Blog Archives

PLC GHost Walks

12/16/2015

What can we note about this class just from the objects seen here?

"A Ghost-Walk is a campus or classroom visit to an empty space where the participants simply make note of what they see and/or don't see in relation to a focus question or specified categories."

from http://principalblogs.typepad.com/leadertalk/2007/09/ghost-walks-for.html

The purpose of this experience is not so much for the benefit of person whose room is being toured, but for each visitor to glean something valuable from FOCUSED tour of the room.

For this ghost walk, our focus question will be:
"What would I know about this class from looking around this room?"
Think about this question both as a teacher, and as a student.

Even if you spend time in your coworker's classroom regularly, viewing the room with a purpose will reveal new ideas. It is important to remember that the purpose of this walk is NOT to judge the value of what you see for that person's teaching but to merely "notice and note" and think about YOUR OWN teaching.

Procedure:

Go to 1st classroom on the list (should be about 3 or 4 total)
Note " Is there visible evidence of:
1. IB ?"
2. literacy?"
"What else can be seen about the learning from the visible evidence in the room, Including but not limited to:
1. seating arrangements and workspaces for student and teacher?
2. informational and decorative posters content?
3. student work displayed and with any written teacher feedback ?
leave a sticky note in each room visited with a positive comment for the teacher about something in the room ?
Repeat for all rooms on your PLC's Ghost Walk list then eturn to a room to debrief with your PLC.

Eventually we hope to be able to do an instructional walk in every room in the building but will follow Ms. Barone's emailed schedule of rooms for this first round.

Piedmont's ILT members did this activity during a tour of Marie G. Davis and found that each classroom had something of value to us as the "Ghost"

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Piedmont teachers Register Now in MyTalent for IB webinars

12/10/2015

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Our IB Webinar course is now available on MyTalent!

Register before 1/31 for "Lit 497 Piedmont IB training." Course number 428936

Follow these steps:

First, Login to MyTalent

Step 1 - Sign into my talent (see end of post for directions) then click "professional learning" tab

Step 2 - Under the "recommended training heading you will see LIT 497 Piedmont IB Training.

Step 3- Click the title again as per this photo to register for this year's section

Step 4 Click the Gray "register" box at right. Then click again until you see "100%"

Link to MyTalent for CMS teachers:
https://cms.truenorthlogic.com

More about How to Use MyTalent:
http://piedmontpd.weebly.com/piedmont-pd/how-to-use-mytalent-to-register-for-pd-the-new-mypd

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PL CHEAT SHEET

12/7/2015

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The IB Learner Profile is not just a list of words written in the Piedmont stairwells, but are expressly taught as part of the fabric of any Personalized learning class.

The following summary of PL is based heavily on the great work of the CMS PL department at pl.cmslearns.org who created the walk through and look-fors poster that inspired this http://pl.cmslearns.org/wp-content/uploads/2014/06/IT_PL_Classroom-Look-Fors_Poster_11x17.pdf

Personalized Learning classrooms Are
based on These 4 Cornerstones

Consideration for the whole ChilD

STUDENT IS SAFE, RESPECTED, and WELCOME
What you see:

A motivational and respectful classroom environment (Ex. morning meetings)
Respectful and positive student to student interactions
Respectful student to teacher interactions
Implementation of high, clear expectations for student behavior and routines
Arrangement of the room supports student learning
Multiple modalities of sensory input (like learning styles misnomer)
Opportunities provided for global relevance and real world investigations that develop awareness of other languages and cultures
Evidence of flexible learning environment (student seating is by choice or by task and flexible)
Social and emotional well being of students is addressed
Other practices can indicate a focus on the whole child. what are yours?

examples:

Students feel comfortable asking questions and voicing opinions
Students can move around the room as needed for their work and can choose where to work , seated, standing, alone, in hallway, etc.
awareness of and respectful interaction with others' cultures (in class and worldwide via global online opportunities)
practice collaborative decision making and problem solving
Multiple Intelligences valued in work assigned
- genius hour
- service learning
- project choice and voice (see last cornerstone)

student Ownership

STUDENT OWNS WORK AND BEHAVIORS THAT BENEFIT THE CHILD THE CLASSROOM AND COMMUNITY

What You see:

