student learning Archives - Page 2 of 3

Student Voice and SRSD

I use SRSD (Self-Regulated Strategy Development) as my primary way of teaching writing to my students. There are a lot of reasons why I love it. It’s research validated. It connects easily to whatever type of writing instruction is happening in their classrooms–workshop models, process writing, etc.–so the skills they learn are easily transferred. It provides just the right amount of structure for students who need it, while not being constricting for students who don’t (check out the article in AMLE Magazine by Pooja Patel & Leslie Laud for more info). The best part, though, is that it’s flexible. We’ve been working on close reading for a while and I’ve asked students, as part of Sunday Cummins‘s model of close reading, to follow up their reading with a written response. Of course, I used the familiar TIDE organizer that we’ve been using all year, but the results weren’t what I had hoped.

We had done everything right. We had discussed the strategy. I worked with them to develop their background knowledge, and made connections between our work with close reading and our work with using TIDE to help us plan and organize paragraphs. We set goals. I modeled, both by looking for the parts of the paragraph in a model piece of writing and by using the active board to model writing a response. I modeled my own positive self-talk as I wrote. And I provided supports and scaffolds. Their writing still didn’t make the connections and inferences I wanted them to make, so I decided to turn it over to them. And they took me somewhere really amazing.

I asked them to make a poster that would teach someone else about how to write about close reading, and to use a metaphor to do it (an idea I got from Pete Hall at the BTCFS workshop). Writing about close reading, they said, was like an iceberg. Above the water, they said, is the main idea, supported by the “pasta words” (what Cummins calls the important details). Under the water, they told me, was the synthesis–the conclusions they draw that can’t be found directly in the text. After they made their iceberg, they added images to help them. A boat called the S.S. Annotation to remind them to use what they had written on the text to help them identify the pasta words and to remind them to use their “I wonder…” annotations to help them make connections and draw conclusions. They also added an airplane (with flaming jet engines, of course), where they wrote what makes a good main idea. They added post-its to explain all of the parts, and then explained their new strategy to a colleague of mine from the ELL department who happened to be walking by the classroom.

The next class when we went to work on writing, it was a huge change. They had ownership of the type of writing I was asking them to do, and of the strategy I had asked them to employ. When we went through the modeling and practice, and the results were so much better than the first time. All because they took over defining the parts of the text themselves. They had the background knowledge, I just needed to find a way to empower them make the connections between the two topics that would help them take ownership of their writing.

They really came up with something great.

How do you empower your students to make connections and take ownership of their learning?

When We Say a Student Can’t Learn

Via Saved by the Bell Hooks (the site might be the best thing ever)

Teaching is a profession that can be both extraordinarily rewarding and extraordinarily frustrating–sometimes simultaneously. Sometimes we’re tempted to throw our hands up in the air and proclaim that this student just can’t learn. And sometimes we do.

And when we as educators say that a student can’t learn, we’re saying a lot of other things, even if they’re not things we really mean or believe. It’s such a tiny statement–a throwaway line when we’re frustrated–and, yet, it has a million connotative meanings that don’t even occur to us as the words escape our lips.

When we say a student can’t learn, we’re saying that we’ve given up on her.

When we say a student can’t learn, we’re saying that his needs as a learner are not a priority.

When we say a student can’t learn, we might mean we don’t know how to teach her, but we’re saying that she needs to shape up and get with the program.

When we say a student can’t learn, we’re saying that we’ve tried all the tricks in our toolbox and are afraid to ask for help. Someone might judge us, might say we’re a bad teacher, might tell us that if we were more competent, built better relationships, went to this PD, we’d be fine. Look at the teacher down the hall. She’s fine.

When we say a student can’t learn, we’re saying “I’m not a bad teacher. I’m doing everything I know how.”

When we say a student can’t learn, we’re saying that we’re scared.

When we say a student can’t learn, we’re saying “I don’t know how to help this kid and the 24 others in my class.”

When we say a student can’t learn, we’re saying we don’t care about her.

When we say a student can’t learn, we’re saying that we are tired.

When we say a student can’t learn, we’re saying he’s not my problem.

When we say a student can’t learn instead of “I don’t know what to do, and…”, “I’ve tried everything I know how, but…” or “I don’t know how to teach her, so…” we’re saying that it’s easier to put the responsibility for making sure everyone learns on the student rather than on ourselves.

