pilot cohort corner issue #8

8/2/2019 Pilot Cohort Corner Issue #8

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AnnouncementsSUE LEHMANN AWARD FOREXCELLENCE IN TEACHING What: Each year, Teach For America

recognizes and celebrates the accomplishments and impact of truly exceptional teachers from within our corps with the Sue Lehmann Award for Excellence in Teaching.Ideal candidates for this award are teachers who have successfully established a culture of achievement in their classrooms and whose students will leave their classrooms on a path that will lead to expanded life opportunities due to major personal and academic growth. How: If youre interested innominating yourself for this award, please submit your vision/big goals, updated tracker(s), a unit plan, a LP from the same unit, and unit assessment along with this nominating form to [email protected] When: Deadline for submission is Thursday, March 1stEL HAYNES EXCELLENT SCHOOLVISITS What: E.L. Haynes PCSand TFA have partnered to offer excellent school visits and teacher collaboration! E.L. Haynes is one of the highest performing charters

in the city, and has generously opened its doors to host visits every other Tuesday When: Every other Tuesday How: RSVP and check dates hereMARCH 26TH PDS What: Last PDS of the year for 2010s/SMath summit for Science and Math CMs When: Saturday, March 26th (cohort start time is still TBD) Where: Gallaudet University

COHORT CORNERALWAYS FREE Issue # 8

D.C. REGION PILOT COHORT / FEBRUARY 26, 2012

I recently came across afascinating article on human motivationthat I wished I read back when I was inthe corps. In The Power of Small Wins,the authors discuss the ProgressPrinciple, which is the idea that thebiggest boon to human motivation is theprocess of helping others see the progresstheyre making toward meaningful work. Although this theory is notrocket science, putting that into practicein a classroom setting was a lot harderand more counterintuitive than I everimagined. Ironically, in my efforts tomotivate students, I was unknowingly de-motivating them. So, what does it look like tofollow the Progress Principle? Here aresome concrete suggestions:

--Help others set goals for themselvesor include them as stakeholders in the goal setting process. --Equip others with the skills they need to persevere and autonomously problem solve their way through challenges --Give others frequent and meaningful feedback on progress that aligns to stated goals Although I was doing my best tomotivate kids, I fell into some pitfalls. Goalsetting was often top-down in myclassroom and happened infrequently:once a unit, semester, or year. I often setunit goals for kids, but when they didntreach them, I would tell them to tryharder, study more, or come for help afterschool. This was a good start, but I should

have also taught them the skill of how toproblem-solve their way throughinevitable hurdles and change coursewhen a strategy they employed didntwork. My students would get excited tosee their mastery averages at the end of aunit or assessment period, but this onlyoccurred once every few weeks ormonths, which was not frequent enoughfor them to see the tangible rewards fortheir daily efforts. I would set goals, butthen share progress in ways that didntalign to those goals (e.g., moreconsistently sharing participation scoreaverages when the goals I advertised weremastery based). So, what are sustainablestrategies teachers can employ to put theProgress Principle into practice? Here aresome ideas that teachers in our cohorthave enjoyed success with:

Trade/Grade Exit Slips orWarm-Ups: This gives students atangible way to see daily progress withoutyou having to ever pull out your red pen.

Have students trade exit slips or warm-ups with each other, grade them, and thenrecord their averages onto an objectivesor standards mastery sheet for the unitor assign a kid the role of recording thosescores on an objectives mastery trackeron the wall. This helps them see howtheyre doing across lessons, and alsohelps them see a concrete benefit for theeffort they exerted. It also helps tocelebrate achievement by asking kids whomet a certain score cut-off to raise theirhands, stand/stay standing, do a cheer, etc.

Action ItemsSEND YOUR STUDENTS MOST RECENTACHIEVEMENT RESULTS

Please send along your students mostrecent assessment data so I can belooped in about where your kids areand we can use the data to inform nextsteps in our work together.

Sparking Momentumwith Small, Visible Wins
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.scribd.com/doc/81759186/Nominee-form-Sue-lehmannhttp://www.surveymonkey.com/s/9TBPDWRmailto:[email protected]:[email protected]://www.scribd.com/doc/81759186/Nominee-form-Sue-lehmannhttp://www.scribd.com/doc/81759186/Nominee-form-Sue-lehmannhttp://www.surveymonkey.com/s/9TBPDWRhttp://www.surveymonkey.com/s/9TBPDWRmailto:[email protected]:[email protected]://www.scribd.com/doc/81759186/Nominee-form-Sue-lehmannhttp://www.scribd.com/doc/81759186/Nominee-form-Sue-lehmann


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Ironically, in myefforts to motivatestudents, I wasunknowinglydemotivating

them.

