Self-advocacy

Today my colleague and I took a plan day to conduct site visits at two feeder elementary schools and prepare for 5th graders to visit our middle school in a couple of weeks. We have been in our own world at the middle school and it was interesting to get a perspective on things from outside of our building. In general, teachers are stressed and concerned about the state of our current educational system (including local, state, and national concerns). Supports and access to instructional materials vary by school and population, not really with any rhyme or reason. In some places staff is being added or maintained, and in some places staff is being cut. It was eye-opening, inspiring, but also frustrating and disappointing at the same time.

The amazing part of today was seeing that regardless of systems, supports, and structures, the students were in the classrooms, ready to learn and engage in learning with their peers. I observed students being kind to each other, helpful, caring, and excited about learning, excited to see new adults in the classroom and to hear that we were middle school teachers, and excited about the opportunity to go to the middle school next year. These are the things that often times we don't talk about and don't have professional development around; however, this part matters most. Encouraging students to keep going to school, to hang onto their optimism and excitement around learning, to maintain that enjoyment that growing up and moving on and becoming older can bring. I feel that as teachers we frequently lose this and get bogged down in the system.

This experience led me to some strong beliefs this afternoon during our PLC time and a great opportunity to be an advocate for my team of special education teachers - a willingness to fight for what is right, collaborate and come up with a plan, and hold true to our beliefs around what is best practice for students with disabilities. In a year when we have been pushed down and discouraged from coming up with our own ideas, we are finding common ground and a common voice in being the change we want to see in our department. We were able to advocate for ourselves today, and in the future, in the spirit of excitement around learning and adventure.

Typing up a storm...

The focus of the last few weeks has been on pulling the final pieces together:

1. Completing my DSIL (my husband, who is a web developer, teasing and encouraging me as I navigated my way through the very basics on Google Sites).
2. Gathering the final bits of data for my Action Research Paper and working on multiple drafts...
3. Work related - scheduling my final IEP meetings of the year and burning the midnight oil to get my paperwork completed.

In sum, I have been typing up a storm!

There is so much to feel positive and excited about with the culmination of these last few projects - the end of the school year is approaching, graduation day will soon be here, and my brain will have time to rest and reflect on all that its been exposed to after a long year of work.

I am looking forward to the break but am also investigating new opportunities that will keep me active and focused. As much as I enjoy rest, I also become apprehensive about not being incredibly busy - always looking for a way to add wrinkles to my brain!

EDUC 693 - Student Feedback

I rack my brain, read, and research to find strategies, lessons, and activities that might support my students in accessing the content and genuinely engaging in learning. The simplest strategy sometimes escapes - ask the kids what works. This week's post is a nod to this simple idea.

Find below excerpts from my case study students as they reflect on cooperative learning during a writing activity in my pullout class:

EDUC 693 - Sagor's "Generic Questions"

At this point in the action research process, I find it necessary to reflect on the data collected and begin a basic analysis to determine where I'm at, in what places am I finding holes, and what preliminary correlations am I able to begin to examine. Sagor's "Generic Questions" from Chapter 8 (The Action Research Guidebook) provide an excellent framework for this investigation.

1. What did we do?
-cooperative learning structures were consistently implemented in classroom instruction (2-3 structures per week)
-student learning took place in all areas noted in proposal - reading, writing, math
-the cohort group participated in all structures and interacted with other students in the class within the parameters of cooperative learning

2. What changes occured regarding the achievement targets?
-significant growth in math from fall to winter benchmark assessment was noted
-student participation and work production during writing tasks when supported by a cooperative learning structure for "sharing out" increased by 50%
-development of a solidified, supportive class culture

3. What was the relationship between actions taken and any changes in performance on the targets?
-specific correlations between student growth in reading, writing, and math and the consistent implementation of cooperative learning structures - specific student feedback (observational data as well as student comments/perceptions from focus group)

EDUC 693 - Much To Do...

In reflecting on the past couple of weeks, I am stressed just thinking about how much I have done and how much I still need to do. As far as my coursework is concerned, I am feeling confident about keeping on track with my time management plan. It is the "in addition to's" that are stressful.

A few extras that have taken some of my focus away from my action research include absorbing another teacher's pullout math class into my own pullout class - an additional 5 students, bringing my total up to 18 - as well as my efforts to complete a mandatory ELL training through my school district.

Also, state assessment is just a week away...

This is a time to keep my head in the game, remember to breathe and take care of myself, but also push to get all of these tasks accomplished.

I am enjoying all of the learning that is taking place along the way, but I would also like to enjoy a powder day or two - even more so as the snow in Denver has not amounted to any snow days or delays, only tricky commutes to work. :D

EDUC 693 - Graphic Organizers & Technology

In my pullout class today, we worked on creating a plan for writing using the topic: "Fun ways to celebrate winter, or things to do in the winter." Using my action research plan as a guide, I incorporated cooperative learning structures into my lesson. I had the students work in pairs and collaborate with a partner to fill a large sheet of paper with all of their ideas during a brainstorm session. Even though the materials were simple - oversized paper and markers - the learning and discussion taking place was at a higher level. It was so exciting to see my more reluctant students feeling comfortable enough to speak up and share their ideas with the group, making relevant statements and comments that added to student learning and contributed positively to the overall class culture.

In addition to incorporating the cooperative learning structures into my lesson planning, I have also begun to increase students' use of technology in my classroom, keeping in mind the real-world demands of the 21st century. In thinking about the DSIL, I am reminded how adequate technological skills are a non-negotiable in today's society; however, in the vast majority of public schools, technology is still seen as a class to take rather than a tool to access learning in all environments. When I started incorporating the use of netbooks in my curriculum, my 6th graders struggled with logging on to the computer, accessing the internet, and signing into their school provided gmail accounts. Today they are able to do this in their sleep. I am so proud of the accomplishments that they have made in becoming more tech savvy, and am looking forward to the ways in which we will progress technologically as a class as the school year continues.

EDUC 693 - Time...

In reflecting on the fact that this Friday will be February 1st, I am realizing how quickly time is flying...

This school year has been a big adjustment for me - moving out of my comfort zone at the one and only school that I had ever worked at (including student teaching), to a brand new (for me), huge (for me) school in the suburbs of Denver. Quite a different population, school culture, and list of priorities. It feels like only days ago that I walked through the door completely new and pretty nervous, while at the same time I find moments where I am comfortable, relaxed, a part of something, and feeling like my old self.

I have found myself juggling many tasks this school year and am so excited to feel that I am finally on the downhill. Although this semester entails a lot of work on my part, the end is in sight. I am so excited for my classmates, as well as myself, to be nearing the end of this journey. What a huge accomplishment!

My goal is to stay on task and to be timely. To use my Time Management Plan as if it were a Curriculum Calendar!

EDUC 693 - Student Excitement

I am feeling encouraged by my students' excitement about being participants in my action research project. Never have I had such high turnover of forms being taken home, signed by parents, and returned. The students' thrill when completing their assent forms and providing their signatures was priceless! I am hoping that this will be the start of them being actively engaged in their education - making choices that will benefit them in the longrun as adults contributing positively to an ever evolving society. :)