

2024-03-13 19:46:42 UTC

Giving children an access point to find a frustration level or a point of struggle is important for engagement and understanding. Teachers look for ways want to help as the nature of the job. Sadly, this can create loss of ownership of their learning and potential negative learned behaviors. Ones students do not see the point of accessing for supporting getting support and seeing the satisfaction of a resulted product from support creates a tough visiopn to see for task completion and teacher approval.

I genuinely connected in our last session in understanding the why behind professional learning. I am generally a go with the flow type person. However, time is extremely valuable and when it feels wasted it can be extremely upsetting and insulting as an educator.

2024-03-13 19:52:09 UTC

I thoroughly enjoyed the 3-2-1 concept. It allowed me to centralize my thoughts in a much more organized and shorten manner.

2024-03-13 19:56:16 UTC

2024-03-13 21:29:05 UTC

Challenges require effort and determination. Challenges are different sizes and shapes. There is no "one size fits all" solution for the range of challenges we face. This requires critical thinking skills, which can be taught in school through productive struggle opportunities.

2024-03-13 21:31:30 UTC

Mastery of concepts can be shown in a variety of ways. As we utilized the UDL framework, I think it's important to exercise adult and student voices to forge their own path to to demonstrate their understanding of different concepts.

2024-03-13 21:33:34 UTC

Change is a necessary byproduct of growth. For change to be beneficial, we need a supportive group and/or mentor so we can be reflective of and in our practices.

Changes should be presented to learners at all levels, but those that are presenting the change should remember there will be some sort of emotional reaction from the learners. Explaining the change, giving learners the "why" of the change, can help them adapt to this shift.

2024-04-09 15:04:46 UTC

When presenting various concepts, as all teachers know - meeting kids where they are and with strategies that let them grasp the knowledge to the best of their abilities. Teacher learners looking for skills related to different concepts should step back and think about what it is they are asking of their students and what have their learners needed before in order to be successful.

2024-04-09 15:06:45 UTC

I believe the challenge for teacher learners that seek for guidance from the IC is just a "quick fix" for their problem, and the challenge for the IC is to not give that "quick fix", but to help guide the teachers to think more deeply about their problem and come up with different strategies to meet the needs of their students, with hopefully resolving the problem.

2024-04-09 15:08:51 UTC

Making connections between the teacher and student or the IC and the teacher comes back to the idea of being valued and being heard. The relationship between the IC and teacher is nonevaluatory, and making that supportive connection - letting the teacher feel heard and their concerns be validated makes the experience more successful.

2024-04-09 15:10:36 UTC

Connection- For me connection is allowing the student to see themselves in the subject matter and understand why the information is useful or necessary to know.

2024-05-20 15:59:05 UTC

Challenge- I think the challenge to learning is understanding what questions to ask and when.

2024-05-20 16:00:28 UTC

Concepts- For me it is very important to reflect or explore why a concept needs to be taught and what the possible outcomes should, could or need to be.

2024-05-20 16:01:28 UTC

Change - change in mindset and behavior is something that can be garnered by knowing what questions to ask, and offering a model of the change you want to see.

2024-05-20 16:03:55 UTC

2025-03-04 16:06:07 UTC

his is very important to provide a safe learning environment. I remember myself being the type of child who was too shy to jump and share answers. I needed time and encouragement to speak and share. My teachers noticed that through the discrepancies between my written and oral responses. In written responses, I was a top student, but when I was asked to stand in front of the class, I sometimes shut down as teachers usually didn't welcome late responders. I felt more confident when teachers started to encourage talking, make me feel it is ok to take a little time to think about what I was going to say.

2025-03-04 16:08:53 UTC

Without giving planning proper time, teachers will not be able to achieve the maximum benefit from the lesson. It is important to plan for each step and be proactive regarding the expected obstacles hindering the lesson's flow understanding

2025-03-04 16:11:56 UTC

I like the new math collaborations as they focus well on these important points. It emphasizes that students reflect on what they learn, analyze the learning materials they are exposed to, think about the what and why of their answers and open doors to creativity that help find different ways and strategies to understand the topics and concepts

2025-03-04 16:17:19 UTC

some teachers think providing answers or prompting them to students is a way to help them. Modelling is important, but if it is done always as a replacement to student's thoughts, it wouldn't be as effective as if the student goes through the struggle to analyze and look at concepts from different views and try different way to make it make sense. Teachers should be facilitating the process and providing all is needed to get the students to reach the goals set. We can praise steps taken, ask questions about what, how and why, that will guide their thinking to look in the direction that will lead them to the answer not telling them the answer.

Connections

2025-03-04 22:44:35 UTC

I was able to make a connection with the fact that collaborative planning is important for professional learning. Coming into tonight's session, I knew I valued time working collaboratively with other teachers, Now I understand even more the reasoning behind it.

2025-03-04 22:46:16 UTC

A questions I had going into tonight's session was how to overcome the challenge of resisting change. I understand more about the factors for managing complex change to help overcome this.

Concepts

2025-03-04 22:48:29 UTC

I really liked "change has a predictable pattern". Change is difficult and sometimes a bit overwhelming, but knowing that it is also predictable makes it seem not as daunting.

Changes

2025-03-04 22:49:32 UTC

I will implement more self-reflection practices in my own learning as well as when working with others.

When we connect with one another we learn so much more. Take time to "stop and smell the roses." Often times we feel so rushed as educators to squeeze it all in. It's important to learn from each other and reflect.

2025-03-05 01:11:07 UTC

Challenge

2025-03-05 01:17:04 UTC

I find it challenging to continually having to "pivot" in our jobs as teachers. When I think about all the things I have to do in a week and then face the numerous changes, it is a challenge. All the changes are causing burnout for many teachers. We just want to be in our classrooms and teach. Really, that's all we want. There is not one day that is consistent and the routine of the day is always ruined by interruptions. We can't master learning unless we have consistent environments to teach effectively.

Concepts

2025-03-05 01:23:25 UTC

Concepts are super important and collaboration is key in growth with knowledge. I like how someone mentioned about getting lost in the concept. It is so true. Sometimes we get lost in the concept and don't find time to check for understanding because we have to move onto the next concept. It is frustrating! We need time to master skills and check for understanding. Then prepare for the many tests we take in school.

Changes

2025-03-05 01:26:33 UTC

When I think about this I reflect on how I feel times are changing with the way kids learn. They are actually teaching me more with technology than ever before to make my lessons better and more effective for learning. I am helpless and they are providing knowledge that comes second nature to them with technology. I appreciate their wisdom and we grow together. I have to leave fear of the unknow behind so I can grow as a teacher.

Challenge - Knowing what I know now, I see the importance to thinking about professional development differently. I think that over time we can change the perception of PD as teacher interact with meaningful PD that actually moves the needle on their practice. This happens by creating meaningful meetings that take one maybe two things to concentrate on for a prolonged period of time.

2025-03-09 22:08:38 UTC

Changes - I want to work on including more ways for students to show understanding during a lesson and sharing this with my colleagues. Students want to show they know things but I do see that it is easier for them to sit back and allow the regular sharers to carry the burden for them. Creating new ways for all students to show answer at the same time makes learning fun and more meaningful.

2025-03-09 22:14:34 UTC

Concepts - Remembering to chunk concepts for our students is important. I think about how our facilitators are chunking this information and providing time to reflect and share with each other what we have taken away from the experience. I love this padlet idea and think incorporating it into our teaching could make it more interesting for students.

2025-03-09 22:19:28 UTC