18:50:49 From Nikki : learning is using the resources to find out information. Teaching is providing those resources and how to use them. Putting them in charge of their learning by giving them what they need to be successful. 18:50:50 From Holly Rinehart to All panelists : constant growth & reflection 18:50:53 From Stephanie Richardson : Learning is: gaining new knowledge or skills and being able to use them. Teaching is helping someone gain new knowledge and skills, and help them know when to use them. 18:50:56 From Kathryn Connell : Learning is gaining knowledge of a skill 18:51:06 From Kathryn Connell : Teaching is being able to help someone else learn a skill you already know 18:51:11 From Luke McDonald : Learning is a joy of discovery. Teaching is a way we open up lots of ways to experience that joy. 18:51:21 From MH3 : learning is taking parts and making a whole meaning 18:51:50 From bais_ashley to All panelists : Teaching is a bottom up approach from learning. It is a revolving circle of one another teaching to learning and learning to teach! 18:51:53 From Dave Nagel : Kathryn C… Love your statement… for how you separate the 2... 18:51:53 From MH3 : Learning and Teaching are both interactive and interdependent 18:52:17 From Cameron Metzgar to All panelists : Learning is discovering things about ourselves and the world. Teaching is leading and showing others the things we have discovered. 18:52:37 From Stephanie Richardson : Learning is more important. It is possible to learn things on our own. 18:52:39 From bais_ashley to All panelists : learning 18:52:40 From marisa frey : Need both 18:52:44 From Jodi to All panelists : learning is student center and teaching is guiding that learning. 18:52:57 From Jodi to All panelists : learning 18:53:29 From JoEllen Walters : Some days I feel like I teach without students learning, haha! 18:55:28 From Rafe : learnig 18:55:36 From Rafe : That’s funny JoEllen!! Ha! 19:13:17 From JoEllen Walters : I think PLC’s can help a lot with teacher clarity on teachers 19:23:55 From Brad Verneau : Intersting that transfer only happens after deep learning. 19:26:00 From Diana Kurka : We will post it on the Resource page. 19:28:04 From Brad Verneau : Discussion: effective, beneficial. “It’s about dialogue not monologue.” 19:28:16 From Nikki : #1 Summarize- word: Capture Phrase- the entire last sentence. #2 Class Discussion- word: comprehension Phrase- enables students to build and check their knowledge. 19:29:30 From bais_ashley to All panelists : #2 Class Discussion: Involved 19:29:38 From Brad Verneau : Feedback: “The least effective forms of feedback are programmed instruction, praise, punishment, and extrinsic rewards." 19:29:41 From Luke McDonald : #4 Vocabulary Instruction: Comprehension; “definitional and contextual information” 19:29:42 From Kathryn Connell : #4 Vocabulary Instruction: definitional, contextual. “More than 1 or 2 exposures to the word” 19:29:50 From bais_ashley to All panelists : #4 Vocabulary: Knowledge and Exposure 19:29:51 From kbrumfield : Problem solving- includes prioritizing solutions from all options as well as considering others’ perspectives 19:29:55 From MH3 to All panelists : #3 feedback - performance 19:29:55 From marisa frey : #3 punishment/“The least effective…extrinsic rewards.” #4 Understanding / “Involves students in deeper processing…” 19:29:59 From Stephanie Richardson : #2 class discussion - dialogue - “as teacher talk decreases, student talk increases and this can be beneficial for learning.” 19:30:03 From elise.barrett to All panelists : #4 improve reading skills 19:30:20 From MH3 to All panelists : #5 problem solving teaching - outcome based 19:30:24 From elise.barrett to All panelists : Providing both definitional and contextual information 19:30:24 From Stephanie Richardson : #5 design - “using multiple perspectives to uncover the issues related to a particular problem.” 19:30:32 From Kathryn Connell : #5 Problem solving: defining, solutions “design an intervention plan” 19:30:48 From JoEllen Walters : Feedback- The least effective types of feedback are programmed instruction, praise, punishment, and extrinsic rewards 19:31:03 From JoEllen Walters : Vocab-improvements in reading comprehension and overall reading skills. 19:38:48 From Nikki : Ive seen this a lot. Its so cute! 19:42:26 From Kathryn Connell : Is spaced practice differentiated between students? 19:42:42 From kathleen : I like that image! 19:47:05 From Nikki : aristocrat 19:47:08 From Kathryn Connell : aristobrat 19:47:18 From Nikki : empress 19:47:19 From Stephanie Richardson : Empress 19:47:21 From Luke McDonald : empress 19:47:28 From Luke McDonald : Great 19:47:33 From Nikki : minor 19:47:34 From elise.barrett to All panelists : the Great 19:47:50 From teacher to All panelists : aristocrat 19:48:23 From teacher to All panelists : empress 19:52:35 From Diana Kurka to All panelists : Dave may we have some of the slides like ‘Clarity Coming to Life’? 19:53:58 From Dave Nagel : Diana… Sure… I will send a PDF of the presentation tonight to send / share with the group… 20:01:48 From teacher to All panelists : This is a great idea! Love this! 20:07:31 From Nikki : That accent she has lol. I grew up in Maine, so I have an awful one LOL 20:12:05 From Nikki : her class does that amazingly well 20:12:08 From Nikki : im jealous lol 20:12:28 From Stephanie Richardson : What were the roles in the group again? 20:12:38 From Luke McDonald : So much ownership! 20:12:41 From Brad Verneau : Roles rule! 20:12:43 From Cameron Metzgar to All panelists : peers are often the best teachers 20:12:46 From Nikki : the way they take turns and really listen and are seriously devoted to answering adn doing their part was great 20:12:51 From marisa frey : Everyone was actively involved 20:12:52 From elise.barrett to All panelists : I would like to share this with my fourth graders! 