18:46:34 From davidnagel : Karl…Welcome! 18:51:43 From Andrew Gillilan : Transform…..thinking about teaching and learning 18:51:51 From shipleyk : thinking 18:52:05 From Molly Hickox : Yes, transform is the word that resonates with me 18:52:05 From rickdormer : impact; focus on learning 18:52:06 From alice.sage : Transform 18:52:13 From shipleyk : Mindframes that shape our thinking 18:52:21 From Karl Schleich : “Focus on learning” is a critical phrase…..I think many think about the act of teaching without necessarily cognizant of learning. 18:52:29 From alice.sage : affects the decisions we make in our work 18:53:20 From Carroll_Deanne : Thinking 18:55:14 From SERRC Admin : got it 18:57:53 From dianakurka : These are posted on the Resource website. 19:00:23 From Carroll_Deanne : It’s always a challenge to garner by in from the enrire school community (teachers) to implement a program that we hope will positively impact student learning. 19:00:44 From Carroll_Deanne : Oops “buy-in” 19:02:41 From Karl Schleich : #7…more dialog, less monologue 19:07:08 From davidnagel : Carrol… SO true… What these mind frames do is move away from a ‘programmatic” approach ... 19:07:57 From Karl Schleich : Can you please describe Piagetian Programs? 19:08:39 From Karl Schleich : Thank you! 19:09:20 From Carroll_Deanne : Yes - We’ve garnered more gains from being more conscious and thinking about areas of concern that trying to implement across the board programs. 19:10:05 From Karl Schleich : Observing and monitoring student work 19:10:13 From April Scott : Listening more than speaking 19:10:13 From SERRC Admin : collecting evidence 19:10:16 From Molly Hickox : Reflecting with colleagues 19:10:21 From SERRC Admin : reflecting on learning 19:10:21 From Karl Schleich : moving around the classroom observing, asking questions to check understanding. 19:10:33 From Dave Foshee : observing and reflecting on learning and progress 19:10:34 From alice.sage : Observing 19:10:42 From Karl Schleich : “please explain your thinking” 19:12:23 From alice.sage : different assessments for the classroom 19:17:32 From shipleyk : is there something I can structure differently or target concepts I have not covered. 19:17:33 From Andrew Gillilan : As a Test Coordinator…my least favorite question is ‘do I have to give this test/assessment?’ If you won’t do anything with the results, why bother giving it 19:17:34 From Molly Hickox : growth vs. achievement 19:17:35 From Carroll_Deanne : “Wow…I really thought I’d see more…” This is interesting…. 19:17:45 From SERRC Admin : Could I have taught that differently 19:17:46 From Karl Schleich : Teachers collaborating to create rubrics or scoring guides that clarify what demonstrates a particular score. 19:17:49 From Dave Foshee : Comparing assessment results among each class and talking about desired results 19:18:02 From SERRC Admin : What did I set as my goals and objectives for that lesson 19:18:04 From Dave Foshee : Calibrating assessments 19:18:12 From shipleyk : I would hope that we see that we are utilizing results from assessment to drive our instruction 19:18:17 From alice.sage : teachers taking ownership to what they could have done better 19:18:19 From Karl Schleich : Teachers assessing student work together and having conversations about it. 19:18:25 From Brandt Bowen : How do I better present the areas of weakness? 19:18:32 From April Scott : Data wouldn’t serve as a “gotcha” for completion but rather an informational feedback about depth of understanding. Using the data to see gaps or things that might need further development in instruction 19:18:42 From Karl Schleich : Analytical writing assessment process were so beautiful this way! 19:18:42 From rickdormer : varied assessments to inform instruction 19:18:49 From alice.sage : Engaging students in the assessment building and how the class did 19:19:14 From April Scott : I love taking the idea of collaboration and considering students as part of that collaboration 19:20:49 From Karl Schleich : Bravo….however I think far too often PLC’s become staff meetings:-( 19:22:01 From Dave Foshee : That is a good reason to have established norms for each time we meet 19:23:25 From Brandt Bowen : We are learning Ukulele as a staff. Learning a new skill that many don't know has done a lot to bring our staff closer together. It also helps us reflect on learning styles and reflect on the challenges we as educators have in learning something new. 19:24:41 From Karl Schleich : Very cool Brandt! 