2018 Virtual Conference Participant

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  • Last updated February 22, 2018 at 8:19 AM
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The information was valuable. It is difficult on line. Couldn't see the screens, hear the questions, time during activities was skipped.

jeagness About 3 years ago

Course First! An Exciting New Approach to Content Enhancement PD

We have a similar plan in WA. I appreciated the examples, successes and challenges, DATA, and generosity of the presenters. You have sparked new thinking and energy!
lisa-tyler About 4 years ago

Found in 3 or 4 different keynotes or breakout sessions

msbromine About 4 years ago

June 6 2018: Don Deshler Keynote – I used to think… but now I think…

  • Re: Learning Disabilities:  Fit the system, Ignore the System, Change the System  - there is much about our system that should be ignored or changed.
  • Demands
    • Rise of the Robots  - Computing power has increased exponentially:  Trend moved from ag to industrial to service to now a robotic economy
    • Fourth Industrial Revolution – Klaus Schwab – graphene, gb of storage cheap, on-demand economy, jobs are changing due to robots/automation
  • Evidence based practices
    • What interventions will work for what students under WHAT CONDITIONS?
      • Technical and Affective Factors
  • Optimal teaching/learning conditions
    • Place (not conditions) is overshadowing what is best for learning and teaching
      • LD Students are being placed into regular English classes, therefore LD kids missing out, like
      • Things not commonly taught in general ed:  Reading is not explicitly taught, as well as study skills, organizational skills, test taking skills, interpersonal skills and LD kids need these
      • HPS 2013-14 FUSION reading 7th – explicit instruction for LD students increases scores
      • Are SPED instruction and good GE instruction equivalent?  Yes, BUT “good” GE is key – different in frequency and quality of El techniques used
      •  
  • Teacher preparation
    • Tradition has changed – now I think… should be fully grounded in clinical practices interwoven w/academic content/courses – more of a “doing” emphasis
    • Teaching Works, University of Michigan and the CEEDAR Center (Florida)
    • Teaching is Complex and Unnatural Work
  • Technology
    • Now I think… it’s the wild west, it’s playing a bigger role than I could have ever imagined
    • Book:  It’s complicated – the social lives of networked teens – danah boyd
    • How students/teens look for and interpret accessible information (what is critical)? 
    • Media is mediating human relationships!  Great quote and links people in unpredictable ways
    • More K-12 taking online classes – IDEA implementation – how to ensure supervision on 6 IDEA principles – not a lot of guidance – text demand is high
  • What you’d expect
  • Data
    • 1 in 5 children have learning and attention issues, yet only 1 in 16 has an IEP and 1 in 50 have a 504
    • Learning Challenges
    • Chronic absenteeism, discipline, dropping out = challenges
OVERALL – Love Don!  Calm, compassionate, sincere, and all his points are very valid.
msbromine About 4 years ago

SMARTER = The Instructional Cycle that Energizes Collaboration Diane Gillam, KUCRL

Watched 5/31/184A’s text protocol – Assumptions, Agree, Argue, Aspire (What Assumptions does the author make, what do you agree with in text, what do you want to argue with (in text), what parts do you want to aspire to?)
  • Developed 25 years ago
  • Collaborative effort needed for instruction to reach all students.
  • Ongoing cycle as they plan, teach, learn and assess instruction and knowledge
  • View video of teachers engaged in cycle, receive SMARTER e-tool and get started with SMART moves for planning implementation
  • Collaboration is LABORous but important
  • (Co-Planning=Shape critical questions, Map, Analyze for difficulty, Reach decisions) , Teach strategically = teaching, (Evaluate mastery, Revisit outcomes = assessing)
    • Shape – what state standards are being addressed?  What is the outcomes?  How can we measure outcomes?  What is the big central idea that ties it all together?
    • Map critical content and relationships – how can we map (unit organizer) so all studens understand it?  What are essential pieces (subtopics)? What is the paraphrase of the big ideas of the unit?
    • Analyze – what is going to be challenging?  What are the strengths and weaknesses for your students (sped, el, gifted, etc),
    • Reach – what CE devices will be most beneficial, effective and efficient with students?  What accommodations/options must be made available for some/all students?  How much time is needed for instruction? 
    • Teach – Is the value of learning and how to learn communicated to all students through co-construction and ongoing assessments and feedback? 
    • Evaluate (data driven) – did all student learn?  Do different next time?  Was it successful?  What formative assessments are needed to provide feedback to students?
    • Revisit (outcomes and critical questions) – if students did not reach outcomes, what are next step?  How is evidence collected?
  • Co-teaching with SPED Ed/Gen Ed teacher
msbromine About 4 years ago