Weekly, Student-Driven GoalSetting and Reflection: In one Math

classroom, students complete weeklygrade reflections, which force kids totally up and then reflect on theirperformance in a number of domains.They also break off into goalgroups (download intro lesson here)for 10 minutes each Friday to discusswhether they met the goals they set forthe prior week with other peers, why

they think they did/didnt, and set newgoals for the upcoming week. Theteacher keeps this weekly goal top ofmind by placing a question in eachwarm-up that pushes kids to reflect onwhat they plan to do that day to makeprogress toward their weekly goal.

Teaching the Skill ofPersevering:In another middle school classroom, theteacher shows kids the skill of settinggoals and then problem solving/changingcourse when she doesnt meet them withthis template. As she fills in this template

each Friday, she thinks aloud through hergoal setting process and also how/why shechanges strategies when she realizes the

strategies shes employing are notworking.

Helping Kids Set MeaningfulGoals: In one ECE classroom, a teacheris scheduling 1:1 conversations in whichshell share each students progress

toward socio-emotional and academicgoals. Shell then share what each studentwill be learning in the coming weeks (e.g.,numbers), and then guide students to

setting feasible goals in those domains. Forexample, if she shares that theyll belearning numbers and they then say theywant to learn all of them up to 100 in 2weeks, shell check their thinking bysharing how many numbers theyvealready learned, and whether thats a

feasible goal to reach in 2 weeks time.Including kids in the process of goalsetting helps eliminate the sense ofarbitrariness and builds them up as keyclassroom decision-makers.

COLLEAGUE SHOUT OUTS

Maria Roth: for sharing her

positivity mailbox. My kids

really loved starting the

positivity mailbox and are

writing each other using the

precise praise model.

Nicole Spoelma

PRINCIPLE PROGRESS IN ACTION

Maria Roths students earn a petal

every time they master a Math concept.

They reference their flower petals during

each transition to Math centers and then

choose to go to centers that will help

them practice unmastered topics so they

can earn more petals

Cendahl Cornelio Alterand her

students (featured below) celebrate the

reading growth theyve made during a

reading party. Kids are called up,

given certificates of recognition of

concrete behaviors/effort, and handed a

celebratory crown to wear.

Carolyn and Meredith: for

being the best Eminem and

Whitney Houston singers

ever! And mainly for just

always making me have the

best weekends :)

Kelly Gleischman

Chelsea Kirk: for sharing

her use of precise praise at

PDS. It has really made my

classroom a better and more

positive place!

Nicole Spoelma

Anamika Dwivedi: for

constantly engaging me in

thought-provoking

conversations around

education. You are the best!!

Anne Marie Norgren
http://www.scribd.com/doc/82906008/Ms-Math-Goal-Templatehttps://vimeo.com/37485985https://vimeo.com/37485985http://www.scribd.com/doc/82906008/Ms-Math-Goal-Templatehttp://www.scribd.com/doc/82906008/Ms-Math-Goal-Templatehttp://www.dcflresources.com/wp-content/uploads/2012/02/Archive.ziphttp://www.dcflresources.com/wp-content/uploads/2012/02/Archive.ziphttp://www.scribd.com/doc/82905723/Cool-Down-2012-1-23-to-1-27http://www.scribd.com/doc/82905723/Cool-Down-2012-1-23-to-1-27


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CM-Recommended

Resources

SECONDARY COHORT BRUNCH

RESOURCES

Check out this folder of secondarygoodies, which includes everything

from strategies to scaffold college-

style note-taking, to fun guided

practice games like quiz-quiz pass.

SCREENCHOMP (UPPER ELEM +)

Gillon recommends this iPad app,

which allows you to make Khan

Academy-style videos in just minutes,

which makes teaching students

content fun and easy.

DOING WHAT WORKS (ALL)Cendhal recommends the U.S.

Department of Educations online

database of research-based best

practices for teachers from all

content areas and teaching contexts.

WALLWISHER (SECONDARY)

Jordan recommends this online

notice board maker. Its similar to

an online whiteboard where students

can leave notes and post ideas. She

said she used it for her science fair

and that kids thought it was a fun and

and interactive way to share ideas.

MUSEUM BOX (SECONDARY)

A great site for history teachers (as

well as those of manyother subject

areas), which can be used to make

online displays for any topic.

Students can also browse the

displays created by other students

to get ideas.

VOICE THREAD (SECONDARY)

Asite that allows you to browsevideos, documents, and slideshows

and then leave text or audio

comments.

DISEQUILIBRIUM AND

QUESTIONING ARTICLE (ECE/ELEM)

A great article that Abby Wihl shared

which provides educators of young

children with concrete ideas for

promoting and acknowledging the

necessity of struggle in learning.

SOCIO-EMOTIONAL LEARNING SITE

(ECE/ELEM)

Molly recommends a greatWeb site

on socio-emotional learning. It

includes scripted stories and a

number of learning modules for

teachers and parents.

