DI - new strategy for me

This year is the first time I feel comfortable differentiating in my 9th grade engineering class. This is the third year that I have taught this class. I have two students that are now officially one month ahead of the rest of the class. These two students are very bright, work well together, and are very patient and kind. They were getting done with everything so quickly that I decided to push them ahead and see how much they can learn. They will learn more than the rest of the class by the end of the year. I will be able to teach them things that I typically don't have time for in the curriculum.

I met with their parents over conferences, and their parents were so thankful that I was doing this with them. I told them that I know these two boys can do it, and I want to keep them learning and not have to wait for the rest of the class or become the helpers in class. The parents said that it was okay if the boys do help other students which I agree is a valuable lesson to learn, however, I didn't want it to be their main focus in class. I want these boys to walk out of class feeling like they can do anything and are really good at engineering.

Being able to push these boys ahead of the rest of the class has been a learning process for me. Thankfully I know what's coming next and have it all set up on Moodle, so I can keep them going. We work together and communicate the plan for them each lesson. At times, they work with the class when I am presenting information, and then the rest of the time, they are working on the next project.

It has been exhilarating having them be able to work ahead and learn more then I can typically get to. It also keeps me on my toes in planning.

Curricular Design - Grading

Belief:

I believe that grading should reflect students' abilities. There should be a progression of grading from formative to summative within a unit. Students should be able to practice the skills before they are tested on them. Summative grading does not have to be in the form of a test; it can be a project.


Why:

Based on the engineering curriculum that I teach, students are graded based on projects, not tests. However, I have also incorporated quizzes and tests into the curriculum as well. I like to have a variety of summative projects/tests to vary how I am grading the students and give them different opportunities to excel. Also, I believe that students need to practice before they can master a lesson. I give them chances to practice using various formative activities before the summative project/test.

This year in my PLC, we are working on summative based grading across grades. This is challenging since we teach different classes however, the classes are all engineering based. We have identified the standards that we need to meet for grades 6-9. Now, we are in the processing of working on common assessments. These common assessments will be based on the standards that we need to meet.

Actions:

I need to continue to create formative and summative assessments for both of the classes I teach. I feel that this helps reinforce the concepts in a way different from summative projects. I feel that both are necessary for a student to be successful learning.

Praxis - Leadership

L = Love; I work well with others and can show leadership in a friendly way. I need to work on offering my help in a leadership way instead of waiting for others to ask.

E = Energy; I try to start and end the day on an energetic note. I volunteer for a lot of things and help out wherever I can. Sometimes I get overwhelmed and can feel drained.

A = Audacity; being bold; when I am in a meeting, I'm not afraid to speak up and voice my opinion. At times, if I am in an unfamiliar situation, I can be more quiet and not offer my insight even if I have an idea.

P = Proof; I prove my leadership by actually doing it. I am an example for the other teacher that I share a classroom with. I also get done what needs to be done. I can be a little critical of others if they are not pulling their share of the load.

Example:
I am the head of my department and co-lead quarterly department PLC meetings. In those meetings, there are some very strong male voices that have been overbearing on the meetings. I have been working on being a stronger voice in the meetings  by offering my input frequently. I bring good ideas to the meeting and make sure we stay on task and follow the agenda.

AGAPE - Relationships (Have Dots and Have Nots)

Zoe is a student in my 9th grade Introduction to Engineering class. She is also a student in the AVID program. She is very organized, sits in the front of the class, listens attentively, and is very polite. However, she does not interact with any of her classmates. She comes into my class before the bell and sits and reads until class starts. During class, she gets her work done, and that's it. She is a model student except that she is very quiet and doesn't interact with anyone else. I am a little surprised that she is taking my class since we do many group projects.

1. What actions am I taking?

I have been talking to Zoe at the beginning of classes to get to know her better. I asked her questions about the book she was reading this week. Today, I looked at her work and looked through her organized binder and talked about helping her with an assignment.

2. What impact am I having?

I feel like I am getting to know her a little better. It's a little challenging for me since she is very quiet.