- Students are goal-setting
- Students self-evaluate, self-regulate, and self-motivate
- Students led conferring with teacher
- Opportunities are provided for creativity and innovation
- Students assume responsibility for learning through effective decision making, goal setting and time management
- Teacher provides opportunities for student ownership
- Classroom management is evident
- Other:

Examples:

Student puts himself back on task students self evaluate and self regulate behaviors
student uses design process to create
Students in collaboration with classmates and real-world community via face to face discussion, webcasts, blogs, etc.
Correct behaviors are noted modeled and practiced

Mastery Learning

STUDENT CAN VERBALIZE WHICH SKILL THEY ARE WORKING ON AND WHY

What you see:

Rigorous task that require Higher Order Thinking Skills (HOTS)
Teachers and students use a range of diagnostic, formative, and summative tasks to monitor student progress on work and on social and emotional areas
Timely feedback that considers adjustments to teaching-learning activities are made to maximize student progress
- Students collect and utilize qualitative and quantitative data to support academic and personal growth
- Curriculum, instruction and assessment demonstrate high expectations

Examples:

Various formative assesssments incluing pretests to place students on the right work path:
- teacher asking questions of students, using exit tickets, having students put their heads down and raise hands if they've ever heard a word before, using Google forms and surveys range of assessments (see next cornerstone)
Work plan (see Paces Playlists and Pathways below) is not private to teacher (as per a lesson plan) but is known to student and can be adusted according to needs based on imput from student, parents, other teachers, admin, counselors-- all responsible for the student's education
Advisory lessons that use social and emotional learning based on data about students feelings

Individualized Lesson progressions
"Paces Playlists and Pathways"

SAME GOAL, VARIED PATHS toward that goal of mastery

What You see:

Mini-lessons taught based on student's pace
Students learning at different levels
Students have choice (choice board, pathways. menus, etc) in how to master content
Students working on different products/projects
Appropriate supports in place to ensure student success
Teachers providing constructive feedback and coaching on student work and progress
Meaningful use of technology (students creating with tech. Use of google docs, creating a project. not just reading or taking test online)

Examples:

Teacher is with small groups active coaching not whole class (see Continuum)
students using Google Docs to co-edit a paper, Google Sheets to create a presentation, Powtoon, etc...
Student choice in how to master curricular content based on learning levels, interest and multiple intelligences
- Student working on PBL menus, choice boards, action plans,

don't forget the LEarner PROfile

All of the above 4 cornerstones take place within an environment where students are observed using PL Learner Profile Definitions (or IB learner Profile)
Which one would an observer see students practicing in your room today?

- Creative & Critical Thinkers
- Effective Communicators
- Collaborators
- Entrepreneurs
- Flexible & Adaptable
- Receptive to Feedback & Reflective
- Leaders
- Open- Minded
- Self-Directed Learners
- Academic Risk Takers

Want to learn more?

As members of the PL pilot you have permission to take any of these courses.
See Lisa Gurthie if you are interested in an on-site training by CMS for your PLC.

CMS PL PD COURSE CATALOG

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PLC GHost Walks

Piedmont teachers Register Now in MyTalent for IB webinars

PL CHEAT SHEET

Personalized Learning classrooms Are
based on These 4 Cornerstones

Consideration for the whole ChilD

student Ownership

Mastery Learning

Individualized Lesson progressions
"Paces Playlists and Pathways"

don't forget the LEarner PROfile

Author

Archives

Categories

PLC GHost Walks

Piedmont teachers Register Now in MyTalent for IB webinars

PL CHEAT SHEET

Personalized Learning classrooms Arebased on These 4 Cornerstones​

Consideration for the whole ChilD

﻿student Ownership

Mastery Learning

Individualized Lesson progressions​ "Paces Playlists and Pathways"

don't forget the LEarner PROfile

Author

Archives

Categories

Personalized Learning classrooms Are
based on These 4 Cornerstones

student Ownership

Individualized Lesson progressions
"Paces Playlists and Pathways"