First Post Feb. 11th Class Holly

Emotions for now, because I'm so exited about today's blog experiment I'm at a 2. We will see how it goes by the end of today I may end up a 1 or a big sad 5!

My Question: What happens to our TIC class when a blog is incorporated into the meeting process?
( I plan to get a bit more detailed in my question. For now that's the gist of it.)

Since last meeting and the meeting before, I've been reminding TIC folks about the blog through email and word of mouth. I have asked all participants to complete a survey letting me know if they used the blog and if they feel they have access to the blog. What I discovered is that most have complete access but most do not use the blog. From the circumstances of today's meeting I developed the idea of blog buddies and actually assigning the use of the blog for today's meeting. I am expecting great success! I will compare this to the first meeting we had back in November that was completely blog based. I will then survey everyone again asking for some comparison ratings November meeting to Feb. meeting. I'm thinking the blog buddy system will be the key to success. I will follow up with watching to see if folks continue to use the blog, continuing with the blog buddies, without it being an assignment that takes the place of a class. With this year's TIC, I've noticed that each step of my process I am figuring out as I go! At least I'm starting to collect data and I am set on a focus! FINALLY!!!

What I need from the group: Can you give me any ideas for what to do as I continue this blog exploration? Just now, I got another idea! The way we post what we need from our group may impact what response we get and how much help we get...like my post, it's vague, lacks focus because I'm not really sure what I need.But, I read Liz's post and what she needs from her blog buddies is direct. I'm excited because every post typed in the blog is my data. I can access this stuff any time and analyze in many different ways. Unlike our face-to-face meetings when once we've said our thinking, it's no longer accessible, unless I've videoed class.
Thanks for your help! Can't wait to hear from you.
Holly

First Post for Feb. 11th Meeting

1. To begin, my emotion survey: I am in the middle at a “3”.

2. My question as of February 10^th is: What happens when the writing process is taught digitally, from brainstorming to the final draft?
• Since our last meeting I have finished a writing piece with the students where they had to complete all of the writing process steps, from brainstorming to editing / revising, by hand. When the students completed the assignment they typed their final draft on the computer. I created an attitude survey and had the students fill it out. I am feeling good because I finally have some data! J
• My next step is to begin the next piece of writing and I will have the students use the computers for the entire writing process. I will teach mini lessons to go with each part of the writing process; that way the students will be able to see the writing process digitally and the thinking that is involved when publishing digitally. In addition, I have been journaling some, which is important as this process and the thoughts running through my head change on a daily basis. I am planning on using my journaling as data. I think it will be helpful in telling the story of this journey.

3. The next step: I will be teaching the writing process and working through a piece of writing with the students (digitally). The assignment will be different than the above-mentioned assignment. I am wondering if that will skew my data. Group, do you think I should have the students create a similar piece (as the hand-written to computer published assignment) so that the writing is similar to compare? Also, after comparing “paper/ pencil to digital” to “fully digital” writers workshop should I have the students publish a piece of work on the computer that is not a traditional piece of writing (website, PowerPoint, bog, etc.) and then administer an attitude survey to serve as another piece of data, or does that not really relate to my focus?

If you have thoughts for either of these questions or suggestions please advise me.

Thanks! Liz

Lisa Petersen--Feb. 11th--First Post

Emotions Survey..4...holding steady
My questions is what is the impact of teaching parents the comprehension strategies that I am using in the classroom.
I held a parent night in January. Good News=We had a fair amount of students and parents. Bad news=not many students turned in their homework. My original plan was to have another parent night in February. I made the decision to call each of my students instead because I was fearful that the parents of the students who were not doing their homework wouldn't come. They were the ones I needed to talk to the most.
Monday and Tuesday evening of this week, I called all but four of my students. I had great conversations with many. I thanked the parents of the students who had been doing their homework and many were surprised. That made me feel good. A few parents of the students who had not been doing their homework did not make it to January's parent night and they did not know that their child even had homework. So they thanked me for the phone call as well.
Did it work....I don't know. Their homework was due today, Thursday. I took my little one to Salt Lake to the doctor, so I don't know who handed in their work. Maybe I can check in the am before I log on.

Winnemucca TIC by Cherié Baker

Well, I think I have decided to end this journey. I really like the idea of teacher inquiry, and I still believe my question and project have merit, but I have no subjects, so without subjects I can't collect data, and without data, I have no project. I recently got in touch with two of my pervious subjects, and one's mom withdrew him from the program stating time issues as her reason. The other subject has returned to Leighton Hall, but I only had initial contact with her, so the mentoring program can't be to blame, and she is being sent to a rehab. program, so I won't have the opportunity to re-initiate contact. I have two potential subjects in my classroom right now, but I have been told that they both will be sent to other facilities upon their release from Leighton.