20:12:53 From Stephanie Richardson : I had clarifier, summarizer, teacher, questioner and….? 20:13:01 From Nikki : it was truly collaborative! 20:13:17 From Luke McDonald : They weren’t just focused on finished and actually saw the value in what they were doing 20:13:24 From Brad Verneau : Such engagement and a real sense of accomplishment at completion. You could see it on their faces! 20:13:28 From teacher to All panelists : I loved the roles of each of the students. It would take some time to develop in classroom, but once it’s developed, it would be very powerful and effective 20:13:33 From Kathryn Connell : I loved that they were able to teach each other and help each other learn 20:13:33 From JoEllen Walters : I loved (and envied) the independent responsibility. Something I wish/strive for in my classroom. 20:13:33 From bais_ashley to All panelists : I wonder what’s on the sheet that was in front of them! I love the questioning techniques 20:13:35 From Stephanie Richardson : Good point, Luke 20:23:56 From Brad Verneau : 3- roles provide clarity 20:25:10 From Diana Kurka : You will be able to use this as a jumping off point for your discussion options if you are taking the webinar for credit! 20:25:14 From bais_ashley to All panelists : take aways: transfer, deep, vs surace teaching committed actions: utilizing jigsaw and peer tutor Pressing Question: The videos that were shown are great strategies. However, behaviors are a big distraction and lose the focus of the other students. How would you motivate students htat don’t want to particiapte in reading groups or desire to do so? 20:25:33 From teacher to All panelists : Surface vs. deep learning 20:25:36 From JoEllen Walters : 3-consistency of expectations with higher learning, ownership of role or learning can/should extend learning, and even a school with high needs (like my school) can dive into higher level learning. 20:25:37 From Luke McDonald : Takeaways: 1. We need to think about different types of learning when crafting success criteria. 2. We need multiple SC because teaching Is messy and everyone learns at a different pace. 3. Teachers are not facilitators, they are activators! This one I think ties a lot of what we learned today and speaks to the dynamism we learned last week. 20:25:52 From teacher to All panelists : Reciprocal teaching - want to look more into this.. 20:26:13 From Stephanie Richardson : Take - aways: class discussion is more effective when the teacher dialogue matches student talk; reciprocal teaching is very effective, and peer tutoring helps the tutor more than the learner 20:26:16 From Kathryn Connell : 3 take aways: students won’t be able to move to deep and transfer without some surface level knowledge, problem solving is making sure you are helping the learner solve the problem because when they get it right it gives them a connection, we need to teach peer tutors how to peer tutor 20:26:24 From teacher to All panelists : Love sticky note concept mapping. I will definitely do this in science/ social studies 20:26:41 From Luke McDonald : Actions: 1. Revamp jigsaws. 2. Be more intentional about the role of vocabulary. 20:26:48 From JoEllen Walters : 2- I want to keep pushing the rigor on my lower readers, and trying more collaboration and feedback to my students and from them. 20:26:57 From Stephanie Richardson : Committed actions: explore reciprocal teaching more, really think about my vocabulary words, make sure my note-taking is focused on summarizing key points 20:27:08 From Brad Verneau : 2- committed actions: roles for all group work and to readjust my jigsaw approach! 20:27:08 From Nikki : I would commit to using peer strategies more, like tutoring. That I can commit to. Making sure I intetnionally pair students. 20:27:16 From teacher to All panelists : Sentence frames for jigsaw response groups would be helpful. Do you have them available for us? 20:27:22 From Kathryn Connell : 2 committed actions: I’d like to see how someone has done reciprocal teaching with a kindergarten class and how they did it, I’d also like to try concept mapping 20:28:05 From Nikki : A pressing question I have is how to motivate those who find no value in peer discussions. 20:28:23 From Rafe : Why not try it? That makes no sense. 20:28:27 From JoEllen Walters : 1. Pressing question, how do I implement this with fidelity, when somedays I feel like I’m just putting out fires in my classroom, as well as taking in other classrooms’ fires… How long did it take for the 2nd grade teacher in the video to get her classroom running so efficiently? 20:28:29 From MH3 to All panelists : Being more intentional in everything! 20:28:33 From Nikki : I have one student who just DOES NOT find value in collaboration- he knows it all LOL 20:28:41 From Stephanie Richardson : Pressing question: How can I more effectively utilize spaced practice ?( maybe I need to differentiate this for my students) 20:28:52 From Stephanie Richardson : Nikki, I have one of those too! 20:29:14 From teacher to All panelists : You had a graphic organizer that you skimmed over that looked like a cross with a triangle in the middle… can you show that to us? Is that a Doug Fisher writing response to reading? 20:29:42 From marisa frey : reverse psychology works wonders 20:30:21 From JoEllen Walters : It was a day of classroom fires! Is it Spring Break yet?!?!? 20:32:41 From Kathryn Connell : Pressing Question: I am wondering how to do these different approaches with my kinders and first graders