Student Voice @WaukeshaNorth1

The results below are part of a student learning survey that we have committed to giving our students each month to help listen to student voice. Although the open-ended responses have been the most interesting to read and have provided me with great insight, it has been my face to face follow up conversations with students that have held the most power.
The graphs below show general student responses in the areas of WICOR:
(Writing, Inquiry, Collaboration, Organization and Reading)
The student responses do seem to match our adult observations with Making Thinking Visible walk-throughs. So now, what do we do to increase our levels of WICR in our purposeful daily planning?

Were you asked to COLLABORATE?

In 25% or less of my classes	53	26%
In 50% of my classes	57	28%
In 75% or more of my classes	62	30%
In all of my classes	35	17%

Were you asked to WRITE?

In 25% or less of my classes	39	19%
In 50% of my classes	49	24%
In 75% or more of my classes	54	26%
In all of my classes	65	31%

Were you asked to ASK QUESTIONS?

In 25% or less of my classes	74	36%
In 50% of my classes	43	21%
In 75% or more of my classes	46	22%
In all of my classes	44	21%

Were you asked to READ?

In 25% or less of my classes	36	17%
In 50% of my classes	55	27%
In 75% or more of my classes	54	26%
In all of my classes	62	30%

Were you taught how to ORGANIZE yourself?

In 25% or less of my classes	121	58%
In 50% of my classes	40	19%
In 75% or more of my classes	23	11%
In all of my classes	23	11%

Were you asked to VERBALLY SHARE what you learned?

In 25% or less of my classes	60	29%
In 50% of my classes	67	32%
In 75% or more of my classes	50	24%
In all of my classes	30	14%

Making Thinking Visible as we increase levels of DOK

The North team made 52, "Making Thinking Visible" walk-throughs, this month as we increase to 194 total classroom visits.
Although the evidence of student thinking through writing and through verbal communication is interesting to look at, I think we all know that most important, are the levels of DOK we have our students engaged in during each class period.
These visits are usually only 2-5 minutes long, but I still have to wonder why 45% of the time, no one is seeing our students writing? Also, our teacher-led discussion still dominates the visits as we observe that 39% of the time. Yes, I hear you...time and place, I get it.
So, depths of knowledge...how are we doing in that area? At the last faculty meeting when Becky took us through the activity of purposefully crafting activities in the level 3 and level 4 range, we know many of us experienced some cognitive dissonance. Why did we struggle with this? Is it because it forced us to analyze more closely the activities and learning experiences that we put in front of our students, or was it because it was harder to purposefully plan strategic and extended thinking for our students?
I think what it opened my eyes to, was the admission that we are still heavy in our individual teacher planning and we need to become better at involving students in the planning process so they can have ownership in the "why" of their learning and ultimately have more control over the "how" to reach their ultimate student learning outcomes.

Identify Student Group Format

Whole Group	110	56%
Individual	76	39%
Pairs	18	9%
Small Group	47	24%

Evidence of Student Thinking Through Writing

Worksheet	51	26%
Annotating Text (Interacting with Text)	16	8%
Using a Graphic Organizer (KWL, Venn Diagram, Taking Notes, etc.)	31	16%
Writing Process (Brainstorming, Drafting, Editing, Final Copy, etc.)	10	5%
Collaborative Writing, (Discussion Boards, Responding to Blogs, etc.)	1	1%
Journaling (Thoughtful Logs, Response Journals, etc.)	8	4%
Exit Tickets	0	0%
Student to Student Feedback	2	1%
Not observed at this time	89	45%

Level of Student Thinking - Writing

Recall and Reproduction	37	19%
Working with Skill and Concepts	68	35%
Short-term Strategic Thinking	26	13%
Extended Strategic Thinking	3	2%
Not observed at this time	83	42%

Evidence of Student Thinking Through Verbal Communication

Partner Discussion (Turn & Talk, Think-Pair-Share, etc.)	28	14%
Teacher-Led Discussion	76	39%
Student-Led Discussion (Socratic Seminar, Debating, etc.)	2	1%
Students Asking Questions	18	9%
Student Presenting (Formal or Informal)	16	8%
Conferring (Teacher:Student)	23	12%
Student-to-Student Feedback	23	12%
Not observed at this time	48	24%

Level of Student Thinking - Verbal

Recall and Reproduction	61	31%
Working with Skill and Concepts	82	42%
Short-term Strategic Thinking	25	13%
Extended Strategic Thinking	2	1%
Not observed at this time	49	25%

Focusing in on Questioning and Discussion Techniques (3b) and Using Assessment in Instruction (3d)

The month of November seemed to fly by and between entering observations into Teachscape and doing "Making Thinking Visible" walk-throughs, the North team still has managed a total of 35 Danielson feedback visits for a total of 82 overall. The cumulative data is below.