3. What questions are being generated?
How do I get her to interact more with other students? I think I need to do some group/pairing work so she can work on her skills of talking and working with others.

What other ways can I get to know Zoe better?

Why is she in my class - is she interested in engineering? Are her parents engineers? Does she want to become an engineer?


December 19:
1. What actions am I taking?
I've been continually interacting with Zoe in the classroom.

Zoe is in the Avid program. I plan to observe her in one of her Avid classes after Winter break to see her in a different classroom setting. I couldn't get it scheduled before Winter break starts. This will also give me the opportunity to see an Avid classroom and to see how I can help support the learning in that classroom.

2. What impact am I having?
Zoe has become more talkative with me and with other students. I see her interacting with other students more which is so good to see.

3. What questions are being generated?
What else can I do for Zoe, or should I move on to another student who needs more help at this time.


I read this article about giving feedback to students. It's a quick read and provides 19 words that we should say to each student when giving feedback. Although this doesn't completely apply to building relationships, it still has an impact on students' performance when giving them feedback and talking to them.

These are the 19 words we should say when giving feedback:

I’m giving you these comments because I have very high expectations and I know that you can reach them.


http://thetalentcode.com/2013/12/13/the-simple-phrase-that-increases-effort-40/


Feb 14, 2014:
This is sometimes harder than I think. I feel like class flies by, and I haven't had the chance to connect with Zoe. She missed the entire week of finals and then was trying to catch up at the beginning of 2nd semester. I was supportive with her and helped her with her assignments and making up her final. However, I struggle with the personal side of it. I talked to her Avid teacher about attending her Avid class, but unfortunately, it's the same time that I teach. I'll keep thinking of ideas to make connections with her.

I would like to switch my efforts to a different student in my 9th grade class. We are struggling with our relationship this year. I don't think he enjoys coming to class, and he continually acts out in class. Next week, I want to talk to some other teachers about how to connect with him.

Action Research Journal

Nov 22, 2013:

1. My action research stresses me out! I feel like I'm not doing enough. I don't feel like I am accurately tracking my action research with my class.

2. I switched classes that I am tracking my action research for, and it seems to be working better.


Dec 2, 2013:

1. I'm feeling better about tracking the other class. I have completed interviews and the survey. This week, I will be tracking engagement using the Class dojo app on my ipad.

2. I am still a little apprehensive about not having enough solid data to back up my action research. Some days I fluctuate between feeling okay about the data, and other days, I am not feeling okay. Sometimes I feel overwhelmed in trying to fit it all into the class time.


Dec 18, 2013:

I had my Alt Comp coach stop by my classroom today to help me track motivation and engagement among students while I was teaching. She walked around and took pictures using her iPad and emailed the data to me. It helped me see who was on-task and who was not on-task.

I also kept track of classroom engagement using the Class dojo app as well. I was surprised to see how many students were off task when I thought everyone was very engaged and motivated.

I changed my third data collection tool to tracking engagement using the Class dojo app and my alt comp coach.


Jan 10, 2014:

I'm still feeling a little behind with this project. I need to finish my second set of data collection tools and then I can do my third set in a couple of weeks. Wow! The time has flown by. I had my students complete a survey today. I'm not sure how legitimate the information will be since it was a Friday of a short week of the first week back from Winter break. It's amazing how the day and time period may possibly affect things.
I need to interview the three students on Monday and then track class engagement using the iPad Class Dojo app.


Jan 27, 2014:

No school again today, so hard to collect data. I meant with a friend for lunch today and explained my action research project to her. I was feeling very stressed about it. After I explained it to her, she asked some great questions, and helped me realize that I've done some good things based on my research and that it's okay to not have a concrete answer. As an engineer, I feel like I should have data that is concrete, but in this type of work, that's not always possible, and that's okay.

By the end of this week, I plan on having my student interviews complete and class engagement tracked during 3rd hour. Then I'll implement changes as necessary for about two more weeks, and then I'll collect data one more time.

Feb 21, 2014:
I still need to collect some more data. I think the data collection is the hardest part for me. It's hard to take a snapshot of my class and their engagement. I have one more round of data collection left that I plan on doing the first week of March. If I were to do this entire project again, I would narrow my topic by tracking engagement with only one type of technology, not many different applications of technology.

