Writer's+Notes+&+Reflections...


 * Writing Process**/ ** Reflections: Where We`re A... ** (March 12-13, 2009) __Source__: //Grade 8 English Language Arts: A Course for Independent Study//, 2008. Sequence 1, p. 56; sequence 3, p. 58.

□ Goal: Create an interactive electronic resource for teachers to show and describe ‘how to’ maximize student engagement within a MY philosophy. □ Five key actions to improve the learning experience in MY classrooms (MY doc, p. 3 ) □ Three classroom-based contexts (MY doc, “targets”, p. 37) to show ‘how to’ maximize student engagement. □ Possible representation/matrix of action steps and contexts
 * GO 1 Explore ideas, thoughts, and feelings…- **



Action Steps || __ Instruction __ in the MY classroom looks/sounds like… || □ Criteria: Evidence-based, reflecting current research/theory (best practice) in MY classrooms… □ Initial brainstorm (Wiki http://myhandbook.wikispaces.com ): Instruction looks/sounds like… Reflected on where we are in terms of a common understanding. This initial brainstorm reflects descriptors, for the most part, of what instruction looks/sounds/feels like. I wonder about contextualizing these within best practice, that is instructional processes such as 3 A’s, gradual release, inquiry, strategic instruction, literacy across the curriculum, planning, …. Would another brainstorm elicit bigger ideas, the processes? Is it time to go into some resources to access what the literature says instruction looks/sounds/feels like. Do the processes need to be modeled throughout our development meetings? The processes will reveal the ‘how to’ piece which is the request from the field and the purpose of this resource. □ Viewed MECY MY video (late 80`s) Showed 3 different school structures (K-9; 5-9; 8-12??) implementing a MYs philosophy. Showed connections to the five key action steps as well as the instructional and curricular components described in MY doc. Voices of administrators and teachers enhanced the `how to` piece. □ //Engaging Middle Years Students in Learning: Transforming Middle Years Education in Manitoba,// Feb 9, 2009 (MY doc). // Our foundational document. // □ []  Independent Together, MECY, 2003. An exemplar/model web-based resource. □ //Research and Resources in Support of This We Believe.// NMSA, 2003. // Interesting dual meaning for “integration”- 1) Integrate knowledge of learning in planning for instruction, 2) Integrate curricula. // □ //Reading and Writing in Action, // MECY, 2006. // Shows strategic instruction within reading and writing workshops, outcome-based instruction reflecting the MY ELA Assessment at Gr. 8. // □ Personal practical knowledge of team (brainstorm) □ //Engaging Middle Years Students in Learning: Transforming Middle Years Education in Manitoba//, Feb 9, 2009. □ //Research and Resources in Support of This We Believe// to connect to //instruction// brainstorm. Note: p.22 ‘literacy across the curriculum’—this seems to be a gap in the MY doc., as well as MECY initiatives. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Independent Together//, MECY, 2003 []  differentiation; integration; inquiry (BLM 9) <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Developing Self Directed Learners//, Northwest Regional Educational Laboratory, December 2004. Nurture the MY learner to maximize S engagement and ultimately achievement. Connections to instruction: P. 3, gradual release, teacher planning, explicit instruction, facilitation; outcome-based instruction, instructional strategies (problem-solving, goal-setting), inquiry... <span style="font-size: 9pt; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //<span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">Seven Literacy Strategies that Work //<span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">(Frey et al) <span style="font-size: 10pt; color: #0000cc; font-family: 'Arial','sans-serif';">[] <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">. Learners and educators applying key literacy instructional and learning strategies in all subject areas to construct meaning of concepts, think critically about issues, and, communicate/represent enduring understandings for a variety of purposes. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Other MECY sources re: instruction- CN2 data base; Grade 8 Independent Study CD (3 MY classrooms) <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Other sources re: instruction-  Daniels and Bizar are referenced in Research and Resources, p. 16. I wonder if the team is familiar with their work, The Best Practice Way//?// Also the work of Doug Buehl; Chris Tovani; Jeff Whelms; David Booth—show the ‘how to’ in terms of quality instruction in MY classrooms. Are we ready to go here//?// <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Form: Interactive electronic resource <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Audience: MY teachers (some connection to admin, parents, learners???) <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Purpose: To show the ‘how to’ piece of the MY doc
 * ^  || Differentiation ||
 * The MY Learner || ||
 * Responsive Practice || ||
 * Relationships || ||
 * Voice & Choice || ||
 * Community Connections || ||
 * GO 2 Respond to texts…** exemplars/models**-**
 * GO 3 Access sources… inquiry: **// What does curriculum, instruction, assessment look/sound/feel like within a MY philosophically-based classroom?- //
 * GO 4 Enhancing artistry… **