When we say those words, we’re saying so many things. Deciding what we really mean and taking action will determine how successful we are in teaching that student.

When we hear someone else say those words, we need to take a step back and withhold judgement and offer our support as colleagues to help turn the discussion toward something proactive and helpful. In order to try to build a school culture where people feel safe saying “I don’t know what to do” and asking for help, we need to offer that help and support freely and without judgement. We can’t look at our colleagues and say “This teacher can’t learn,” either.

Reading Voice vs Thinking Voice

I’ve been working a lot with my 6th graders on close reading for the past few months. We’ve been previewing, reading, annotating, rereading, synthesizing. Or, at least trying. Some of my students took to the approach right away, surprising me with how much they really got that we reread to understand more deeply and annotate to document our thinking or point out specific ideas. But others just thought it was a waste of their time. For these kids, reading wasn’t necessarily about making meaning, it was about getting things done.

Getting to the end.

Getting the questions answered.

Getting on to the next thing.

Getting it all done, so I can do something better.

This is a mindset that reading teachers struggle to change. There are definitely things that help–increasing independent reading time, helping students to choose reading material that they’ll really love, high-interest texts for instruction, authentic tasks–but when you’ve tried all of those and your students who just run a little too fast and are speeding their way through things, having a discussion about reading voice vs thinking voice can be very helpful.

I first encountered the idea of explicitly teaching about reading voice vs thinking voice, was when I read Cris Tovani’s book I Read It But I Don’t Get It very early in my career (probably my first year). This book is an amazing resource for anyone who teaches striving readings in middle or high school. In grad school, we always talked about self-monitoring and using fix-up strategies as one of the keys to strong reading comprehension, but the tools I left with were pretty limited (I am a bit worried this is still the case now that I’m teaching the class, but I’m working on it!). Really, I had one. It was called “The Critter” and it came from one of the course texts from my first semester practicum. It involved drawing an odd looking creature that the students would use to personify their thinking voices. I’m sure you can imagine how this strategy goes over with most middle schoolers. I’ve used and modified Cris Tovani’s lesson over and over again and I’ve had a lot of success with it.

The biggest thing that hooks kids is that I talk about a strategy that I really do use in real life. I can explain, quite vividly, how it works for me. When I’m reading I know that I’m not paying attention if the only thing I hear is my Reading Voice–the words going by in my head with no questions or connections popping up, I’m not engaged in reading and I’m not comprehending. But, if I’m making too many connections… You know how that goes: one connection leads to another and soon I’m thinking about what I’m going to eat for dinner later, or that one time I went to the beach in North Carolina…I’m not reading at all anymore. Well, my eyes are moving along the page, but the only voice I hear is my thinking voice. But, when my reading voice and thinking voice work together, that’s when you’re a reader who is actively engaged in comprehending a text.

After discussing and modeling, I ask students to add post-its to the anchor chart with examples of their reading voices and thinking voices to the anchor chart using post-its. I prompt them to add more information after they’ve done a few sessions of independent reading. It’s amazing what they begin to notice. I’m hoping we can keep revisiting this strategy, especially for my students who would really rather that reading was over with as soon as possible.

How do you teach self-monitoring and other metacognitive skills when you teach reading?

Pausing to Reflect: Self-Reflection on Teaching Self-Reflection

Image by David Whelan via Flickr CC BY-SA 2.0

Self-reflection is an important part of growth and learning. I’m trying to ask my students to do more of it this year. I’m asking my M2 (grade 6) students to create digital portfolios (more on them soon..check out Matt Renwick’s book though!) where they track their progress toward goals they’ve set for themselves, as well as the goals that I’ve created for them for the learning plans or IEPs. Within the SRSD writing framework I’m asking students to evaluate their own work, reflect on their progress, and set new goals for themselves. Many of them enjoy these activities, but I have had several students who were resistant. The most interesting response that I got was that it was “tacky” to do self-reflections. I still haven’t figured out what she actually meant. But given that resistance I thought I should practice what I preach and figure out what went wrong.