Action Research - Data Analysis

The Five Whys

LEAP Into Leadership

LEAP into Leadership

Love
Energy
Audacity
Proof

ROL Draft #3

Here it is . . . draft #3. I still feel like it needs help. This is hard!

ROL Draft #3

Growth Mindset Plan

The Stockdale Paradox:

"You must retain faith that you will prevail in the end, regardless of the difficulties.

AND at the same time…

You must confront the most brutal facts of your current reality, whatever they might be.

For me, the Stockdale Paradox carries an important lesson in personal development, a lesson in faith and honesty: Never doubt that you can achieve your goals, no matter how lofty they may be and no matter how many critics and naysayers you may have. But at the same time, always take honest stock of your current situation. Don’t lie to yourself for fear of short-term embarrassment or discomfort, because such deception will only come back to defeat you in the end."

Taken from http://io9.com/the-stockdale-paradox-reveals-why-hope-is-the-grimmest-1287812990

Reading about the Stockdale Paradox captivated me. I was very interested especially since I have a military background. Admiral Stockdale was a prisoner of war who experienced hell on earth and still managed to survive. 

In my classes, I want to teach them about the Stockdale Paradox. I am also going to start thinking about how I ask questions, not call on the first person who raises their hand, start adding "yet" to the end of things, give more detailed feedback on assignments, no longer use "good job", be specific.

I tried it last week! I waited for most of the students to raise their hand before I called on them. I said that if they are brave, they will try to answer the question, and it worked! I had several people attempt to answer the question even though it was a concept they had never seen before.

Leadership

I have been asked to speak at the Veteran's Day assembly at my high school on Friday, Nov 8. I am VERRRRYY nervous about this. I will have to give a 5-7 minute speech in front of 2,000 people, two times - 1,000 people will be in the audience each time.

I have been thinking of ideas for my speech and plan on writing it this week and next. My goal is to focus on service, not only service to our country, but service at any level.

I'll post again as I start writing my speech and after I give it.

*******************************************************************
I gave my speech twice today during both Veterans' Day Assemblies. It went really well. I was nervous the first time through but got my better on the second try.

Here's my speech and the pictures I showed during the speech:

Speech

Pictures

Leadership

In October, I attended a BATT meeting at the middle school where I teach. I decided that I want to participate more in the BATT meetings to share my knowledge of technology and help the school grow with their technology usage.

This meeting was held after school on a Monday in the media center. The person who is in charge of the BATT is the same person that is runs the media center. She is an older lady that struggles with using technology.

The meeting was slightly disorganized. The person in charge struggled with using Google docs and knowing everything that was to be discussed on the agenda that she created. She did not have all of the details to help the team make good decisions.

For me, it made me more aware of how much more I can help and need to help with the BATT team, training teachers on technology usage, and discovering new ways to use technology that I can share with other teachers.

DI Plan & First Post

Differentiation Integration

Post twice a month on 15th and 30th about the following:
Strategies
Struggles
Questions
Ideas
Resources

Comment on each person's once a month

Put DI in the title

***************************************************************************
Strategies:
I am struggling in my classes with DI. One of the strategies I've done is breaking the class into smaller groups and working with the students that still struggle on a concept. I have also given the students a choice on how to complete an assignment - they have a choice of the way they are going to complete the task whether it is with the technology they use or project they turn in.

Questions:
What are some more strategies that I can use within a high school classroom? This is a very generic question. I need to do some research on my own to help with this question.

Action Research Questions for October Conference

1. I'm still struggling with knowing that my data collection tools are going to sufficiently help me determine if implementing technology in my classroom will increase student motivation and engagement.

2. Should I include a survey of other teachers in the school as one of my data collection tools to determine if technology does or does not increase student motivation and engagement?

Curricular Design

Having a curricular design for my first unit of my high school Civil Engineering & Architecture has helped me feel planned and prepared to teach students. Because I feel so prepared, I now can focus on helping students and making sure they understand what I am trying to teach them. The focus has moved away from me and the curriculum and is now focused on the students and their understanding. This is the best feeling ever! 