<span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Ice-breakers connecting to MY experiences. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Wiki discussions… How can we engage in conversation between meetings when everyone is so busy within their school communities? Is it realistic for classroom teachers to share their reflections on classroom processes (curriculum, instruction, assessment) to determine and validate what we will `show` in this resource?—that is bring the voice of the responsive practitioner into the resource. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Developing/reflecting on project outcomes <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Sharing personal reflections at team meetings <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Personal goal setting at closure of development meetings. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Sharing divisional/school-based MY projects/initiatives
 * GO 5 Building and Celebrating Community **

Marzano, Robert J., Pickering, Debra, J. 1997. //Dimensions of Learning, 2nd ed.// Alexandria, VA: Association for Supervision and Curriculum Development. MECY, 2009. //Engaging middle years students in learning: Transforming middle years’ education in Manitoba// MECY, 2008. //Grade 8 English Language Arts: A Course for Independent Study//. Sequence 1, p. 56; sequence 3, p. 58. MECY, 2003. //Independent together; Supporting the multilevel learning community.//
 * Writing Process**/** Reflections: Where We`re A...** ( shared April 8-9, 2009 )
 * __Sources/Resources__:

MECY, 1998. //Grades 5 to 8 English language arts: A foundation for Implementation.// MECY, 1996. //Success for all learners//

Goal:** Create an interactive electronic resource for teachers to show and describe ‘how to’ maximize student engagement within a MY philosophy. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Define key concepts and common language. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Develop common understandings about the big ideas (curriculum, instruction, assessment) through the 5 key actions. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Compile and gather resources to show what MY curriculum, instruction, and assessment looks like and sounds like (samples, exemplars, videos) <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Assess and compile research to support MY.
 * Outcomes:**

<span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Five key actions to improve the learning experience in MY classrooms (MY doc, p. 3 ) <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Three classroom-based contexts (“targets”: curriculum, instruction, assessment. MY doc, p. 37) to show educators ‘how to’ maximize student engagement.
 * GO 1 Explore ideas, thoughts, and feelings…-**

