February

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Small Shifts, Big Impact!
REFLECT: Reflecting on your efforts over the past few months, please reply to the following:

Subject Author Replies Views Last Message
Key Take-Away swilkie swilkie 13 29 Feb 19, 2015 by Blutsky1 Blutsky1
Similarities & Differences swilkie swilkie 15 27 Feb 19, 2015 by sandywright1 sandywright1
Pass It On swilkie swilkie 13 33 Feb 19, 2015 by Blutsky1 Blutsky1

(Re)Discovering Learning: Summarizing and Synthesizing: Guided discovery can take time and oftentimes provides the learner with a lot of new information.
The learner may also be uncertain as to why you are asking certain questions. Therefore it is important that the questioner be transparent about why he/she is asking questions and take time to frequently summarize the information he/she is hearing from the learner. This can help ensure that the questioner and the learner are “on the same page”, and also provide the opportunity for the learner to look at the new information as a whole instead of in pieces.

  • The guided discovery process should include asking the learner questions to help him/her synthesize the new information with their original thoughts, beliefs and prior knowledge. This can further set the stage for the learner to decide how to go about making changes in his or her exploration.

  • Some question examples include:
    1. Let me make sure I understand. It sounds like you believe…and that this is why….
    2. How does what you discovered fit with your prior knowledge, experience or other information you’ve gathered?
    3. What are your reactions to the evidence you're collecting?
    4. What do you think you should do with this new information?
    5. What might it look like if you were to change your position?


For April:


  1. Schedule time with Dale (planning, application, reflection)
  2. DRQ MashUp!
    • Consider designing a new or tweaking an existing activity so it includes all 3 components (Documentation, Reflection, Questioning)
    • Flexibility is Fabulous! - how and how often are students engaging in each? How might you (re)design existing activities to better leverage use of time, pace, path and/or place?
    • Remember: small shifts, big impact!
  3. Fast and Slow Thinking...look for evidence of your students "automatic" and "slower" thinking; How are the activities you're designing helping students develop thinking in those slower areas? Please be prepared to share your observations & thoughts when we come together in April :o>

February Feedback