One thing I struggle with is how to introduce my enduring understandings and making sure the students are getting it. I also struggle with the pre-assessment stage and successfully differentiating a lesson based on the pre-assessment.

I feel that having the curricular design and assessments based on the standards will help the students more in the long run, and they will be more successful on the end-of-year course assessment.

The curricular design piques my passion because it allows me to intertwine some really cool engineering concepts into the unit based on the enduring understandings. Since I have everything planned on, I can spend time on finding the really cool engineering things to add to the lesson and make it even better.

Abstract

          My action research is based on implementing technology in a classroom to increase motivation and engagement. I conducted my research in my 9^th grade Introduction to Engineering classroom. This class is a year-long, elective class. Each of the students in my class has access to a computer, and several students have other technology devices as well. I implemented several types of technology applications in the classroom. Some of these technology applications included Google Sites, Prezi, Twitter, Lucidchart, iPad apps, video editing apps, and many more. The purpose of my research was to determine if the technology that I implemented in the classroom actually kept the students more interested and engaged in learning than if I did not use technology. I used surveys, field notes, and student interviews to track engagement in the classroom based on technology implementation.  I was looking for signs of engagement such as performing/presenting, inquiring, exploring, explaining, evaluating, experimenting, interacting with other students, gesturing, and moving. Based on my research, I hope to determine the effectiveness of the technology as it applies to student engagement and motivation.

Leadership

I am the leader of my PLTW department at the high school this year. I am responsible for the budget, communication, coordination with admin, marketing of the program, incorporating new technology such as the laser engraver, student PLTW club, etc.

Another leadership position I would like to take on is joining the technology team at the high school or middle school.

• In what ways could you build on the strengths you already have with this position?

One of my strengths is improving instructional practice. I am constantly sharing what works and doesn't work in my classroom. This could apply to either position.

• In what ways will this position challenge and stretch you?

I want to work on building relationships with both positions. I need to get to know other teachers more (it's a big school) and create supportive relationships.

Growth Mindset

1. Continue to talk about growth mindset with technology - especially since technology is continually changing

2. Keep having students try new technology - foster skills by embracing different technology, not always the same one

3. Mondays - do relationship building activity/energizer

4. Fridays - do some sort of technology topic

5. Provide a broader perspective at the end of the units - why does this all matter?

Relationship Building

What ideas stand out to you?  

• One of the most dangerous feelings is the feeling that we don't matter
• People need to know that "they matter"
• The power of noticing and sharing what you notice
• Noticing things about people 30 seconds a day can change a culture
• What you notice needs to be articulated to that person
• Begin each lesson with the following statement:  "You are a genius and the world needs your contribution"
• The bigger the thing, the more likely the genius will show up
• Knowing that I can help other people know their significance is big!

What Enduring Understanding could you write that incorporates the big ideas of this presentation?

• People need to know that "they matter"

What are you already doing to build relationships with your students?

• For my high school classes, I started the year with community building activities at the beginning of each class
• For my 9th grade class, for the first lesson, they had to complete a community building activity. For the next lesson, they created a 30 second Animoto video of themselves. I show about 5 of their videos at the beginning of each lesson

In what ways do you show your students that they matter?

• I try to connect with each student throughout each week in class finding out their interests or activities or what they've been doing outside of class

Thank about some ways that you could go further with relationship-building.  Set a GOAL and blog about the actions you will take to meet your goal.

• Continue to incorporate weekly relationship-building activities into each class even if students complain and don't want to participate
• Incorporate the statement: "You are a genius and the world needs your contribution" into lessons
• Incorporate a weekly plan to have a student responsible to help students that were absent

Data Collection Tools Revised

https://docs.google.com/file/d/0B47vt2B6VMQQczBSekg0NW5CTXc/edit?usp=sharing

Goals for my ROL Draft

• Add in classroom examples

• Look at how implementation of technology impacts my classroom personally

• Check on tenses (future, present)

ROL Draft #2

https://docs.google.com/document/d/1ZsaRDT60L6WrpL5AucZZ2DUy_1oaneHUrOzs79x1cUg/edit?usp=sharing

Worksheets Don't Grow Dendrites

I teach two sections of 9th grade Introduction to Engineering Design class. In the beginning of the curriculum, I teach the engineering design process. It's a six step process that can be very dry. This week, I tried one of the teaching strategies that we learned in M.Ed class.

