https://padlet.com/sd54/kks9mb70k4l2 Respond to each prompt and comment on two other posts. Make sure to sign in to padlet before you respond. en-us 2019-11-22 20:23:56 UTC 2024-03-26 18:59:14 UTC hello@padlet.com carlyzahora https://padlet.com/sd54/kks9mb70k4l2/wish/422110800 The quote “The brain that does the work, does the learning” really reflects my goal for the 2019-2020 school year. Now that I have taught a few years in the same grade level, I feel confident in my understanding of the curriculum. Since I feel comfortable with the content, a goal that I set for myself this school year was to become more of a facilitator. It can be difficult to release control; however, by releasing my control over the learning, I provide students the opportunity to take control.  ]]> 2019-12-10 12:58:39 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422110800 carlyzahora https://padlet.com/sd54/kks9mb70k4l2/wish/422111095 I connected with the idea of over scaffolding. This portion of the podcast reminded me to be mindful of the support I provide students. As I plan, I will work to evaluate the scaffolding I have included for my learners to make sure I am allowing the opportunity for a productive struggle. I believe this will help ensure that my students are the ones doing the learning. ]]> 2019-12-10 12:59:18 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422111095 amymadia https://padlet.com/sd54/kks9mb70k4l2/wish/422448008 As I reflect on this podcast, my greatest takeaway is about listening to kids read.  It is so important to not only take running records but then analyze the data you’ve collected.  We can continue to give formative and summative assessments throughout each unit, but that will only capture a snippet of their abilities.  Listening to kids talk about their reading and writing opens our eyes to so much more than reviewing their score on a test.]]> 2019-12-10 21:11:06 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422448008 amymadia https://padlet.com/sd54/kks9mb70k4l2/wish/422448221 When Kim talked about having students do the heavy lifting, she mentioned that “the brain that does the work, is the brain that does the learning.” The 1st, 2nd, 3rd prompting guide is a great starting place. Having students understand that they can and should first look within their own toolbox of strategies, then review the text for additional support, before finally coming to the teacher for support. Having this posted as a visual reminder for students would be a useful support in the classroom.]]> 2019-12-10 21:11:46 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422448221 natashakalland1 https://padlet.com/sd54/kks9mb70k4l2/wish/422836873 2019-12-11 17:00:14 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422836873 natashakalland1 https://padlet.com/sd54/kks9mb70k4l2/wish/422841992 I think there is a big connection between allowing students to "do the work" in guided reading and the PBL model. As I have tried to make more inquiry-based assignments during shared and writing, my teaching has become way more messy and unpredictable but I have also seen students come up with ideas and products I would have never expected. I think as students learn to be more independent with projects and assignments, it makes sense that this would also be applying these skills as they read during guided. ]]> 2019-12-11 17:07:40 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/422841992 samanthafinch https://padlet.com/sd54/kks9mb70k4l2/wish/423054396 My biggest takeaway from this podcast was "prompting funnel". I have started to become more aware of my students who immediately rely on me for answers and to solve their problems for them through out the day. Even during summative assessments I find my students asking me more questions than usual such as, "How do I do this?" and "I don't get it" before they give themselves the chance to try it. Moving forward I want to use the prompting funnel during those moments and in guided reading to remind them that they have the tools a lot of the times and really do not need me as much as they think!]]> 2019-12-12 00:34:37 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/423054396 samanthafinch https://padlet.com/sd54/kks9mb70k4l2/wish/423055188 During small group instruction it can be easy to jump in and save a student who is struggling to find the answer. It's almost instinct to provide them with the answer that they are searching for. I need to make sure I am providing them enough time to "look at themselves" and "look at the text". There are definitely moments where I take that opportunity away from my kids. So, moving forward I want to be more mindful of how much I am providing for my students when it isn't necessary. I can take a step back!]]> 2019-12-12 00:38:16 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/423055188 jaclyngarciahertrich https://padlet.com/sd54/kks9mb70k4l2/wish/423655824 2019-12-13 03:41:25 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/423655824 jaclyngarciahertrich https://padlet.com/sd54/kks9mb70k4l2/wish/423657389 2019-12-13 03:49:24 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/423657389 https://padlet.com/sd54/kks9mb70k4l2/wish/423806638 2019-12-13 14:32:41 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/423806638 megangrzybek https://padlet.com/sd54/kks9mb70k4l2/wish/424033540 As usual I had too many takeways to choose from however my most meaningful takeway was that we get so much more mileage out of our students by just sitting and interacting with them. Just relying on assessment data isn't enough. By having them talk about their reading and their writing, it allows us to get a bigger picture of what they know and what they