Most Viewed Videos of the Month

1.Julias Best WorkParty(ECE/Elem)

2.1st Graders Take OverMath Meeting (ECE/Elem)

3.Student-Led Activitieswith Anne Marie (Elem +)

4.Strong Voice (PreK-12)

5.Joshs Parent Data Night(K-12)

6.Book Clubs with Ms.Sadowsky(ECE/Elem)

7.Student-Led Routinesw/ Ms. Gleischman (UpperElementary and Up)

8.Joy Factor w/ Ms. Cruz(Upper Elem and Up)

9.Student-Led PhysicsLesson (Secondary)

10.Rebecca Snyder

Teaching Sample (ECE/Elem)

1ST GRADERS LEAD MATH

MEETING

Looking to add joyful routines, develop

authentic goal investment, and/or build

students up as leaders of their own

community?Watch in this video as Maria

Roths 1st graders take over Math meeting

and celebrate the collective progress they're

making toward their academic and socio-

emotional goals

STUDENT-LED ROUTINES IN MS.

GLEISCHMANS CLASS

Watch this mini-case study spotlighting

students in Kelly Gleischman's class as they

lead various routines and procedures. Ive

included subtext to highlight the different

strategies so you can track what is happening

and how!

JOSHS PARENT DATA NIGHTEager to partner with parents to boost his

students reading and math achievement, Josh

shares students progress with parents along

with concrete strategies that they can use at

home to reinforce learning. Check out the

PowerPoint he used to facilitate this evening

parent night here!

New Corps Member Virtual Visits
http://dww.ed.gov/index.cfmhttp://en.wikipedia.org/wiki/Khan_Academyhttp://http//tinyurl.com/8ycz6ba/http://www.facebook.com/kelly.gleischmanhttp://www.wallwisher.com/http://dww.ed.gov/index.cfmhttp://en.wikipedia.org/wiki/Khan_Academyhttp://itunes.apple.com/us/app/screenchomp/id442415881?mt=8http://voice%20thread%20%28secondary%29a%20site%20that%20allows%20you%20to%20browse%20videos%2C%20documents%2C%20and%20slideshows%20and%20then%20leave%20text%20or%20audio%20comments./http://vimeo.com/37485985http://dww.ed.gov/index.cfmhttp://en.wikipedia.org/wiki/Khan_Academyhttp://www.scribd.com/doc/80496180/Aptt-2-Josh-Ppt-Finalhttp://www.scribd.com/doc/80496180/Aptt-2-Josh-Ppt-Finalhttp://www.scribd.com/doc/80496180/Aptt-2-Josh-Ppt-Finalhttp://vimeo.com/36124316http://vimeo.com/36124316http://www.facebook.com/kelly.gleischmanhttp://www.facebook.com/kelly.gleischmanhttp://vimeo.com/37485985http://vimeo.com/37485985http://vimeo.com/31042016http://vimeo.com/31042016http://vimeo.com/31042016http://vimeo.com/31042016http://vimeo.com/37478676http://vimeo.com/37478676http://vimeo.com/37478676http://vimeo.com/37478676http://vimeo.com/19204541http://vimeo.com/19204541http://vimeo.com/37479791http://vimeo.com/37479791http://vimeo.com/37479791http://vimeo.com/37479791http://vimeo.com/34645172http://vimeo.com/34645172http://vimeo.com/34645172http://vimeo.com/34645172http://vimeo.com/36124316http://vimeo.com/36124316http://vimeo.com/19206502http://vimeo.com/19206502http://vimeo.com/36623533http://vimeo.com/36623533http://vimeo.com/36623533http://vimeo.com/36623533http://vimeo.com/37485985http://vimeo.com/37485985http://vimeo.com/37485985http://vimeo.com/37485985http://vimeo.com/35777797http://vimeo.com/35777797http://vimeo.com/35777797http://vimeo.com/35777797http://csefel.vanderbilt.edu/http://csefel.vanderbilt.edu/http://voice%20thread%20%28secondary%29a%20site%20that%20allows%20you%20to%20browse%20videos%2C%20documents%2C%20and%20slideshows%20and%20then%20leave%20text%20or%20audio%20comments./http://voice%20thread%20%28secondary%29a%20site%20that%20allows%20you%20to%20browse%20videos%2C%20documents%2C%20and%20slideshows%20and%20then%20leave%20text%20or%20audio%20comments./http://voicethread.com/http://voicethread.com/http://museumbox.e2bn.org/http://museumbox.e2bn.org/http://www.wallwisher.com/http://www.wallwisher.com/http://dww.ed.gov/index.cfmhttp://dww.ed.gov/index.cfmhttp://dww.ed.gov/index.cfmhttp://dww.ed.gov/index.cfmhttp://en.wikipedia.org/wiki/Khan_Academyhttp://en.wikipedia.org/wiki/Khan_Academyhttp://en.wikipedia.org/wiki/Khan_Academyhttp://en.wikipedia.org/wiki/Khan_Academyhttp://itunes.apple.com/us/app/screenchomp/id442415881?mt=8http://itunes.apple.com/us/app/screenchomp/id442415881?mt=8http://http//tinyurl.com/8ycz6ba/http://http//tinyurl.com/8ycz6ba/

pilot cohort corner issue #8

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