To begin the lesson, I showed the students a picture of the six step design process on the projector screen. I had them copy the picture and the name of each step into their Evernote program on the computer. As I explained each step, the students typed notes into Evernote. We then watched a 20 minute video called "The Deep Dive" that shows a team from the company, IDEO, redesign the shopping cart by going through the design process. This video is great, and the students are really interested in the process. After the video, I had the students write the six steps in their notebook and then draw a picture of each step. This is the new teaching strategy that I tried. The students had to draw a picture of something that would help them remember each step. They could draw a picture of each step of the process as they saw it on the video. They could draw pictures of themselves going through the six steps. They could draw pictures of other things that helped them remember the process. After they were done drawing the pictures, I called on students to explain what they drew for a specific step, and then I had them share their drawings with the person sitting next to them.

This is the first time I've tried the drawing and artwork strategy and hope it helps the students remember the six step design process and what happens in each step of the process.

Super Summer Stretch

I started out the summer with ideas of jumping out of airplanes or quarry diving or kayaking down the Mississippi. As the summer progressed, my stretch idea changed.

My family goal this summer was to incorporate "service for others" into my family's life. Instead of having one big service thing we did, it became more of a bunch of little things to help others. I wanted to instill the value of helping others in my boys' lives and also teach them that even little things can make a difference.

We volunteered all summer pulling weeds at our church. We would go there once a week and just pull weeds. Some weeks it was easy. Some weeks, my kids did just not want to be there. We never stayed too long, just long enough to see a difference in what we had done.

We did other service projects throughout the summer. Each time I hoped that my boys would feel more and more thankful for what they have and understand and appreciate their skills and talents that they can share with others.

My middle son, who is going into 7th grade, completed 60 hours of service this summer doing various things. To see the proud look on his face as we kept track of what he did and added it all up at the end was priceless for me. He volunteered at his school library many hours each week. He volunteered at Feed My Starving Children. He packed sandwiches and donated clothing. He helped all week with Vacation Bible School at our church. His goal was 100 hours this summer. Even though he didn't quite make the goal, he definitely stretched himself.

Finally, what stretched me the most this summer was to visit a friend who was dying of cancer. Even though this sounds simple, it was actually quite difficult for me. Both of my parents died of cancer. My mom died 8 years ago at the age of 68 of esophageal cancer, and my dad died 2 years ago at the age of 74 of skin cancer. They would have celebrated their 50th wedding anniversary this summer. So, for me to visit my friend, Maria, who was dying of cancer was extremely difficult for me and brought back a flood of sad memories. However, it was good to see her. I brought food to her family and spent time with her and her children. She has three children; the oldest is graduating from college and the youngest is my middle son's age. One afternoon as I was leaving her bedside, I bent over and hugged her. As I was hugging her, she whispered in my ear that she was looking forward to seeing my parents and would hug them for me.

Maria died last week at the young age of 52. She was a beautiful lady with a strong faith and positive attitude even in the end. I went to the visitation and funeral. I talked to her husband and each of her children. Maria definitely coached them through her dying process and helped them to feel better about her leaving them. When I talked to her daughter, Jenny, the one just graduating from college, there were no tears. She was relieved that her mom didn't have to suffer anymore. Jenny told me that "her mom had a new birthday now." I am so thankful that I got to experience Maria's strength and positive attitude before she died. For me, that is the ultimate example of a growth mindset.

IDEAL Classroom

My IDEAL Classroom:

Physical set-up of my room
Since both of my classrooms have 30 computers in them for each of the students, the layout of each of the rooms is fixed due to computer wiring. 