Key Action Steps || __ Instruction __ in the MY classroom looks/sounds like… || <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Criteria: Evidence-based, reflecting current research/theory (best practice) in MY classrooms… <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ Themes for the two days- //Bridging to Community// [Ladybug Foundation; career development] <span style="font-size: 9pt; color: #365f91; font-family: 'Lucida Calligraphy'; mso-themecolor: accent1; mso-themeshade: 191;">I wonder, is there a connection to our process and goal to show MY educators “how to” maximize student engagement-- perhaps remembering the importance of service and community projects. Certainly career development<span style="font-size: 9pt; color: #365f91; font-family: 'Lucida Calligraphy'; mso-themecolor: accent1; mso-themeshade: 191;"> has implications for engaging MY learners. The speakers’ comments, “focus statement for the day”, “never confuse grades with potential”, “...learning shaped by experience rather than information...”, and “When we put kids first, everything else comes into place,” I think, connect well to our current exploration of instruction. One thought that comes to mind for each is: goal setting (WIIFM- Politano & Paquin), formative assessment for learning, inquiry, responsive instruction <span style="font-size: 9pt; color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> practice. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Brainstorm (Wiki http://myhandbook.wikispaces.com): Instruction looks/sounds like… Returned to our initial brainstorm for further reflection and refocusing on our team goal __to show the “how to”__ mandate of the electronic resource within appropriate MY contexts which will maximize student engagement. Clustered initial brainstorm into three BIG ideas: <span style="background: yellow; color: black; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> - **<span style="font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial;">Targets outcomes <span style="background: yellow; color: black; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> <span style="color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial;"> - Sequenced (activate, acquire, apply) <span style="background: yellow; color: black; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> <span style="color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial;"> - Workshop approach ** <span style="font-size: 9pt; color: #365f91; font-family: 'Lucida Calligraphy'; mso-themecolor: accent1; mso-themeshade: 191;">I believe that we have now approached a richer perception of what instruction in the MY classroom can look/sound/feel like according to our sources/resources. Now, we have the potential to develop a way of “showing the how-to” of our team’s mandate. **What do MY educators need to know and do to implement instructional contexts which will maximize student engagement through our five key actions?<span style="font-size: 9pt; color: #365f91; font-family: 'Lucida Calligraphy'; mso-themecolor: accent1; mso-themeshade: 191;"> <span style="font-weight: normal; background: yellow; color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-bidi-font-weight: bold;"> GO 2 Respond to texts…** exemplars/models**-** <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Engaging Middle Years Students in Learning: Transforming Middle Years Education in Manitoba,// Feb 9, 2009 (MY doc). // Our foundational document. // <span style="font-size: 9pt; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ [] Independent Together, MECY, 2003. Workshop Model, p. 4.8- Dorta’s Story. <span style="font-size: 9pt; color: #365f91; font-family: 'Lucida Calligraphy'; mso-spacerun: yes; msothemecolor: accent1; msothemeshade: 191; msospacerun: yes;"> **How can this tool meet the needs of MY’s educators?<span style="font-size: 9pt; color: #365f91; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-themecolor: accent1; mso-themeshade: 191;"> <span style="font-size: 10pt; color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ *Marzano, Robert J., Pickering, Debra, J. 1997. //Dimensions of Learning.// About planning for instruction based on student attitudinal needs and perceptions of selves as learners within complex interactive thinking processes. <span style="font-size: 10pt; color: #17365d; line-height: 115%; font-family: 'Arial','sans-serif'; mso-themecolor: text2; mso-themeshade: 191;"> <span style="font-size: 10pt; color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ *//Success for All Learners (SFAL)-// phases of learning/teaching: activate, acquire, apply. <span style="font-size: 10pt; color: #17365d; line-height: 115%; font-family: 'Arial','sans-serif'; mso-themecolor: text2; mso-themeshade: 191;"> <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">Reading and Writing in Action, //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';"> MECY, 2006. <span style="font-size: 9pt; color: black; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-bidi-font-family: Arial;"> // Shows strategic instruction within reading and writing workshops, outcome-based instruction reflecting the MY ELA Assessment at Gr. 8. // GO 3 Access sources… inquiry:** // What does //** “responsive`` **curriculum, instruction, assessment look/sound/feel like within a MY philosophically-based classroom? <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Engaging Middle Years Students in Learning: Transforming Middle Years Education in Manitoba//, Feb 9, 2009. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Research and Resources in Support of This We Believe// to connect to //instruction// brainstorm. Note: p.22 ‘literacy across the curriculum’—this seems to be a gap in the MY doc., as well as MECY initiatives. <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ *//Independent Together//, MECY, 2003 []  differentiation; integration; inquiry (BLM 9) //<span style="font-size: 9pt; color: #17365d; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">Ultimately puts quality planning on one-page! This is complex and I wonder if we need to further explore “instruction” through the lens of some of our resources to lay a foundation for this template? // <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //Developing Self Directed Learners//, Northwest Regional Educational Laboratory, December 2004. Nurture the MY learner to maximize S engagement and ultimately achievement. Connections to instruction: P. 3, gradual release, teacher planning, explicit instruction, facilitation; outcome-based instruction, instructional strategies (problem-solving, goal-setting), inquiry... <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">Seven Literacy Strategies that Work //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">(Frey et al) <span style="font-size: 10pt; color: #0000cc; line-height: 115%; font-family: 'Arial','sans-serif';">[] <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">. Learners and educators applying key literacy instructional and learning strategies in all subject areas to construct meaning of concepts, think critically about issues, and, communicate/represent enduring understandings for a variety of purposes. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Other MECY sources re: instruction- CN2 data base; Grade 8 Independent Study CD (3 MY classrooms) <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Other sources re: instruction- Daniels and Bizar are referenced in Research and Resources, p. 16. I wonder if the team is familiar with their work, The Best Practice Way//?// Also the //What// Doug Buehl; Chris Tovani; Jeff Whelms; David Booth—show the ‘how to’ in terms of quality instruction in MY classrooms. Are we ready to go here//?// <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ *Marzano and Pickering, p. 1. Instruction must reflect the best of what we know about how learning occurs; p. 322, a comprehensive approach to instruction includes presentation classes, (speakers, media, field trips, etc.) and, workshop classes. Marzano and Pickering refer to the importance of planning for instruction **. Their concept of sequencing instruction aligns to the three phases of teaching and learning in SFAL: activate, acquire, apply.**<span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> <span style="font-size: 9pt; color: #17365d; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">Returning to our current BIG IDEAS [targets/outcomes; sequenced; workshop]— What do MYs teachers know about planning for quality responsive instruction? Are MY teachers using current MECY tools such as the FFI tutorial, BLM 9... ?<span style="font-size: 9pt; color: #17365d; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> GO 4 Enhancing artistry… .** <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Form: Interactive electronic resource <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Purpose: To show the ‘how to’ piece of the MY doc <span style="font-size: 9pt; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ <span style="font-size: 9pt; color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">Are classroom teachers seeking video clip opportunities?
 * ^  || Workshop  ||
 * The MY Learner ||  ||
 * Responsive Practice ||  ||
 * Relationships ||  ||
 * Voice & Choice ||  ||
 * Community Connections ||  ||
 * <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Personal practical knowledge of team (see brainstorm <span style="font-size: 9pt; color: #17365d; line-height: 115%; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">and cluster of BIGGER IDEAS at wiki)
 * <span style="font-size: 9pt; color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">Pop-ups **<span style="font-size: 9pt; color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">or **links to glossary<span style="font-size: 9pt; color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> **for descriptions of strategies and/or definitions of concepts i.e. workshop? Should someone with ICT expertise make a suggestion?
 * <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Audience: MY teachers (some connection to admin, parents, learners???)