Questioning and Discussion Techniques (3b) and Using Assessment in Instruction (3d) are areas in which we can look to improve as a school.
Are you consistently challenging students to justify their thinking when they answer a question in class? How are you able to employ a range of strategies to ensure that most students are heard during any given class period?
When asked, can your students articulate the assessment criteria they are working towards? Have you taken that next step to get your students involved and contributing to the assessment criteria?

Refer to the Framework for Teaching, and collaborate with your colleagues on how to move these instructional practices forward. With targeted practice, let's try to move the dial in these areas over the next few months so we can see forward growth and our students can become more involved and integrated into these components as well.

Domain 2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport

1	1	1%
2	4	5%
3	68	83%
4	9	11%

2b: Establishing a Culture for Learning

1	2	2%
2	10	12%
3	64	78%
4	6	7%

2c: Managing Classroom Procedures

1	1	1%
2	18	22%
3	59	72%
4	4	5%

2d: Managing student behavior

1	0	0%
2	12	15%
3	66	80%
4	4	5%

2e: Organizing physical space

1	0	0%
2	7	9%
3	67	82%
4	8	10%

Domain 3: Instruction

3a: Communication with Students

1	0	0%
2	12	15%
3	65	79%
4	5	6%

3b: Questioning and Discussion Techniques

1	3	4%
2	34	41%
3	35	43%
4	3	4%

3c: Engaging Students in Learning

1	3	4%
2	21	26%
3	53	65%
4	2	2%

3d: Using Assessment in Instruction

1	1	1%
2	31	38%
3	44	54%
4	2	2%

3e: Demonstrating flexibility and responsiveness

1	2	2%
2	12	15%
3	54	66%
4	1	1%

@mrdelponte posts a guest blog as we welcome the Center for Innovation in Education from Kentucky to @WaukeshaNorth1 next week

Guest Blog Post--Innovating the true Student Experience!

A Maine superintendent explaining how students truly progress at their own pace--based on their competencies--throughout high school; A Kentucky official explaining how they designate Districts of Innovation in their state; Students discussing how they will be going on a bus tour to teach local elementary students about culture in Nicaragua.

Five years ago, when I first entered teaching, I would never have guessed that I would witness those three things--in a 2.5 day conference! In late October, I had the great privilege of joining Ryan Krohn at the annual Innovation Lab Network Convening in Louisville, Kentucky. Basically, it was a gathering of states who have agreed to--on the local and state levels--truly innovate education. It was amazing to hear how states are redefining education so that it is about student learning--not adult teaching.

One of the most memorable experiences was our visit to the School on FIRE in rural Eminence, Kentucky. Here, we were exposed to true elements of personalized learning, like projects tailored to student interests (Nicaragua!) and schedules that varied so that teachers could coach and mentor kids. The emphasis was not just on college preparation but on the skills needed to be a productive global citizen. For each year in the School on FIRE, students must meet rigorous project and service learning requirements--all of which must meet proficiency in many different standards. (shown in image at right)

At the conference itself, it was amazing to truly see how innovation is happening in the states. One of the biggest movements, now, is to restructure finance policies so that states reward innovation and efforts toward personalized learning, which would truly shake the fabric of current finance policies. There are also cases of local districts who have overhauled their whole system to accommodate flexible schedules, competency-based learning, and project-based experiences for kids.

In reflecting upon this great experience, two things will leave a lasting mark on me in my own innovation efforts:

• Waukesha rocks! During the conference, the Wisconsin delegation spoke glowingly about all of the amazing efforts to create systems of learning in Waukesha. Truly, we are on the national radar, and people love what we are doing!

Innovation is not a fad. It is going to truly transform education at all levels. Many initiatives and proposals come and go. Based on the national efforts and state resources being invested in the 3 P’s (Proficiency, Personalized, and Project-Based) of learning, it is so amazing to see how we are innovating education--not just for teachers and administrators--but truly for students.