Ninth grade room - In this room, there are tables at the front of the room and computers at the back of the room. I plan to start the year with the students at the tables doing community building and engineering activities. Once we start in on learning Inventor on the computers, then the students will sit at the computers all of the time. I plan to then teach from the back of the room so I am closer to them and can see what is on their computers.

High school room - The students will sit at the computers during the entire class. I will circulate around the room as I teach, moving from front to back. There is space on the side of the classroom for the students to do some community building and engineering activities. 

Communication between me and students and/or parents before (or when) school begins
      At the beginning of the school year, I will send out an email to all of my students and their parents. This email will explain how to access my class information, grading policy, and how to best communicate with me. It will include a picture of the laser engraver in the high school classroom. It will also offer an open invitation to any parent who would like to come in and help or present or share what they do specifically if they are an engineer.

Community building activities for the first days and weeks of school

First Week:
Tuesday (first day) of school:  Sentence Completion - Have the group introduce themselves by completing a low risk sentence. Examples: favorite food, animal, cartoon strip, musical group, funniest story they have ever heard, best joke, hobbies or interests, funniest relative, what would they like to do if they had two extra hours today, what would they do if they won the lottery, etc.

Wednesday: Foundation & Structure (Roots & Leaves) - Provide students with paper and markers and ask them all to draw a house. It must include a foundation (basement): things about you that are not easily visible (where you are from, values, important life events, achievements, things you struggle with, long term goals, secret dreams, etc.) and a structure (walls): things about you that are readily visible (hobbies, demographic information, important people in your life, distinguishable personal traits, favorite music, things you do well, etc.) Have students share and describe their house to the class.

Thursday: Find Your Match - Create index cards that contain easily linked individuals or businesses such as Beyonce and Jay Z, Bill Gates and Microsoft, George Bush and Condoleezza Rice, etc. Once students have found their match, they will sit and interview each other and answer the following questions:

• What middle school did you attend?
• What is your favorite book?
• What really annoys you?
• What really makes you happy
• What are 2 of your hobbies?

After the interviews are complete, each pair will introduce their match to the entire class presenting information gathered during the interviews.

Friday: Four Corners - Have students count off by four and go to the corner of the room corresponding to their number. As a group, they must come up with two similarities and choose a spokesperson. That person will explain the similarities to the group.

Second Week:
Where Are You - Have each person say where they were and what they were doing on July 4th, 2013.

Pick a Side - Students are asked to choose their preferences between the following dichotomies. They go to one side of the room or the other (designated by the facilitator) to show which one they prefer. No one can be in the middle. Discuss why people made the choices they made.
1 - Play before you work or finish your work so you can play
2 - Design a house or build one
3 - Jeans or sweatpants
4 - Would you rather be a bat or a baseball
5 - Texas or Montana
6 - Plan your vacation or decide what to do when you get there
7 - Morning or night
8 - Would you rather go see a play or go to a football game
9 - Chocolate or strawberry
10 - New York or California
11 - Hangout with a few close friends or get together with a large group of people
12 - Listen or speak
13 - Country or pop music
14 - 007 or Batman
15 - Happy Gilmore or Terminator (I or II)

Third Week:
Skip Greeting - roll a dice on the computer projector screen and skip that many people to the right and then greet them and say their name

Color, Car, Character - Each person writes his or her name on a piece of paper. Under their name, they write which color they feel best fits their personality. Beneath the color, each writes the name of a car that fits their self-image. Finally, under the name of the car, each participant is to write the name of a fictional character with which they identify. One at a time, group members identify themselves by stating their names, colors, cars, and fictional characters. In the introduction, each participant is to provide a brief rational for each of his/her three choices.

Fourth Week:

Cube Toss - write a question on each side of a cube and toss the cube, the person who catches it answers the question where their thumb is closest

Commonality - Prepare 3-4 sets of 3x5 cards that have names on them that are related. Then pass them out randomly and have students find their matches. For example, prepare 4 cards each one with a different name such as Homer, Marge, Bart, and Lisa. Once those 4 students find each other, they should realize they are the Simpsons. Use band members, movie characters, presidents, etc. Use something students will know. Once they find each other, have them sit together and introduce the group to the class. This is a great activity to get students into random groups.

