WALO's
We were to design a set of at least three Wicked Awesome Learning Opportunities (WALOs) as possible next steps.
The first WALO was to be designed to help me reflect on my own practice; the second WALO was be centered around how I share my learning with my immediate colleagues and the last WALO asked to lead members of my community.
Each WALO was an opportunity for action and reflection enabling me to address my essential questions.
My First WALO..
The first WALO was to be designed to help me reflect on my own practice; the second WALO was be centered around how I share my learning with my immediate colleagues and the last WALO asked to lead members of my community.
Each WALO was an opportunity for action and reflection enabling me to address my essential questions.
My First WALO..
Response from my fellow participants on my first WALO....
Dr. Hunsburger - Sakina I was fascinated to read your reflection and was struck by how one of the dilemma's you faced connected to what I wrote about in my reflection. As I read about your concerns about student feedback - would it be authentic, would they use it as an opportunity to criticize - I was on the edge of my seat.
I was fascinated and impressed by the process you used to support them in giving constructive, honest feedback. I was also impressed by your courage in putting yourself and your own practice on the line with them and asking them for such direct feedback. But I am particularly struck by your question: "Were they honest because of the process we choose or they are like that. Would they have given the same feedback otherwise as well…?!" Of course we can't know for sure, but here's my guess. I think most if not all kids are "like that" or I should say, capable of giving honest, direct useful feedback - but they may not know how. Structuring the process for them creates a safe place for them to do so and asking them for their feedback in ways that they know it will be considered and used helps them separate themselves and their own personal issues from the subject they are giving feedback on or too. It also gives them parameters that make them feel safe. I hope, too, that when we ask for their feedback in these ways that they recognize that we see them as capable and competent and that it helps them step up and accept responsibility.
Mr. Krueger - Sakina:
I am glad that your lunch sessions were so productive. It started with one lunch and grew to three. I think that the feedback you got was extremely valuable, but I am also so happy that you were focused on making sure it was not just an opportunity for students to air gripes, but give meaningful feedback that can help you and also themselves. The time you spent structuring this and outlining it seems like it made quite a difference.
I think the structure you chose was a good one, and had a good flow. I also think that building in the reflection time for everyone is a smart investment in your class. What it seems you are essentially doing is helping everyone to think about the part they play in the class, and do their best to make the class as
good as it can be. I think your students will see the transparency at which you are trying to improve your own practice, and respect you for your openness and honesty. I like that it resulted in a few concrete goals, and that you found that you were already doing many things to a high standard, and you want to
continue them.
One thing you may want to consider as a follow up are exit cards. They can be as simple as one question, focusing on one aspect of the class, rather it is behavior, expectations, content, etc. You can use the last
couple of minutes of class for them. I have seen Rob and Stacey use these well, and you can look over them in 5 minutes. It might give you insight to something specific in your class, and you can mix them up every day. I am excited to hear your current thinking about your LSP project.
Ben
Ms. McBain - Sakina,
This was so wonderful read. I liked how you structured these reflections sessions. I think it was particularly helpful that you did a session on reflection first then opened it up to a conversation about teaching then
about yourself. I imagine that this was a difficult but a powerful session. I trust that your students now view you in a new light!
Given their recommendations, have you thought about which recommendation you might do first
and why? I like the idea of exit cards that ben noted as these might be easy ways for you to keep the conversation going. I also think a weekly "connections" round might be interesting so that you can not only have students' reflection on your teaching but also their participation in the lessons as well. Now that you
have opened the conversation with them with what you can do better, I think it will be easy to open the conversation up about what they can do better as well.
Great job!
Laura
Dr. Hunsburger - Sakina I was fascinated to read your reflection and was struck by how one of the dilemma's you faced connected to what I wrote about in my reflection. As I read about your concerns about student feedback - would it be authentic, would they use it as an opportunity to criticize - I was on the edge of my seat.
I was fascinated and impressed by the process you used to support them in giving constructive, honest feedback. I was also impressed by your courage in putting yourself and your own practice on the line with them and asking them for such direct feedback. But I am particularly struck by your question: "Were they honest because of the process we choose or they are like that. Would they have given the same feedback otherwise as well…?!" Of course we can't know for sure, but here's my guess. I think most if not all kids are "like that" or I should say, capable of giving honest, direct useful feedback - but they may not know how. Structuring the process for them creates a safe place for them to do so and asking them for their feedback in ways that they know it will be considered and used helps them separate themselves and their own personal issues from the subject they are giving feedback on or too. It also gives them parameters that make them feel safe. I hope, too, that when we ask for their feedback in these ways that they recognize that we see them as capable and competent and that it helps them step up and accept responsibility.
