Embedded Files
Budget Dedicated to Learning Plan
In 2022/2023 we had 3 days where Carole Fullerton came to work with our staff. We are loving learning a more personalized way to teach math concepts.
"I am so excited to come and work with your kindergarten students next week!
The plan for the day goes something like this…
On Tuesday we will meet as a group of primary teachers at around 11:30 am in the library.
We will have about 30 minutes to preview the lesson before lunch.
I’ll work with your students from 1:00 to 2:00 or so, and then we will debrief in the library.
Hope this sounds ok!
Can you answer a few questions to help me plan?
1. What concept or big math idea would you like me to address with your learners?
2. What do your students already know about this idea? What have you already done?
3. Are there any students working more than 2 grades ahead or behind their age peers?
4. Is there anything else you’d like me to know about your learners before I come?
Thanks so much…
See you soon!
Carole"
5 Year Tech Plan
Before
Vaulted Ceilings with large windows and Skylights
Small Television Sets in each classroom: unusable due to outdated AV connection
Year 1
A shared iPad cart with new devices for the primary wing: to accommodate seesaw and other CSL teaching and learning
Viewsonic Viewboards in the Intermediate Classrooms: 6 purchased (5 with school funds and 1 from PAC fundraiser).
Library Refresh Phase 1 (of 4): Increased shelving and better use of space. 2X updated shelves to replace old mismatched ones.
Year 2
2X New Chromebook Carts: To accommodate more equitable sharing and a safer storage solution
Viewsonic Viewboards in Primary Classrooms: 5 purchased with School Funds
Hacking Questions: Connie Hamilton
Critical thinking and Communicating Student Learning have been the themes of all of our staff learning this year. We've been diligently breaking down the barriers in our teaching approaches through our collaboration with Connie Hamilton, who introduced a dynamic learning rounds model. The teaching team, now divided into two groups of seven, engages in sessions where one teacher from each team leads a lesson while the others observe. Prior to the session, the team conducts a pre-brief, outlining the specific areas the teaching teacher aims to address. Post-lesson, the team engages in a comprehensive debrief, synthesizing valuable feedback from the observing members. This innovative approach promotes a culture of continuous improvement and collaborative professional development.
September Pro-D: Facilitated by K-M, Sue, & Catharine with pre-recorded video from Connie Hamilton
January Parent Session with Connie Hamilton: Growth Mindset and Critical Thinking Skills
Growth Mindset Resources.pdfCIFT Sessions
Hello Connie,
I am a part of the pro d team at Myrtle Philip Elementary and we are looking forward to your visit this month.
The teachers who are the first presenters are hoping for some suggestions that the team can watch for as they teach.
Can you send them us something to share with them so they can decide what would be useful for their practice?
Looking forward to meeting you next week.
Hi Pro-D Team!
I can offer some examples, and we will determine questions prior to the lesson. It will be based on the prebrief when the teacher shares the lesson with the team. There are some common observations that I have found many teachers to find valuable like:
Timing: How does the lesson play out? How much time is dedicated to teacher talk, student active learning, transitions, modeling, activities, deliberate practice, etc.
Questions: How many and what patterns exist in the teacher's questioning style?
Engagement: How and when are students most/least engaged during the lesson? How long do they hold their attention, what type of redirects are needed?
Participation: What students are participating and how are they invited (hand raising, open dialogue, collaborate structures, etc) to contribute to the class learning?
Feedback: What type of feedback does the teacher provide to students?
Student Talk: How are students interacting with one another (especially when the teacher isn't nearby)?
Affirmations and Redirects: How does the teacher narrate student actions? What is the ratio of affirmations and redirects?
Clarity: In what way(s) are the learning targets communicated and revisited throughout the lesson?
Time on Task: How much of the lesson do students spend waiting to apply their learning, how much time is spent watching someone else model, and how much time are they actively practicing a skill or concept?
There are others, but hopefully this gives you an idea of the broad range of look-fors. But - they do not need to come with this part ready. Please encourage them to make the lesson as typical as possible and -- if they're willing to expose their pain points, it's best if we see the most challenging time, subject, or activity. But - not everyone is comfortable with that on Day 1.
Connie Hamilton
Author, Educator, Speaker, Presenter
Website: conniehamilton.org
Visit my author page.
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