Clearly something was making this student uncomfortable, even if she was having difficulty articulating it. Did she mean that the task–write a note to your parents that I would share with them at parent-teacher conferences telling them how you thing you’re doing meeting your goals–felt inauthentic and maybe a little weird? I suppose I can’t actually argue with her there. It might not have been able to come up with something a little more authentic. Is “tacky” for this kid like Holden Caufield’s “phony”? Had she just been asked to do the same exercise in all of her other classes and it was just enough? I realized that in addition to all of those possibilities, I hadn’t ever actually made reflection something real–something that I engage in both at work and in my day-to-day life. I didn’t let her know about all the ways reflection happens in the real life of an adult. And, yes, none of them involve a letter to my mom…

When I’m teaching I ask myself whether lessons went well and why or why not, including how I interacted with students, and I do some self-reflection in writing on this blog;
When I improvise a recipe I reflect on cooking techniques and ingredient choices and I make notes for what I’ll do if I try it again;
When I bake bread I take a bite of the finished loaf and reflect on my technique and the choices I made about rising time and liquid-to-flour ratios;
When I finish I run I ask myself if I’m tired and whether I could have pushed myself to run faster or farther;
When I finish knitting a sweater I look at how it fits and make notes about how I might change things the next time I knit a sweater so that it will fit even better.

As much as I am philosophically all for letting kids know why what I’m asking them to do is important to their lives–not just their lives as students, but their lives as human beings–sometimes I don’t do a great job of remembering to tell them that these are things that I’m not just telling them that people do, but that I do. And because I’ve learned that this helps me to be successful, I think it’s important to teach my students. Maybe I need to look into ways to making my self-reflection practices more transparent to my students, the same way I talk about what I’m reading or ways that I used math that day.

How do you make skills that seem like “school” things, but are a actually a part of your everyday life as an adult, feel relevant to your students? How do you make self-reflection activities authentic?

Tests, Tests, Tests

We’ve hit that point in the year when the first units are starting to wrap up and all of my students are starting to panic about tests. Most of them have no reason to panic: They know what they need to do, but they have some sort of test anxiety. Many students, however, don’t really know how to study, which increases this anxiety. They spend most of their time working on what they already know how to do and not enough working on what they don’t know. Most likely they do this because they’re just not sure how to study what they don’t know or understand.

This year I decided to try to explicitly teach these skills, starting with knowing what to study. I created a study guide for the students in my learning support class. It’s essentially a self-assessment rubric that lists the various topics on the test and allows students to sort themselves into one of three categories: Got it!, Working on it!, or I need more practice. Each category is defined (see below–it’s not pretty, but it did the job). What made me really excited was that when I shared it with the general ed math teachers, they all chose to use it with their classes.

Once the student completed the form, we looked at the areas that they thought were the weakest and created plans for how they would study. My original idea was to have them actually make a plan using their studybook or a calendar with activities they would do in order to study for each of the concepts they were unsure of, but it became clear pretty quickly that my students we they not sure what to study, they also weren’t sure how to study. We had to do a lesson about how to study, and how to study for math tests in particular.

We discussed that the best way to study for math was to practice doing problems that are similar to what will be on the test and discussed places to find questions with answers (our textbook being the main source). The other important piece was making sure to refer to notes and other sources either while completing a problem (if you are having difficulty remembering the steps) or after completing a problem. Because note taking is another area we’re working on, I created these checklists to help students practice.

I laminated copies of the checklist for each student so that they could use a dry-erase marker to check off the steps as they completed them. As they worked with the checklists, they became more confident in their abilities and were able to practice the steps of the process. Eventually, I’d like to get them to the point where they can make their own checklists from their notes, but before that can happen we need to work on note taking skills.

The last step in this whole process is going to be reflection. Once students have taken the test, they will be allowed to do corrections. I created this test corrections sheet and shared it with the math teachers.

I like this test corrections sheet because it asks students to think about what might have gone wrong during an assessment, whether it is careless errors or really not understanding a concept or a process. I’m hoping that this will help us with reteaching and intervention, and that maybe we can offer students another opportunity to show what they know after reteaching in the form of a retest or another assignment.

How do you teach study skills? What do you do about test corrections or retakes? What opportunities do you offer students to demonstrate mastery of a topic after the assessment is done?

Games for Learning

Twelve a Dozen Screenshot via Game Revolution

This is what I’ve found this year: It is easy to add games to my classroom. It’s not, however, easy to use games for learning, either to support student learning as an intervention or to extend student learning. More importantly, it’s not easy to teach students to learn from games. Or at least the students I am teaching this year.