Plan for use of community building activities throughout the first semester
I plan on doing a daily community building activity in my classes for the first week of school. After the first week, I plan on doing community building activities twice a week for the rest of the first month of school. After that, I will do a community building activity once a week or once every other week.

Rituals/Traditions I plan to use
This year, I want to create an engineering community within my classroom. I plan on doing this with the other teacher that teaches engineering in the same classroom. I will be taking pictures of my students working on projects and take a picture of each class and put these pictures on the walls in the room.

I want to take my students on an architectural field trip of the Twin Cities and have that become a tradition that I do every year.


Reflection:
Work on more classroom building activities
Send email to parents and students

I AM

What is my new story?

     "Service for others". My goal this summer has been to work on doing service for others and teaching my boys to do the same thing. I want to teach that concept in my classroom. I want my students to learn how to do things for others and experience the good feeling they get inside themselves when they do things for others.
     Since I teach engineering classes, I can teach my students how to use their engineering skills to help others. I can provide examples of engineers that help others. My overall goal is to do a project that involves designing and/or building something for someone in need within the larger community.

How will I "wake up" the forces of good within your students and your colleagues?

     I will start the year by doing simple community building activities within my classrooms. This will help build a community within the classroom. Then, I'll expand that community to the larger community such as the school by having the students complete a project for the school. I will then hopefully expand the community even further by having the students complete a project for the community outside the school. I will also provide examples of engineers that help others throughout the year. I hope to include my colleague in this plan and have him do similar things for his classes as well.

Goals for Improving Data Collection Tools

1. I need to add specific lesson plan information for each lesson in my unit linking assignments, assessments, technology sites, etc.
2. Review my Stage 1 and 2 to make sure they cover everything in the Unit.

Determination

Shakleton did not show worry or concern

He kept them busy with jobs and made them all equal

He inspired a sense of camaraderie; strength lies in unity

He made sure they had enough supplies to survive

What had happened had happened – he always looked to the future; he set a new goal to save every life

He was devoted to holding his men together

Unfailing cheeriness; greatest optimist

He had to make life and death decisions

He would order hot drinks to serve to all when he noticed one person was really cold

He created an unfailing belief in himself from his crew

He converted his disappointment into an odyssey of survival

Classroom -

Keep sticking with it

If something doesn’t work out, don’t give up, try a different route

Be motivating and encouraging

Be the cheerleader and leader

Colleagues –

Motivator

Leader

Concept –

Determination

ROL Review & Goals

Have other people read my ROL and highlight the different areas such as "how", "why", "IDEA", and "impact" helps me see what areas I need to add to or improve.

This process made me feel less intimidated since I knew my colleagues were only looking at specific areas. It also helped me feel less intimidated as a reviewer since I knew that I only had to look for the "why".

Goals:
1. I need to improve the IDEA paragraphs in my ROL
2. I need to add an annotated bibliography to my ROL not just a bibliography
3. I need to improve the flow of my paper, transitions, headers, and the connections to the topic

Critical Friend

What is your understanding of the role of a critical friend?

A critical friend is a person who helps you be successful. They accomplish this by asking you helpful questions and push you to do something even better. They give you feedback in a non-critical way and support you along the way.

What value could you gain from a critical friend?

A critical friend could help me improve my teaching, write better lesson plans, come up with different teaching strategies, modeling, mentorship, a trusting relationship.

Share your reaction and questions pertaining to the six-step process for critical friends.

Challenging as a critical friend to provide constructive feedback not just cursory praise.

Everything needs to be completed in 20 minutes.

What key character traits would an individual need to possess to be an effective and desirable critical friend?


Which traits do you feel will be the most challenging for you personally?

Ideas for lessons - Worksheets don't grow dendrites

I teach the 12 step engineering design process to all of my students. It is a very boring lesson with a PowerPoint. I've been struggling with ways to improve it for years now. Based on what I saw today, I would like to have the students role play the 12 steps. I can have the students break up into groups of 12 and then each group is responsible for role playing one of the 12 steps based on their group number. They have to come up with a movement or action that represents that step.

