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#CyberPD-Week Three

7/21/2016

 
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i am participating in the #CyberPD online discussion for the final week. It is an opportunity to think and write about “DIY Literacy: Teaching Tools for Differentiation, Rigor and Independence” by Kate Roberts and Maggie Beattie Roberts.

Chapters 5 and 6
​In the previous chapters, we learned the what-how-and-why of the four teaching tools: bookmarks, demonstration notebooks, micro-progressions and charts. I loved how Chapter Five focused on emphasizing the importance of the student's role. Kate and Maggie talked about ways to ensure students take ownership of their learning.

When the authors talked about the tools, they were explicit about how students could be the active agents. Students make the choices based on where they are.
  • “Bookmarks exert a gentle pressure on your students to make choices about what is working for them.” (p. 83)
  • “Charts can help students make a plan for themselves when we can’t be there to find the right fit for them.” (p. 81)
  • “...but they [the tools] also give kids personalized learning footholds to find their next step along the way.” (p. 71)
One of the big take-aways was using language in the classroom that promotes student reflection and ownership. It made me wonder how well I asked my students, in the past, to “take stock” of their learning and progress. I plan to use some the questions offered by Kate and Maggie:  “Did this week’s lessons push you?” or “Did you try or learn anything new this week?” (p.71). I hope students will learn

As a teacher often confounded by details and logistics, I could definitely relate to Chapter Six, which was appropriately headed Nuts and Bolts. One small detail (or lack thereof) is all it takes to derail a lesson. What I want to do after reading this chapter:
  1. Although I have my students fill out surveys, I need to add a social media component (websites, videos, channels, apps, gaming). I am also thinking of putting the survey on Google Forms.
  2. I like the suggestions of using pop culture references/tie-ins to tweak student interest in using the tools.
  3. Embrace capitalization. Terrible penmanship is a curse and a real obstacle when it comes to writing in front of hypercritical handwriting judges (the students). I never thought of using all caps when making charts.
I want to thank again the organizers of this discussion: Cathy Mere, Laura Komos and Michelle Nero for making this experience possible.

Heidi Weber
7/25/2016 09:21:16 am

I LOVE that you consider 'language that promotes student reflection and ownership'. I think this is so powerful! When we release more responsibility to our students, I think they really step up in ways we may not always expect!


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