Leverage Leadership

The quote even before the Foreword says it all, "For children everywhere- that we can build you schools of excellence that allow you to fly."

Just stop and think about the power of this statement.

So what really makes education effective? The answer: minute-by-minute leadership that ensures great teaching to guarantee great learning. If only that simple.

Effective planning on the part of teachers demands that we narrowly focus in on what students will be able to do on each day. Is this precision part of your daily planning or do you find yourself leaving things to chance?

Every moment our students practice the right things is a moment that builds habits of excellence. Whether it be an ACT Reading skill, how to collaborate effectively with others, or how to handle confrontation. Every moment we can reinforce the right things is a moment our students become better and we get better as a school.

#mwgs Midwest Google Summit-Guest Blog Post from @rsyvermath

Midwest Google Summit - Guest Blog

Robb Syverson

I recently had the opportunity to join four colleagues at the Midwest Google Summit in Wisconsin Dells. Always viewing myself as an edtech vision forward person, I jumped at this chance to stoke my fire of curiosity and see some of the latest and greatest from Google EDU. Moreover, being the new guy on the block, getting a chance to share this experience with veteran Northstar teachers was also something I was excited to do.

Following the common #mwgs prompt, Twitter became my journal for the next 32 hours and as such I will use some of my tweets to guide my guest blog.

1.

17-Nov-2014

4 C's vs SAMR for lesson planning #mwgs http://t.co/vmtVnvYZjD

Robb Syverson @rsyvermath

Communication, collaboration, creativity, and critical thinking were posed to us by our keynote speaker, Mark Garrison, as even more important than the SAMR model when lesson planning. He had stated that focusing on these 4 C’s promoted higher levels of DOK and student engagement than worrying about SAMR, although we still need to acknowledge SAMR’s importance.

2.

17-Nov-2014

g(Math) & @Desmos = awesome meets free #mwgs

Robb Syverson @rsyvermath

There wasn’t much math specific content at the conference but one of my favorite take aways was the add-on/script g(Math). For those needing a great way to add equations and graphs to Docs and Forms, this addon is as good as it gets right now.

3.

18-Nov-2014

Create, copy, and share Google Sites in bulk with Ss for portfolio creation using add-on siteMaestro http://t.co/VPGnNIiSDA #mwgs

Robb Syverson @rsyvermath

As Dale stated “(we) needed this like 2 months ago.” Moving forward, the spreadsheet script siteMaestro can make templated Google Sites much easier to push out and implement.

4.

18-Nov-2014

Turning Ss into Makers = Awesome concept! #mwgs #googlegadgets

Robb Syverson @rsyvermath

Perhaps the most fun I had at any of the presentations was the one working with Google Gadgets. The room was full of energy and curiosity as the many “tech toys” that Google is pushing out were demonstrated in a hands on fashion. Everything from drones to Google Glass to Google Cardboard and more were available to bring out the playful and creative aspects of learning. The emphasis on students making, creating, and playing with knowledge was at the forefront. I didn’t want the session to ever end. (My Christmas wishlist blew up during that one.)

5.

18-Nov-2014

Lunch -> coffee -> Above and Beyond: Nerdy Drive Tips = #winning #mwgs w/ @dalevankeuren

Robb Syverson @rsyvermath

Andy Crozier, Superintendent at Andrew CSD, led a session covering the power of Drive’s advanced search options, add-ons, and many tools that can make our lives more efficient professionally and personally. I came away reminded that technology is a tool to be implemented to optimize our goals. Technology needs to offer functional improvement or open new doors to really be of use. If we are using new tech to do what we’ve always done, there isn’t much point to pursuing it. However, we also need to be fully aware of the many ways in which a tool can be leveraged before we write it off. Drive’s advanced search functionality is direct evidence of the aforementioned. I had no idea of the added improvements the little drop down arrow the search bar would provide.

While I’m still trying to process everything I heard, saw, learned, and interacted with, my biggest takeaway from Google Summit was the importance of excitement and curiosity. Learning something new and challenging is so much more enjoyable when excitement and curiosity are prevalent. I fully acknowledge that not every lesson is going to make our hearts pound from adrenaline spikes nor do they need to. However, a few drones sure could help.