We're Engaged!
Chegwin Elementary
2019-2020
Embedded Files
During our first PD session with Chegwin staff, we invited Shelley Moore (via YouTube) to help us explain the purpose of Universal Design for Learning. She uses the bowling analogy of the 7-10 split to explain how designing to the average (throwing the ball down the middle of the lane) may not work for those students on the edges (the 7 and the 10 pins). We discussed how variability exists amongst ourselves as a staff as well as within our students. Staff left our session with a goal to notice variability within their teammates and their students.
Our "homework" from our first session was to begin noticing and being mindful of the variability that exists within our teammates and students.
This session concluded with the announcement of "our engagement". To celebrate, we asked Chegwin staff to try at least one new method or strategy to Optimize Choice and Autonomy.
Our second session focused on the importance of Recruiting Interest to increase our students' engagement.
We improved our time in the "Name Game" to under 10 seconds! Such a fun way to kick off our PD sessions!
We dissected the checkpoint of Offering Individual Choice and Autonomy by breaking into three teams led by the coaches. One member per grade level or specialist team teamed up with a coach. After learning with the coach, teammates were asked to share out their learning with one another.
Today's Subject: Words associated with engagement.
We kicked off this session by playing the $100,000 Pyramid as a means of recruiting interest for our teacher learners.
Part of our session was also dedicated to our teachers recognizing the barriers ("ball and chain") that exist for some of our students. We used the Affinity Map strategy to brainstorm, then group their findings.
To support our teachers in understanding the checkpoint of Optimizing Relevance & Authenticity, we asked teachers to try the Wear Your Words strategy. Teachers selected a word pre-written on a note card and were asked to define that word using only a sketch. They then attached their words to a lanyard and walked around to share their words and definitions with colleagues.
This session began with a sharing of strategies using the Inside/Outside Circle. Take a look at this quick video to see how to organize the Inside/Outside Circle.
John Hattie also made an appearance!! Maybe Mr. Hattie was only on our screen, but we wanted to highlight his research to show which influences will have the greatest impact for our students.
Our learning targets for this session were showing that by varying demands and resources along with heightening the salience of goals and objectives, we will see increased student engagement.
To conclude this session, we asked teachers to RSVP with a strategy that they are going to implement. We also introduced the Chegwin Challenge! We want to see what's happening in the classrooms, so we've challenged teachers to share out with all staff!
During this PD session, we turned the leadership over to our Chegwin teachers. Prior to the session, we asked staff members to sign up with a strategy that they would like to share out with their colleagues.
Staff were then sorted into heterogenous groups to account for the variability of their teaching assignments. After each staff member shared their strategy, teachers used the Stick to the Point strategy to discuss the use of these strategies in greater depth.
Prior to this session, we asked a few teachers, whom we believed would provide us with honest feedback, to tell us how they are feeling about this year's UDL professional development. One of the teachers shared that, "I'm still not sure I could teach others if I was asked."
For that reason, we took a bit of a different route for our PD session. Over the Thanksgiving break, we found this powerful article about equity in our schools. Within the article, the authors reference the UDL framework as a means of reaching all learners.
We started by giving our staff ten minutes to read the article. We reminded them of the engagement principle to sustain effort and persistence while reading. After we asked teachers to anonymously place a small post-it on the Effort Meter to share how they felt about their effort and focus while reading. This was also our way of modeling how the Effort Meter could be utilized in the classroom.
We then used the Snowball strategy to start and expand dialogue. Our principal, Kari Saunders, shared that the article felt like a "punch to the gut". She shared that we must continue our efforts toward providing equitable learning opportunities for all of our students.
We closed our session by asking our staff to give their final words by sharing within an Answer Garden.
Notice anything fun? Our staff dressed in the colors of the UDL framework for our January session!
This session was one of our favorite sessions as we had a half day (3.5 hours) designated to learning and growing as a staff. We have spent a great deal of time reflecting on our values and beliefs as educators, and we highlighted how our shared values and beliefs will support the greater Collective Efficacy of our school.
We read and discussed articles/chapters of books which focused on how the UDL framework can meet the needs of all learners. Grade level teachers and specialists also met with coaches at designated stations (Engagement, Representation, and Action/Expression) to begin mapping out their next reading unit of study.
Read All About It!
Read All About It!
Prior to this PD session, each grade level team designed a survey for their students. Teams chose questions that connected to the UDL Engagement guidelines and wrote their questions at an age-appropriate level. Teachers then administered the survey to EVERY student at Chegwin. During this session, we spent our time "noticing" the data and trends that we saw across grade levels.
Spring Training!
Spring Training!
As we know, Spring brings it's own excitement and sense of renewal. Spring also brings state-wide testing. To prepare our students in grades three through five to engage successfully in the Wisconsin Forward, we kicked off "Spring Training" on March 6, 2020.
Spring Training was designed to review a test-taking academic strategy as well as review a Social/Emotional Learning (SEL) strategy that would supports students to be engaged during test taking. Each day students met "Players of the Day" that exemplified the SEL trait that was the focus for the day. Students also monitored their engagement during the academic portion of spring training when the test taking skill portion of Spring Training occurred.
Click on the button ("Spring is in the Air") to enjoy highlights of the fun during Spring Training!
This session was a bit of a continuation from February. We spent a bit of time "wondering" what we can do to change our students' engagement (and enjoyment) of reading. We then created an action plan in which teachers would sign their "Letters of Intent" . The letter of intent asked each teacher to accept one of three challenges: observe a colleague, video their own lesson, or coteach with an instructional coach. Follow up to learn more about the results from their selection were planning to be shared at the next UDL PD session.
Unfortunately, we faced the completely unforeseen reality of the effects of the COVID-19 Virus. Our schools were closed effective March 16, 2020. A return date has not been established as of this date.
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