Mr. Krueger - Sakina:
I am glad that your lunch sessions were so productive. It started with one lunch and grew to three. I think that the feedback you got was extremely valuable, but I am also so happy that you were focused on making sure it was not just an opportunity for students to air gripes, but give meaningful feedback that can help you and also themselves. The time you spent structuring this and outlining it seems like it made quite a difference.
I think the structure you chose was a good one, and had a good flow. I also think that building in the reflection time for everyone is a smart investment in your class. What it seems you are essentially doing is helping everyone to think about the part they play in the class, and do their best to make the class as
good as it can be. I think your students will see the transparency at which you are trying to improve your own practice, and respect you for your openness and honesty. I like that it resulted in a few concrete goals, and that you found that you were already doing many things to a high standard, and you want to
continue them.
One thing you may want to consider as a follow up are exit cards. They can be as simple as one question, focusing on one aspect of the class, rather it is behavior, expectations, content, etc. You can use the last
couple of minutes of class for them. I have seen Rob and Stacey use these well, and you can look over them in 5 minutes. It might give you insight to something specific in your class, and you can mix them up every day. I am excited to hear your current thinking about your LSP project.
Ben
Ms. McBain - Sakina,
This was so wonderful read. I liked how you structured these reflections sessions. I think it was particularly helpful that you did a session on reflection first then opened it up to a conversation about teaching then
about yourself. I imagine that this was a difficult but a powerful session. I trust that your students now view you in a new light!
Given their recommendations, have you thought about which recommendation you might do first
and why? I like the idea of exit cards that ben noted as these might be easy ways for you to keep the conversation going. I also think a weekly "connections" round might be interesting so that you can not only have students' reflection on your teaching but also their participation in the lessons as well. Now that you
have opened the conversation with them with what you can do better, I think it will be easy to open the conversation up about what they can do better as well.
Great job!
Laura
My Second WALO
Response from my fellow participants on my second WALO...
Mr. Jagtap -
Sakina, I liked the fact that you decided to come out of your comfort zone and shared your ideas with colleagues. It requires courage to come out of our comfort zones and share our views/ideas.
I also like your idea of trying to learn from a business venture that did not survive in the market.. that must have really helped you and the students understand the harsh realities of the market. Did you use a protocol for this meeting?
I liked the charity element in the project although I wonder will it affect the possibility of creating a self-sustaining business.
All the same, looking forward to some delicious snacks in Feb from the student-run canteen:-)
Mr. Krueger - Sakina:
This sounds like such a great set of ideas.
These projects are so authentic, and the students are fulfilling a true need.
I think you did a great job of structuring the project. The initial benchmark is great to get them started and headed in the right direction. A suggestion I have is to check out google forms for the schoolwide survey. I have done this, and you can see the data very well graphically. It is also easy to edit. You raise a good question about keeping them motivated and working. I think it can be hard in groups, but I think making sure that everyone has a job can be important, so they know something they are responsible for and can take ownership over can be helpful. I am in a similar situation with the project I am getting ready to launch. I am wondering how to best
structure the jobs.
You also raised a good question about assessing things that can not always be tangible, such as communication and collaboration. One suggestion I have is short survey cards. I just had a situation in my class where two kids were not getting along, and I think I was slow to catch on. I am wondering if I would have had them do short reflections on communication, collaboration, and teamwork if I would have been more in tune with the group.
I think this project is going to be very successful and the students will gain valuable experience. I look forward to hearing more.
Ben
Mr. Naidu - I liked the idea of getting someone who has been through the experience of running a business venture sharing her experience. This will add a different perspective to the students perspective. I also share your fierce wondering about making students independent and making the project sustainable for one months.
One of the things you could try is job rotation. Different students could do different tasks on different days. Making them independent would require some risk taking. After a few days you could let them be on their own without any supervision. I am looking forward to collaborate with you on this one wherever i can.
Ms. McBain -Thank you Sakina! I love that you entering a project that at its nature is collaborative and student driven! Great idea! It is clear that you have thought about the project deeply by outlining the plan, tuning it with students and bringing in experts. The question you raise about motivation is interesting as the aim of this project is for store to self-sustaining in that students ultimately take over the entire store! What have students said about how they imagine taking on this project themselves. I think the key to this will be for students reflect and feel they have ownership of the store. I think you have roles set up but weekly team meetings will be important to reflect on this process. I think the
tendency in a project as the teacher is to tell the students how to solve the problems that arise. It is very easy to do. However, when problem do arise I think it is going to be important for you to take on the role mediator and ask
the student questions on how they will solve these problems. Let's chat while you are here!
Mr. Jagtap -
Sakina, I liked the fact that you decided to come out of your comfort zone and shared your ideas with colleagues. It requires courage to come out of our comfort zones and share our views/ideas.
I also like your idea of trying to learn from a business venture that did not survive in the market.. that must have really helped you and the students understand the harsh realities of the market. Did you use a protocol for this meeting?