Notes: Cue Do Review not just for devices - Creneti and Medici

5/30/18  Cue Do Review – it’s not just for devices                 Janice Creneti and Cindy Medici – Florida  
  • These gals coach in Florida – when checking for fidelity there were issues
  • Cue-Do-Review:  “Cue = why, expectations, getting them ready”, “Do = the learning, seeing students interact, teacher facilitating, co-constructing, immediate corrective feedback” “Review = reviewing what they’ve learned, checking for understanding, how does this help you? – setting them up for tomorrows learning”
  • Model, model, model – don’t just assume they know how to use a unit organizer to review – model for them how to use a unit organizer for review
  • A lot of audience interaction – how they used it, issues they had, challenges
  • Move Cue-Do-Review
  • Biggest effect size of 2.71 = theory + demonstration + practice + feedback + coaching
  • Coaches in Florida goal:  “Teachers with use Cue-Do-Review with fidelity”
  • Procedurally CDR – checklist
  • Conceptual CDR – co-construct, explicit instruction, partnership learning, etc.
  • Factual CDR – facts they need to know
  • Assessments?
  • Gals reflected on best ways to get teachers to implement CDR – practice, triads (teacher, student, checklist checker)
  • Applying CDR to classroom activities brainstorm: hard to hear/framing routine,
  • Overall a lot of idea sharing – I had a hard time concentrating on what the audience was saying.  It was echo-y and I had to concentrate to comprehend.  Honestly, sounded like blah blah blah after awhile.
  • Review is critical 
     
msbromine About 4 years ago

Hattie keynote watched 5/30/18

Hattie – watched 5/30/18
  • “I don’t care how you teach, I care about the impact of your teaching”
  • Visible learning – when teachers SEE learning through the eyes of the student
  • High impact teachers (developing expertise):
    • Non experts – drawn to details that confirm their own beliefs, think they know what others are thinking, notice flaws in others more easily than themselves
    • Experts – notice patterns of meaningful information, attribute success and failure to themselves, having high expectations for ALL students (effects .50 to 1.44)
  • Differentiation: experts think – same success criteria but give students different ways to get there – and the success criteria is defined up front.
  • Worked with National Boards (those who passed (experts), those who didn’t (experienced)).  Watched these teachers
  • Experts = much more deep work that surface work.  Experienced (just the opposite)
  • DIE – Diagnose, Interventions, <implementation>, Evaluation
  • Change teaching attitudes
    • Assessment as informing my impact and next steps
    • I collaborate with peers & students about my conceptions of progress and my impact
    • I am a change agent and believe all students can improve
    • I strive for challenge and not ‘doing your best’
  • How do we get the challenge of learning back into the classroom??!!!
  • Feedback question:  Feed up (where am I going); Feedback (How am I going); Feed forward (where to next).
  • Engage in dialogue (with students) just as much as monologue (students listening to you)!!
  • STOP TALKING SO MUCH! Teachers talk at 148 words per minute (2 grade levels above where they are at),
    • Teachers ask 131 questions, students ask 10 questions
    • Teacher interactions are 56% procedural speak
  • Explicitly inform students what successful impact looks like from the beginning
  • Explicitly build relationships and trust so learning can occur in a safe place
    • safe to make mistakes and learn from others
  • Focus on learning and language of learning
  • Practice testing (consolidation and time management)
  • Inquiry based methods, individualized instruction, visual/audio-visual methods had larger effect size on student learning than problem based learning or whole language
  • Summary of  Evaluative Thinking
    • Diagnostician builds climate of trust, errors, questions, problem solving  (diagnosing students, subject matter progressions, working with others)
    • Problem Solvers – the thinkers of the classroom
      • Knows multiple interventions, evidence, choses between alternatives, recognizes errors are opportunities
    • Leader of Learning
    • Collaborator
      • Collective ability to promote successful student outcomes within their school
    • Clinical Practitioner
      • Knowing interventions, assessment, feedback, coaching
  • You’re entirely bonkers, but I’ll tell you a secret – all the best people are – Alice in Wonderland
Summary:  The data was good to see.  For example, how much teachers talk  As a NBCT and coach, most of this information was not news to me.  I noticed Hattie describes what expert teaching is, but not how to get there.  I couldn’t help but think – yep, I do that.  Nope, I could do better at that.  How do you get teachers to build that reflective mindset?  It seems to be there or it’s not (like growth mindset).  But most teachers need help getting there, and perhaps that is a coach’s job, but I feel it’s the type of person they are and it’s hard to change (at least in my experience).  HOW do we teach teachers to teach students students to trust and be unafraid to make mistakes?  How do we get teachers to be more collective with their colleagues?  How do we help new teachers build those trusting relationships and to be that Clinical Practitioner?      
msbromine About 4 years ago

Comments about session and my experience are below.

My top two favorite sessions were John Hattie and Skills that Matter: Interpersonal and Interpersonal.  I was also excited to seeing the connections between the Word Mapping Strategy and Routine from Monica.  I thought the online SIM session introduced something we should be working towards in LS as well.

This was my first Virtual Conference.  I appreciated the great video options and organization of this process.  However, I have learned that I much prefer learning in person.  I am much more engaged and benefit from the discussion in the room and at the table.  I look forward to my next annual conference-in person!

 
jaherzog About 4 years ago

Thoroughly enjoyed the session by Pam Leitzell re: Leadership Teams and creating change - downloaded and am using the handouts.

mcassidy About 4 years ago

comment of overall conference

I liked it 
The videos were good, and I got some materials I am already distributing
SMARTER for collaboration
john About 4 years ago

session on micro credentialing

I'm taking this to mean badges.
Still trying to get it for the virtual conference
I think it's all updated

Actually helped a lot
Still a lot of work, but now I understand the website better

having trouble posting a picture--it posts sideways--can't edit
john About 4 years ago

I most enjoyed John Hattie's keynote, all the data he presented, and the passion he had for learning and teaching.

lisa_skifton About 4 years ago