need. I feel like I have always known this, however it is SO easy to get caught up in the data and just focus on that. This helped reassure me that what we are doing is really looking at the whole child not just numbers. ]]> 2019-12-13 21:09:14 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424033540 megangrzybek https://padlet.com/sd54/kks9mb70k4l2/wish/424034938 As I was listening a made a connection with this quote, "The brain that does the work, is the brain that does the learning." When she stated that we as teachers think of ourselves as being in charge of their learning... I can totally relate to that, I feel that we all can. But I realized that we should just be there to help guide and facilitate their learning. We need to have the students look to themselves first, then the text and look to us LAST to help break that cycle of learned helplessness. ]]> 2019-12-13 21:13:09 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424034938 sarahborkenhagen https://padlet.com/sd54/kks9mb70k4l2/wish/424320622 One big idea I was reflecting on was focusing more on formative assessments as opposed to summative assessments. For me, formative assessments are so easy when it comes to other subjects, like math, but I tend to struggle with formative assessments when it comes to reading. Reflecting on my current practices, I feel like by the time my students take a summative assessment, we're already on to new content and standards and it feels like its too late.]]> 2019-12-15 20:20:17 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424320622 sarahborkenhagen https://padlet.com/sd54/kks9mb70k4l2/wish/424321194 Moving forward, I am going to be more focused on if my students are favoring print or meaning and using that knowledge to write more detailed anecdotal notes notes and use those as a better formative assessment to better guide my instruction.]]> 2019-12-15 20:24:41 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424321194 arianacarbone https://padlet.com/sd54/kks9mb70k4l2/wish/424352155 I loved the idea of teaching as a process versus teaching the material or a text.  Teaching should be about helping students figure out these processes and this involves us as teachers to be responsive to students and the data we collect.  One of the first places we can do this as educators is through formative assessments and our conferences with students.  This also made me think about team formative assessments and how we are gathering student data and student learning from these assessments.  This was a nice tie in to the assessment conversations presented at the Innovate meetings and thinking about what types of questions can be crafted to help teachers gain the most insight on student learning. ]]> 2019-12-16 00:27:27 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424352155 arianacarbone https://padlet.com/sd54/kks9mb70k4l2/wish/424353084 I think one area I would like to think more about is how formative assessments can be used to drive conferencing conversations with students. The quote "the brain that does the work is the brain that does the learning" really resonated with me. Providing time for these reflective conversations with students and support staff during acceleration blocks would be powerful ways of helping students see transfer in skills. In addition, helping students make meaning of their learning and recall strategies they already know to tackle new complex text would help students begin to be more reflective of their own learning. ]]> 2019-12-16 00:33:54 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424353084 kellinasokolowski https://padlet.com/sd54/kks9mb70k4l2/wish/424663237 It really stuck with me when Kim was talking about how teachers should take anecdotal notes first withOUT analyzing, but just take objective notes about WHAT students are doing as they read. We often keep track of "stars and wishes" in the moment as students are reading but if we were to take more objective notes and analyze later, we may be more accurate and meaningful with students' strengths and weaknesses as readers. 

]]> 2019-12-16 18:08:09 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424663237 kellinasokolowski https://padlet.com/sd54/kks9mb70k4l2/wish/424665657 My building shared the prompting funnel with all staff recently, and I plan to use it to guide my questioning during guided reading groups. I will also be more purposeful in taking objective anecdotal notes and "analyzing later" like Kim suggested in the podcast.

]]> 2019-12-16 18:11:44 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424665657 heatherhughes1 https://padlet.com/sd54/kks9mb70k4l2/wish/424847174 After listening, I am reflecting on three things: my process of analysis of those formative assessments given, the prompting funnel, and making balanced literacy better. As the year-end rolls around, I'm hoping to be more deliberate in my analysis process: spending more time analyzing notes from running records, acknowledging each students' reading process, and searching for patterns. I will search for resources re: prompting funnel (so please share out if you have!) to be used tangibly in reading groups. I couldn't help but wonder what some examples of "making balanced literacy better" would include in the opinion of Kim Yaris during her discussion of "tripping over the truth". ]]> 2019-12-17 03:47:22 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/424847174 katherinecarey https://padlet.com/sd54/kks9mb70k4l2/wish/426079025 2019-12-19 20:43:44 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/426079025 katherinecarey https://padlet.com/sd54/kks9mb70k4l2/wish/426080038 2019-12-19 20:47:18 UTC https://padlet.com/sd54/kks9mb70k4l2/wish/426080038