What I’m noticing is that many of my students are used to being passive consumers of game entertainment. They are mostly casual gamers, but some of them use systems like the X-Box to play FIFA Soccer. Otherwise they play games like Angry Birds and Fruit Ninja. Not that there’s anything wrong with either of these games. They’re fun, and can involve strategy. I even know someone who does a physics project that’s entirely centered on Angry Birds. But, the tack my students have taken on these games is, as they call it, “spray and pray”. They seem to lack the patience and problem solving skills that many of my friends who play RPGs or puzzle games seem to have cultivated, and that I even noticed in my youngest sister when she started gaming in middle school (I was in grad school at this point). When playing games like Dragon Box 12+ or Twelve a Dozen, my students quickly give up and try to sneak over to play 2048 or decide to take some selfies. However, I have another group of students who become totally immersed in these games. They stop by at lunch and ask if they can borrow my iPad to play Twelve again. They discuss strategy. They’re enthralled by Dragon Box and have even started making connections between the game and algebra tasks. What’s the difference between these two groups?

I know my approach hasn’t been different with them. I introduced the games in the same way, gave the same preview, and provided similar supports when they asked questions. Perhaps it is that one group is 7th graders and one is 6th graders, but I have a second 7th grade group where a majority of the students are more like the 6th grader group–engaged and interested in solving problems. It could have something to do with learned helplessness. It could also have something to do with the students’ respective understandings of what games are, and how their particular learning styles interact with the characteristics of my chosen games, and how my students’ experiences with school frame their educational gaming experiences.

According to Jane McGonigal in her book Reality is Broken, games are defined by four characteristics: a goal, rules, a feedback system, and voluntary participation (p 26). Each of these characteristics impacts a person’s engagement with a game–whether it’s a board game, a puzzle, an iPad app, or a complex MMORPG.

A Goal

McGonigal defines a goal in a game as the specific outcome a player wants to achieve. This goal, she says, is what gives the player a sense of purpose. In Twelve the goal to get the main character, 12, home after an explosion in the city of Dozonopolis that destroyed the super-computer. In Dragon Box it’s to help the dragon hatch–it will only come out of the box to eat when it is alone on one side of the screen. But the idea of a goal becomes more complex when we’re talking about using games for learning. For example, I have a goal for my students beyond the explicit goal of the game. I want them to sharpen skills and begin to develop answers to our essential questions: How do patterns in the world help us to make meaning and become better learners?, How can I use known information to figure out new information?, and What strategies can I use to work through a problem when I’m stuck? I chose these games specifically because, in addition to having an engaging explicit goal, the implied goals of the games (the learning goals) matched up with my goals for my students. But are the explicitly stated goals of the game enough to give my students a sense of purpose? Sometimes yes, sometimes no. But if they don’t understand the implicit goals, will they be actively engaged with the game enough to achieve the implicit goals? This is where I’m getting stuck.

Rules

I really like McGonigal’s definition of game rules: They place limitations on how one can achieve the goal of the game, forcing gamers to think creatively and apply problem solving skills. This is another point where my students start to get stuck. I posted a while ago about how being comfortable with being uncomfortable, confused, or not knowing was an important skill for students to learn. In both of these games, the rules and obstacles reveal themselves slowly and new rules are added as the games progress. For students who aren’t comfortable with working their way through confusion, these games can be very frustrating. I don’t want to choose different game though. I chose these two specifically because I wanted my students to work on answering essential questions that lead them toward being comfortable with working their way through confusion to be problem solvers. Not having the skills or understanding of problem solving techniques to work their way through this, however, is making it difficult. This is another spot where using games for learning gets tricky.

We often think of games and gamification as a way to pull in reluctant or struggling learners, but as games become more than just a fun way to practice math drills (who around my age that’s reading this didn’t relish the opportunity to play Math Blaster?) or spelling words, some of these students end up at a disadvantage again. And it’s not because they can’t do what’s being asked. Many of these students are proficient problem solvers in other areas: video games, skateboarding, soccer, building go-karts, designing art projects, planning events. It’s possibly because they aren’t comfortable with the possibility of failure and trying again in school. Even if the gaming environment is supposed to be a safe one for making mistakes and for trying and retrying, as McGonigal asserts, the other difficulties many of these students have encountered in school is making these games for learning something that doesn’t connect them to the problem solving that they’re used to, but brings them back to school where they may have learned that not getting it the first time is failure.

