For learners of any age to be successful, they have to understand what it is they are attempting to learn. As leaders and teachers we play a critical role in creating clarity. What have you found to be effective?
Thanks Mary and Ryanne for joining the chat tonight. I hope to carve out time to repost these excellent ideas onto the blog tomorrow or Friday. Have a great evening! -Matt
Lately I have been using images of promising literacy practices. For example, I am creating one minute videos of a specific element of our instructional framework. They contain pictures from our classrooms of the element in action. Creates clarity and recognizes teachers.
I love this Matt and the video is amazing (I'd love to share it and assume I can since it's on vimeo, right?). One thing I have done with teachers is to create a Professional Thinking Gallery that is interactive. This might revolve around a teaching point or question or strategy. Teachers then put it into practice and post photographs on the chart with a brief caption. This is done on blank butcher paper so that other teachers can add a question, comment, extension and give feedback. They can also add related photos once they have put it into action. I think it's so crucial to create visual paper trails of teaching IN ACTION in a way that would grow and allow us to partner up with others. Sort of like a behind the glass without the glass using written conversations that can lead to conversational partnerships.
Your Professional Thinking Gallery sounds excellent. I might steal this idea. Not necessary but could see using Padlet if wanted to go digital. Your comparison to behind the glass (peer observation/coaching) is spot on, Ryanne.
I love the idea of putting it on padlet as a reference but when starting one there's something very powerful about the ability to see, touch and interact.
This question is pushing my thinking, as it could go different directions. Keeping a literacy focus though, I guess for me it's ensuring that the kids understand the "why" behind what is being learned and how it is valuable and beneficial for them to learn it. Then, lots of modeling, showing my thinking aloud as I teach, and conferring 1:1 and in small groups to have continued conversations about the learning.
Clarity for teachers- might look like clear expectations of expected outcomes, but some autonomy on how to get there. A framework, common language, and frequent, ongoing conversations to reflect and grow would be helpful.
Thanks Ryanne. I am a fan of collectively owning an instructional framework - provides structure without stifling creativity and innovation which teachers appreciate.
At the upper levels we are using learning targets which are posted either on the board or on the assignment. It takes kids a while to wrap their heads around the fact that we are telling them what we expect them to learn that day.
We gain clarity not by assigning but through conversational exploration. This exploratory dialogue isn't about an agenda but the freedom to think about thinking. I believe so much in this that I regular meet with my local teachers in what I call "Coffice Conversations.' I never know what they will want to discuss ahead of time because I want us to see where their curiosity will take us when left unfettered to consider possibilities. In a school we could do the same thing, allowing teachers to have time to explore with a small group also interested in a topic of discussion. It's not about walking away with a "plan" but jotting down takeaways that we want to explore further. Talk is the glue that not only holds our thinking but allows us to make it public and share with others as we expand on that thinking. Clarity sometimes invites us to come to the name full of more questions than answers.
This sounds wonderful Mary! There never seems to be enough time at school for conversations, but I'm thinking time could be "intentionally" set aside for just such valuable conversations!
YES Ryanne... being INTENTIONAL in setting aside time for conversations sends a powerful message. It shows that we value collegial dialogue and recognizes that thinking out loud in the company of others can help us to grow ideas. We value dialogic talk for kids but we have to make room to value it enough to find time and space as well!
Indeed, just sat in on a panel at WSRA this past week that addressed the value of dialogic talk for kids. Learned a great deal there to bring back to the classroom.
Thanks Mary and Ryanne for joining the chat tonight. I hope to carve out time to repost these excellent ideas onto the blog tomorrow or Friday. Have a great evening! -Matt
Matt Renwickjust now
Lately I have been using images of promising literacy practices. For example, I am creating one minute videos of a specific element of our instructional framework. They contain pictures from our classrooms of the element in action. Creates clarity and recognizes teachers.