I feel Jessie's pain. It is very difficult to conduct any type of research without a normal classroom environment. I thought about starting all over, but I have no idea how long any of my students will be here, so collecting data would be a nightmare. If anyone has any suggestions on how to solve this problem, please send them my way. I'll be looking for comments, and still plan on attending the Feb. 19th session, but that will probably be the last one unless someone comes up with an amazing suggestion.

Thanks!

Cherié Baker

Behavior

I thought I would do a quick post before Friday... to talk about where I am at. I am doing some exit slips at Holly's suggestion. Overall I see a real response to paws... I did forget to send out a schoolwide bulletin who won.. I did ask for it to be announced on monday but I am not sure it made it. I think I need to acknowledge the winners in my room somewhere or even on a bulletin board. So students see visibly that I am following through with this. Also I had an interesting class w/ one of my target classes. I probably jinxed their behavior by bringing up how good they were doing. The first part of the class I was like wow it has been a long time since I've had "fun" teaching these students. Then it all broke down. A student used the cutting board which is sharp and dangerous. One had a meltdown because someone sat on his coat. Another just couldn't seem to do what I asked. Anyhow, reflecting back I see that I first never should have mentioned how well they were doing. Second I think they needed more specific guidelines about what we were teaching. For most it was a very simple task... but for a few I was speaking another language. It was an interesting day because it wasn't the "usual suspects". I think the "usual" ones have had everyone working with them and they saw that we were all following through. I think they also saw in art class...it was more fun for them when They have (Positive) attention from me. I also acknowledged how well they were doing w/ Paws and with my attention. The "unusual suspects" Are used to flying under the radar because their needs are a bit lower than the ones we were working with before. Their reaction to being asked to take a break in the hall... was way overboard in part because I think they arn't used to it being them who gets in trouble. So that was very interesting. Their classroom teacher said it had been that way since the others behavior has turned. She said they have had needs but the others were soo beyond theirs that they kind of got pushed to the back burner so to speak. Now their needs are really obvious. So interesting day.

Cherié's January Post (Wmca TIC)

Hi all,

Sorry this has taken me so long to post. I wasn't very motivated during the Winter Break, and when was overwhelmed coming back to my classroom after break, and then I was gone for a few day, and then I had to catch back up again, and now I'm learning a new attendance program, and then....wow, I sure sound whinny!!! Anyway, my project sort of slowed down over break, but I have a new student subject, and I begin working with her next week. She is only 15, of course female, and is a child of a single parent, and is going to be home schooled. This is exciting because this subject is totally different from my first subject, being male, 17, and well established in the high school community. I thinking I will be able to gather some good data from these two subjects.

My goals were to develop a matrix for the questionnaire which is completed. I was also to think about ways to tie in the journaling aspect of mentoring with the Ruby Payne resources which I'm still working on. I am developing journaling questions that deal with specific resources that students are lacking based on their questionnaire answers. Using my first subject, I have begun developing these questions based on the highest prioritized resource. This seems to be working, and it also ties in with my last goal which was to begin developing a package programs. Journaling questions will tie to resources, and can then be used to help subject develop the resources that they are lacking. I'm feeling good about my progress, and I'm looking forward to seeing you all on the 19th.

Behavior Plan

So I started last week my behavior plan. I explained it to all of my classes and the kids were very positive about it. Even more encouraging my 'target' classes were very responsive. They even suggested the reward I had in mind for them. We agreed upon four weeks of 5 stars them earning a painting party. I was so very excited that this was THEIR suggestion. I was sick my last 2 days so those classes did not get and explanation. It was really rewarding for me to begin handing out my token economy AKA ( Panther Paws For Praise) and the students were very excited to get them. Also, the other 2 specialist teachers began handing them out as well. I haven't had a chance to talk with them much about how it went for them. I was pleased by the positive response from the students. I think this is going to make other students aware of what their peers are doing to earn the reward. I think my target umm grade really needed more structure. With the guidelines more clear they are doing much much better.

Okay, Holly, I am posting!

Focus would be a very good thing, I still have so many questions running through my mind. I believe, maybe, that my questions will be: How will my 7-12 students learn and retain as much knowledge with a less structured, more discussion/projects/research type class setting as they do in a structured setting with more traditional daily homework and regular assessments? I am probably not done writing my question yet, still does not sound the way I want it to. Then how and when am I going to measure the results? What class will be my trial class and why will I use that class? Will one semester really give me any accurate results?

In reading the posts on this site at least I know I am not the only one with questions and doubts.

J Maynard, Lund, NV

Focus

My key word for the next few months is to stay focus on my question and not get distracted by other things. I have seen an improvement in my students' writings.

Winnemucca TIC

I'm busy doing lesson plans. I think when school begins next week I will begin some mini lessons. I've noticed a few of my students begin many sentences with "and". We will work together on some other word choices. I also want to start whole group lessons on personal narratives. My second graders have already written some topic choices. I want to give them a chance to write to some of their choices.