The question now becomes: How do I pull these kids in? How do I scaffold this before and during game play so that they can use the games to help build their capacity for problem solving and their tolerance for working through the unknown? Perhaps I should be modeling game play more and talking through how I work my way through obstacles. Maybe we just need more time with non-digital games (which I use a great deal as well and have actually experienced similar challenges with), so I can do more of that modeling. I can also do more to model how in-game supports can help me work through problems and figure out how to work within the rules of the game. For example, Dozen has a hint button, and Duolingo (a gamified language learning app) will translate words for you as you’re going through practice mode if you tap them. I, wrongly, assume that as frequent game players my students understand these types of supports or know to look for them, but that’s not necessarily the case. I think we also need more conversations about growth mindset and about positive self-talk in order to improve their self-regulation skills.

A Feedback System

Feedback systems tell us how close we’re getting to the goal. It can be something as simple as a progress bar or points, to more complex forms of feedback like text or voice feedback. Feedback keeps us engaged in games because it tells us how we’re doing and lets us know if we’re breaking the rules. One thing I have noticed is that the students who are less engaged in the games haven’t necessarily picked up on the feedback that’s being provided. In some cases, it seems like there’s a genuine mismatch between the student’s learning style and the type of feedback they’re receiving. But in others, it seems like I need to do a better job of teaching them how to use the feedback that’s being provided.

I have one student who struggled with Twelve a Dozen. This game has a narrator that gives feedback on your performance, ranging from informing you of new rules or obstacles to overcome to telling the player that it’s time to rewind and try again. The narration is also captioned. The narrator serves several purposes: reconnecting the player to the goal during a long term game, explaining rules, and giving feedback. Since it serves so many functions, it is important to listen to, even if it is a little annoying (think of the Paperclip from older versions of Word, crossed with a fussy British nanny, with a dash of dorky mathematician humor). This child turned off the sound (because he found the narrator annoying and thought it was unnecessary) and didn’t read the captioned version, so he had no idea that he was getting feedback on the way he was trying to solve the problem (“Maybe we should rewind and try something different”). There are also more subtle forms of feedback that my students miss that involve changes in color on the screen or a simple “Yuck” from the dragon in Dragon Box. Players have to be closely attending to a game and be an active participant in the game in order to realize why the dragon is saying “yuck” instead of “yum” and adjust their game-play appropriately.

I’m not sure if the difficulties my students are having using feedback for determine what they’ve learned and what they need to do next is something that they’ll learn through experience, or something I’ll have to teach them. Either way, it seems that in order to learn from gaming, they need to be able to read and take in feedback from the games.

Voluntary Participation

This final characteristic of games is, I think, one of the most important when we want to use games for learning. Being a voluntary participant in a game, according to McGonigal, means that you buy into all of the above and are agreeing to the goal and the rules. And as I said above, my goal for having a student play a game (and the implied goal of the game) may not match up with why a student is playing a game. When that happens, can learning happen? I think so, but it’s more challenging. I think games really have the power to draw learners in and engage them in difficult work in a fun way. But I think we also need to start scaffolding their abilities to engage with the goal, the rules/obstacles and the feedback system in order for them to truly be voluntary participants and use games as tools for learning.

Nearly 2000 words later, I’m still in the same place that I started. I know that games are a powerful tool for learning and that I think they have great potential for engaging my students, but I’m not entirely sure how to make that happen. I think the most helpful thing I can do for them is to keep working with them to build their perseverance and their problem solving skills, as well as do more modeling of how I engage with games and learn from them.

How do you use games for learning in your classroom? Any advice for how to help students become active participants in game play, rather than passive consumers of game entertainment?

Goal Setting for Everyone

Goal setting is an important part of the learning process. It is important for our students and for us for professional growth. I wanted to include more goal setting for students this year, and also set some goals for myself.

Goal Setting for Students

I’ve been spending some time at the beginning of this year getting to know my students, both as people and as learners. One of the first things we did as a class was to watch this video on growth mindset from Khan Academy. Then, we discussed goal setting and I handed out these great sheets designed by 3AM Teacher, and we proceeded to set goals. I love these sheets and they’re well worth the price tag on TPT; however, I would recommend not using the sheet that explains what SMART goals are, especially if you teach middle school. The tagline for Relevant is “Hello, Lover”, which caused a seemingly endless fit of giggles from my 6th graders, and some “ew, that’s gross” comments from my 7th graders. The rest of the handouts, however, are wonderful for guiding students through the goal setting process.