Here is an example: https://vimeo.com/387053747
I love this Matt and the video is amazing (I'd love to share it and assume I can since it's on vimeo, right?). One thing I have done with teachers is to create a Professional Thinking Gallery that is interactive. This might revolve around a teaching point or question or strategy. Teachers then put it into practice and post photographs on the chart with a brief caption. This is done on blank butcher paper so that other teachers can add a question, comment, extension and give feedback. They can also add related photos once they have put it into action. I think it's so crucial to create visual paper trails of teaching IN ACTION in a way that would grow and allow us to partner up with others. Sort of like a behind the glass without the glass using written conversations that can lead to conversational partnerships.
Yes, please share. All of the videos I have created (and will create) can be found here, click on the video icon: https://www.thinglink.com/scene/1274069480699330562
Your Professional Thinking Gallery sounds excellent. I might steal this idea. Not necessary but could see using Padlet if wanted to go digital. Your comparison to behind the glass (peer observation/coaching) is spot on, Ryanne.
That was Mary's genius, not mine, but I LOVE it!
Sorry, *Mary*
I love the idea of putting it on padlet as a reference but when starting one there's something very powerful about the ability to see, touch and interact.
Agreed Mary.
Thanks for providing this resource.
Would like to see an example. Please share more info or photos
Thank you both for the great conversations and for the resources to bring back to share with my colleagues and admin.
You're welcome, Ryanne, enjoy the rest of your week.
This question is pushing my thinking, as it could go different directions. Keeping a literacy focus though, I guess for me it's ensuring that the kids understand the "why" behind what is being learned and how it is valuable and beneficial for them to learn it. Then, lots of modeling, showing my thinking aloud as I teach, and conferring 1:1 and in small groups to have continued conversations about the learning.
Clarity for teachers- might look like clear expectations of expected outcomes, but some autonomy on how to get there. A framework, common language, and frequent, ongoing conversations to reflect and grow would be helpful.
Thanks Ryanne. I am a fan of collectively owning an instructional framework - provides structure without stifling creativity and innovation which teachers appreciate.
I find conferring with kids creates so much clarity for the teacher, current reality and next steps. It's assessment that informs all.
100% spot on. Conferring is so telling and gives in the moment data/evidence for planning next steps.
At the upper levels we are using learning targets which are posted either on the board or on the assignment. It takes kids a while to wrap their heads around the fact that we are telling them what we expect them to learn that day.
We gain clarity not by assigning but through conversational exploration. This exploratory dialogue isn't about an agenda but the freedom to think about thinking. I believe so much in this that I regular meet with my local teachers in what I call "Coffice Conversations.' I never know what they will want to discuss ahead of time because I want us to see where their curiosity will take us when left unfettered to consider possibilities. In a school we could do the same thing, allowing teachers to have time to explore with a small group also interested in a topic of discussion. It's not about walking away with a "plan" but jotting down takeaways that we want to explore further. Talk is the glue that not only holds our thinking but allows us to make it public and share with others as we expand on that thinking. Clarity sometimes invites us to come to the name full of more questions than answers.
This sounds wonderful Mary! There never seems to be enough time at school for conversations, but I'm thinking time could be "intentionally" set aside for just such valuable conversations!
YES Ryanne... being INTENTIONAL in setting aside time for conversations sends a powerful message. It shows that we value collegial dialogue and recognizes that thinking out loud in the company of others can help us to grow ideas. We value dialogic talk for kids but we have to make room to value it enough to find time and space as well!
Indeed, just sat in on a panel at WSRA this past week that addressed the value of dialogic talk for kids. Learned a great deal there to bring back to the classroom.
Two wonderful books on the topic: from Maria Nichols https://www.heinemann.com/products/e09815.aspx and Shana Frazin https://www.heinemann.com/products/e09871.aspx (can download a free chapter at these links)
Thanks Mary - your regular conversations sound enjoyable. Creating clarity through conversation makes a lot of sense.
And I learn as much from teachers as they learn from me in the process of exploring THEIR questions.