19:25:34 From davidnagel : Brandt… Awesome… We will talk about the mind frame of challenge soon…! 19:29:12 From Carroll_Deanne : Excitement 19:29:16 From Molly Hickox : Colleagues engaging in conversation without prompts 19:29:48 From April Scott : Sounds like discussion and feels like positive energy. 19:30:16 From April Scott : Looks like more listening and speaking versus phone browsing and leaned back in chair not engaged 19:30:48 From davidnagel : april… thank you 19:31:21 From Karl Schleich : Woohoo! Classroom management is significant!!!! 19:41:36 From Brandt Bowen : Create success opportunities. What learning can I help create and scaffold to provide a sure success for a student feeling as if they can't? One success can be built upon 19:41:57 From Karl Schleich : Praise is also much better when it is specific. 19:42:08 From davidnagel : Brandt… Success leads to self esteem… NOT the other way around….. 19:42:12 From Molly Hickox : Acknowledging that a subject or task may have been hard in the past, but being open to trying again with a new method or strategy 19:42:25 From Carroll_Deanne : Encouraging - “I know this may be hard right now…do you think you might be able to…” (as you unpack the challenge) 19:42:30 From SERRC Admin : Moving beyond a grade based on effort and progress rather than just reaching a benchmark 19:42:51 From Karl Schleich : When we praise effort, we have to be able to drill down about what the effort was, for example, “man, you wrote and rewrote that three tines!!!! That’s effort!” 19:42:54 From Dave Foshee : Students willingness to take on challenges increases 19:42:55 From shipleyk : Feedback should be honest and also taylored to allow the student to have success and the self exsteem will follow. You must also address the messages or "mind reads 19:42:55 From alice.sage : Encouraging 19:43:02 From April Scott : Talking about challenging themselves and praising them for picking something that challenged them 19:43:17 From davidnagel : SERRC… yes… MOUNTAIN of evidence that comments only (Highest)… then grades and comments… vs. just grade had higher effect 19:43:21 From shipleyk : " taht studnet s have in order to guide them toward finding motivation on their own. 19:43:44 From April Scott : Authentic feedback 19:43:56 From alice.sage : Encouraging to try something new, a different approach, thinking outside the box 19:44:30 From dianakurka to Melissa Crane(Privately) : Melissa will the video be incorporated within the PP? 19:44:58 From Melissa Crane to dianakurka(Privately) : unless he takes it out 19:45:10 From April Scott : Alice, I agree and love encouraging to find different ways to approach or solve something. 19:45:34 From dianakurka to Melissa Crane(Privately) : Oh good. I am including the information as one of the assignment choices. 19:45:51 From Melissa Crane to dianakurka(Privately) : the videos will be on the webinar recording 19:46:31 From alice.sage : April, I teach at an alternative school and I really try to encourage my students TRY 19:47:31 From April Scott : Great job, Alice =) 19:47:53 From Karl Schleich : Teacher clarity is good for both academics and behavior. 19:50:39 From shipleyk : Moving a student up in skills and levels and skipping a grade based on mastery can be a great thing, but there is also a danger of moving a student up where when physical development lags, you are able to meet their needs. I have found that you can move them up in certain academic areas and have them with their peers in other areas is perferable. 19:52:43 From Karl Schleich : Student led conferences create an expectation and the skills for students to be able to do this as a routine. 19:52:44 From SERRC Admin : And social emotional 19:54:08 From shipleyk : I hate seeing a student being held back and have no choice after they have mastered information. I would love to see structures put in place where students can move to their level of understanding. 