It seemed that for many of my students, this was the first time they were encountering SMART goals, so it was challenging. Although we talked through the process and I modeled how to set a goal that was specific, measurable, achievable, and relevant, we started out with things like “To get better at writing.” Several probing questions later we got closer to a SMART goal: “I want to write longer paragraphs with fewer spelling mistakes”. Sometimes the goals aligned with what their teachers the previous year had set as goals for them, and sometimes their goals were different. What’s important is that they know what they’re working toward (and have a purpose for it), and I know what is important to them, and can begin to incorporate it into my instruction.

Overall, the first effort was successful, but I think the next time I work with them on goal setting this year it will be even better. We’ll be able to really evaluate if our goals were specific enough and measurable enough for us to be able to evaluate our progress, giving them a clearer idea of SMART goals look like, and, I’m hoping, helping to motivate them. They did have some difficulty identifying steps to help them achieve their goals. I think that was partially my modeling wasn’t great, and partially that they’re still not sure what that means. I’m hoping some reflection will help us to create better plans, but I also realize that as an adult sometimes it takes me a lot of time to formulate a plan, so maybe they just need more time.

Goal Setting for the Teacher

I just had my beginning of the year meeting with my principal. As a “probationary teacher” (meaning not yet tenured, not “on probation” as if I did something bad…), I have a meeting at the beginning of the year, and then she observes me twice and we have follow-up meetings on those observations. This year I set goals for myself in three areas: instruction and management, coaching, and self-care. I’m going to follow the same format I asked the kids to (but without the fancy paper). I’m going to share my instruction and management goals here. The others will come another time.

1. Improve my behavior management for my more challenging group.

I have one group (who I adore), but they are very challenging in terms of their behavior. There are a lot of reasons for this. Some of it is group dynamic, some of it is the combinations of individual learning differences. Some of it is what we as educators know to be true about kids who are in programs like the ACS/Learning Support program at my school–after a while students make the decision that it’s better to be bad than to be dumb, and they act accordingly. Some of it is that more intimate environment that we work in allows a certain level of comfort for them which has enormous benefits, but also students sometimes feel that the Learning Lab is a place where they can “let it all hang out”, and they let all the pent up energy out. But some of it is within my control. I want to be more systematic about the approaches I try this year, and really keep track of what’s working and what isn’t. Even though I know that it takes several weeks before one can see if a behavioral intervention is working, sometimes I jump the gun.

My plan: Create a way to reflect in writing, even briefly and bullet pointed, on what happened during each lesson with these students, how I intervened, and what structures and supports worked. I’ve had a colleague suggest ClassDojo, which might be helpful for tracking data, but I’m not sure how effective it will be as a system.

Who can help: I have several colleagues who can help me with this. This is one area though, where observation won’t be effective–adding another person to the mix completely changes the dynamic in small group teaching. Maybe videos?

2. Better integrate the technology I have available to me into my lessons, including finding more ways to leverage “regular” technology as assistive technology for my students.

I am extremely luck to have a number of tech resources, both in terms of hardware and devices (1:1 laptops/MacBooks, my personal iPad, student smartphones, student e-readers, interactive whiteboard) and in terms of software/apps: Schoology, Google Apps, and a variety of tools provided by the school for use by both students and teachers. With so much available, it’s easy to get bogged down in all of that technology and end up just using it, and not necessarily purposefully, rather than integrating it into instruction, so I decided to focus on just a two things:

Creating digital portfolios to track progress toward student learning goals using my iPad, the student laptops, and a TBD app. I’ve been reading and rereading Matt Renwick‘s awesome book, Digital Student Portfolios, in order to get some ideas. Being able to curate evidence of student progress toward their IILP (International Individual Learning Plan) goals will really help with decision making for placement, and help foster conversations with parents. It will also make students think about I think Schoology might be the way to go, but I’m not sure how well it will work–it’s designed to be a learning management system, not a portfolio. I might be better off making individual Google Sites for each student.
Using Schoology to help provide support materials for students. Basically, I want to flip the front loading of content and supplemental curriculum support that used to be the main activity in Learning Lab so I can focus on skill building work.

I don’t have a plan for how to implement this yet. I’m still working on it. But I do know that I have a few educational technology specialists at my school who can help.

I’m excited to pursue these goals this year and share what I learn along the way.

Do you teach goal setting to your students? Do you set professional goals for yourself? How do you track your progress?