GO 5 Building and Celebrating Community** <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Ice-breakers connecting to MY experiences. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Wiki discussions… How can we engage in conversation between meetings when everyone is so busy within their school communities? Is it realistic for classroom teachers to share their reflections on classroom processes (curriculum, instruction, assessment) to determine and validate what we will `show` in this resource?—that is bring the voice of the responsive practitioner into the resource. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Developing/reflecting on project outcomes <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Sharing personal reflections at team meetings <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Personal goal setting at closure of development meetings. <span style="font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">□ Sharing divisional/school-based MY projects/initiatives

<span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">I believe that we made a significant shift in gears from focusing on descriptors to contexts for instruction. Three bigger ideas to our inquiry (What does quality instruction look/sound/feel like in MY classrooms?) evolved: <span style="background-position: 0% 0%; background-image: none; color: #17365d; background-color: yellow; mso-spacerun: yes; msobidifontfamily: Arial; msothemecolor: text2; msothemeshade: 191; msospacerun: yes; msohighlight: yellow; msoasciifontfamily: Calibri; msohansifontfamily: Calibri;"> <span style="background: yellow; color: #17365d; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> - **<span style="font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Arial;">Targets outcomes <span style="background: yellow; color: #17365d; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> <span style="color: #17365d; font-family: 'Calibri','sans-serif'; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial;"> - Sequenced (activate, acquire, apply) <span style="background: yellow; color: #17365d; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial; mso-highlight: yellow; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"> <span style="color: #17365d; font-family: 'Calibri','sans-serif'; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial;"> - Workshop approach ** <span style="background: yellow; color: #17365d; font-family: 'Calibri','sans-serif'; mso-themecolor: text2; mso-themeshade: 191; mso-bidi-font-family: Arial; mso-highlight: yellow;"> <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">These constructs provide us with a means to entre the `how to` mode. Please b <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> ring your thoughts and reflections to our next discussions: <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">What does instruction look and sound like in your classroom in relation to our three BIG IDEAS? <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">How does workshop, for example, reflect the five key actions to transformation in your/MY classrooms? <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">What do MY teachers need to know to implement these three BIG IDEAS? <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore; msothemecolor: text2; msothemeshade: 191;">□ <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;">What do our resources say about this? (See GO 2.)
 * Moving onward... **

Also, note my **inquiry questions in bold text**. They beg conversation around your classroom practice and the research which you ground your instruction. It will be important for our team members to take our constructs into their classrooms for validation. (See criteria in GO 1) <span style="color: #17365d; font-family: 'Lucida Calligraphy'; mso-themecolor: text2; mso-themeshade: 191;"> Val, should we set up a wiki page for FAQs which can be developed by the team over the next 6 months? Respectively submitted, Joan

**Writing Process**/ ** Reflections: Where We`re at... ** (shared May 4-5, 2009) I am questioning how I can best share my reflections, where we need to focus our thoughts, and how we can connect real classroom actions to our conversations and ultimately the content of our electronic resource.

I began with sharing my reflections through a writer's process, specifally, the five General Learning Outcomes of the English language arts curriculum, and was seeking your questions and thoughts. This does not seem to be a good way to move ourselves forward. I look forward to learning how you are applying what we are “developing” in your classroom or classrooms, depending upon your role in your respective learning communities. Your images and clips will “show” and validate what maximizing student engagement in the MY classroom looks, sounds, and feels like.

At our last team meeting, we spent the better part of the two days on revising the “foundational “ document, //Transforming...// (MYI), and a block of time in conversation about workshop.

The revision to the MYI, I believe, was an enlightening exercise for all. It provided some deep and thoughtful conversation <span style="font-family: 'Arial','sans-serif';">to clarify the content. There was suggestion to broaden the definition of student engagement to encompass the work of Penny Milton and colleagues (Canadian) around the idea of intellectual engagement. I am looking forward to learning more about this. More connections to the classroom also seemed to be an underlying theme throughout the conversations. Certainly, bringing the content in line with Canadian work and current MECY documents was also brought forth. This time, I believe, was essential for our team. It provided a foundational step into actually developing a common understanding of the content in the MYI as well as clarification of our task at hand—to develop a resource for MY educators to “show” how to maximize student engagement. Do we see the five action steps throughout all which we deem important in the electronic resource?

Conversation about “workshop” (Marzano & Pickering, Atwell, Whilms, Daniel & Bizar, Beane...) was also facilitated. Setting criteria for what does ‘quality’ work shop look/sound/feel like was modelled to first of all remind us of this important process in MY classrooms, and secondly to seek the “nuggets” for "workshop". It was suggested to include entry points or “portals” for teachers who would want more direction in implementing this learning teaching context for maximizing student engagement.

Hopefully, you have spent more time pondering and reflecting on workshop in your classroom(s). Has your thinking included ways for sharing, showing, and scaffolding workshop for the audience whom we are focusing this phase of the electronic resource? How can we contextualize your content (images, clips, etc.) to be meaningful for our audience?

And, do reflect on how I can better share my reflections and how we can apply our conversations which take place during our team meetings into our classroom practice. What are other essential instructional contexts for learning and teaching in MY classrooms? How can we move onward and forward?

Please see “Writer’s Drafts” for a first step towards our content and format.

Respectively submitted, Joan