I liked the charity element in the project although I wonder will it affect the possibility of creating a self-sustaining business.
All the same, looking forward to some delicious snacks in Feb from the student-run canteen:-)
Mr. Krueger - Sakina:
This sounds like such a great set of ideas.
These projects are so authentic, and the students are fulfilling a true need.
I think you did a great job of structuring the project. The initial benchmark is great to get them started and headed in the right direction. A suggestion I have is to check out google forms for the schoolwide survey. I have done this, and you can see the data very well graphically. It is also easy to edit. You raise a good question about keeping them motivated and working. I think it can be hard in groups, but I think making sure that everyone has a job can be important, so they know something they are responsible for and can take ownership over can be helpful. I am in a similar situation with the project I am getting ready to launch. I am wondering how to best
structure the jobs.
You also raised a good question about assessing things that can not always be tangible, such as communication and collaboration. One suggestion I have is short survey cards. I just had a situation in my class where two kids were not getting along, and I think I was slow to catch on. I am wondering if I would have had them do short reflections on communication, collaboration, and teamwork if I would have been more in tune with the group.
I think this project is going to be very successful and the students will gain valuable experience. I look forward to hearing more.
Ben
Mr. Naidu - I liked the idea of getting someone who has been through the experience of running a business venture sharing her experience. This will add a different perspective to the students perspective. I also share your fierce wondering about making students independent and making the project sustainable for one months.
One of the things you could try is job rotation. Different students could do different tasks on different days. Making them independent would require some risk taking. After a few days you could let them be on their own without any supervision. I am looking forward to collaborate with you on this one wherever i can.
Ms. McBain -Thank you Sakina! I love that you entering a project that at its nature is collaborative and student driven! Great idea! It is clear that you have thought about the project deeply by outlining the plan, tuning it with students and bringing in experts. The question you raise about motivation is interesting as the aim of this project is for store to self-sustaining in that students ultimately take over the entire store! What have students said about how they imagine taking on this project themselves. I think the key to this will be for students reflect and feel they have ownership of the store. I think you have roles set up but weekly team meetings will be important to reflect on this process. I think the
tendency in a project as the teacher is to tell the students how to solve the problems that arise. It is very easy to do. However, when problem do arise I think it is going to be important for you to take on the role mediator and ask
the student questions on how they will solve these problems. Let's chat while you are here!
My third WALO
Response from my fellow participants on my second WALO...
Beeta Khanna - Sakina , I enjoyed reading your write up.'Huge deposits in my EBA (Emotional Bank Account).
It has become easy for me to collaborate, discuss and fine tune my project ideas with teachers in TGES. It is easy for me to approach a colleague for help' .This statement stands out .I have understood the concept of PBL better after sharing our learning with colleagues. Learning in small groups, use of problems to stimulate, contextualize and integrate learning has slowly trickled in our culture. I am glad that we are making learning an active process of reflection and investigation.
Mr. Jagtap - Sakina,
Being a part of the both the sessions I could'nt agree more. I agree that these two sessions are a stepping stone to take PBL forward in TGES. Also I feel these sessions have helped us understand and appreciate the finer points of PBL better.
Mr. Hardikar - It may sound repetitive yet, i would like to restate what Beeta and Shridhar have shared about this experience. Imagine 100 projects being launched school wide! and all of us are part of this learning process..
Sakina, i have always appreciated, rather enviously your documentation skills and ability to capture those moments. Your projects/ your work with teachers and your work with students reflects the same. I guess i know my next learning curve!
As Beeta point it out, collaboration and seeking help is now much easier and part of process at TGES.
Looking forward to read more success stories.
With best wishes.
Beeta Khanna - Sakina , I enjoyed reading your write up.'Huge deposits in my EBA (Emotional Bank Account).
It has become easy for me to collaborate, discuss and fine tune my project ideas with teachers in TGES. It is easy for me to approach a colleague for help' .This statement stands out .I have understood the concept of PBL better after sharing our learning with colleagues. Learning in small groups, use of problems to stimulate, contextualize and integrate learning has slowly trickled in our culture. I am glad that we are making learning an active process of reflection and investigation.
Mr. Jagtap - Sakina,
Being a part of the both the sessions I could'nt agree more. I agree that these two sessions are a stepping stone to take PBL forward in TGES. Also I feel these sessions have helped us understand and appreciate the finer points of PBL better.
Mr. Hardikar - It may sound repetitive yet, i would like to restate what Beeta and Shridhar have shared about this experience. Imagine 100 projects being launched school wide! and all of us are part of this learning process..
Sakina, i have always appreciated, rather enviously your documentation skills and ability to capture those moments. Your projects/ your work with teachers and your work with students reflects the same. I guess i know my next learning curve!
As Beeta point it out, collaboration and seeking help is now much easier and part of process at TGES.
Looking forward to read more success stories.
With best wishes.