20:01:25 From April Scott : Take the teaching process as a process that includes their ability to grow and learn as much as it is for students. 20:01:36 From Carroll_Deanne : Communicating appropriatly high expectations with the understanding that the learning will come with challenges 20:01:41 From Karl Schleich : Teachers would be thinking about groupings or individual ways to ‘stretch” kids….differentiation….easier said then done. 20:02:14 From Karl Schleich : Maybe giving some choices to students too….especially this who are excelling. 20:02:27 From Dave Foshee : The willingness to take student feedback is key. Not everyone can handle the well. 20:02:41 From rickdormer : I remember doing that… 20:03:44 From Brandt Bowen : Always striving to learn more about what we teach. And, always working to better our own understandings. 20:04:07 From Andrew Gillilan : Teachers who don’t challenge their students are the ones whose students go from high achievement/low growth to low achievement/low growth where challenging teachers move students to high achievement/high growth even low achievement kids move to high growth and move closer to high achievement 20:04:58 From shipleyk : Adjusting instruction based on feedback and moving on and challenging student rather than focusing on the planned lesson. 20:05:22 From alice.sage : teachers had to be ready for the challenge, some teacher are just covering the surface and offer no challenge 20:06:00 From alice.sage : I grow more as a teacher when my students give me feedback and challenge me to come up with ways to challenge them. 20:06:20 From Molly Hickox : Hahaha! 20:07:41 From shipleyk : Allowing students to make choices on how they learn 20:11:30 From shipleyk : Unfortunately, I have found more Ap teachers that will give that kind of comment than you would expect. 20:15:33 From SERRC Admin : You would need a record keeping system on student progress, more than a letter grade 20:17:19 From Carroll_Deanne : Ah - formative assessments 20:18:21 From April Scott : I prefer asking “What Questions do you have?” Versus “Do you have any questions or Any questions?” For some reason, changing the expectation that there would be questions versus you only have questions that has the ‘feeling’ you only have questions if you weren’t paying attention. 20:18:57 From April Scott : Has had the impact of more kids willing to ask a question (sorry I hit submit prior to completing thought). 20:19:24 From davidnagel : april… For sure… Excellent point 20:20:44 From Karl Schleich : A questioning patter of pausing, paraphrasing and posing another question……cognitive coaching! 20:21:02 From davidnagel : Karl… For sure… Cognitive coaching... 20:21:13 From davidnagel : Exit tickets…? how would they be used? 20:21:16 From Karl Schleich : The 60-40 rule…..the student is talking 60% of the time and the teacher 40% 20:21:19 From Andrew Gillilan : students given time to talk through problems and ideas…not just teacher talking… 20:21:26 From Molly Hickox : I like her use of “Tell me more”…. 20:21:48 From Karl Schleich : “PLEASE EXPLAIN YOUR THINKING” 20:21:52 From SERRC Admin : group generated discussions, effective listening 20:23:22 From Karl Schleich : In the I do, we do, you do model it is the “we do” 20:26:22 From shipleyk : Yeah, but they still learned the minimum with the oppotunity and choice to do more. 20:26:27 From Karl Schleich : In one of my schools, we did instructional tours and part of the protocol was asking these questions. It had the effect of having teacher be more explicit. 20:27:01 From alice.sage : 60% 20:31:12 From alice.sage : I can tell what kind day a student is going to have within the first few moments in my class. 20:33:09 From Brandt Bowen : Mistakes are where the new learning happens 20:41:48 From alice.sage : I wish I can going to the conference. 20:41:57 From Molly Hickox : Thank you! 20:42:46 From Karl Schleich : Thank you Dave for sharing this information and providing your insights! See you at the MTSS Conference! 20:42:51 From SERRC Admin : Thanks for all thinking that came forward in this group. 20:43:29 From Melissa Crane : Survey 4 - https://www.surveymonkey.com/r/3MRXBVY