ROL - First Draft

Here's the link to my first draft of my ROL.

ROL

Growth Mindset

Curricular Design Unit
Goals:
1. Work on lesson plans to make them even more interesting
2. Think of more assessments for learning that I can use on a daily basis
3. Complete a UBD for the other units in my Civil Engineering & Architecture class
4. Complete a UBD for the units in my Intro to Engineering Design class

What has energized me:
Having everything planned out and linked back to the standards for the unit energizes me.

What has challenged me:
Thinking about the overall concepts for the Unit was challenging for me.

Questions about my Action Research
1. I am very concerned that it will be difficult to prove or disprove my action research question
2. I am concerned that I will be too one-sided when implementing my action research


Questions about my ROL
1. How many articles is enough research for my ROL?
2. How can I make sure the articles are good enough for my ROL?

Curricular Design

My Stage 1, Stage 2, and Stage 3 of my first unit of my Civil Engineering & Architecture class are in the following document:

Curricular Design - Stage 1, 2, & 3

Data Collection Tools

Here is a draft of my data collection tools and implementation plan:

Data Collection Tools

Three things about Action Research

1. I need to have three data collection tools and use each tool three times:  beginning, middle, end.

2. The action research paper is not the same as the ROL paper.

3. The data collection needs to be completed by the end of December. The action research needs to be completed by February.

Clarifying question:

I implement my action research on all of my classes but only collect data from one class?

Action Research Assessment Checklist

Criteria:

1.  Describe the rationale that led to your research question.

Quality Indicators:

    - A description of context and culture related to learning environment such as school, number of students, population, level, etc.

     - A rationale for inquiry that states the strategy, concept, problem, and/or need for improvement.

     - Connection is made to teaching practice as influenced by the needs of children, curricula, content knowledge, strategies/techniques, beliefs, identity, social justice, etc.

2.  Communicates a question and goals/outcomes for the inquiry.

     - The question is broad enough to allow a range of research perspectives but narrow enough to be manageable.

     -  The question is contextual, relating to your specific circumstances.

     -  The question includes how or in what ways, impact, and teaching assignment.

     -  The question is conceptual and related to theory.

     -  Out comes of the action research process are connected to improving students learning.

     -  Outcomes are measurable.

3.  Connects the inquiry to the researcher's beliefs and understanding of IDEAL.

     -  The inquiry is connected to the learner's beliefs about instruction, discipline, environment, assessment, and leadership.

     -  The action research process is completed collaboratively.

     -  The inquiry connects to national, state, and local standards.

4.  Describes and creates three data collection tools.  Uses the data collection tools to assess the impact the implementation plan is having on student learning.  Makes changes in the implementation plan based upon needs of students.

     -  Explains data collection instruments and reasons for their use in relation to IDEAL.  

     -  Includes a timeline for data collection.

     -  Data collections tools fit with the question.

5.  Describes the researcher's sequenced plan to integrate the action research into his/her practice.

     -  Implementation plan is organized, detailed, and logically sequenced.

     -  The plan is replicable.

     -  Reflects an understanding of implementation issues or possible road blocks.

6.  Describes the methods used to analyze data.

     -  Provides a clear description of techniques for analyzing data.

     -  Selects appropriate process for analyzing data.

    

7.  Reports analysis of data for key patterns, conclusions, and implications.

     -  Possible bias is addressed.

     -  Summarizes and illustrated key findings, themes, and patterns.

     -  Charts and visuals help to clarify data.

     -  Data is clearly connected to the question of the inquiry.

     -  Reporting of data is clear and balanced.

     -  Addresses the validity and reliability of the data.

     -  Draws conclusions based upon patterns, relating them to the question being asked, and outcomes expected.

8.  Explains findings in relation to IDEAL, beliefs, and future inquiry.

     -  Next steps/action research have been identified.

     -  States how beliefs have been affirmed and ammended as a result of action research.

     -  States limitations experienced in trying to apply strategies and draw conclusions from data that was collected.

     - States goals for future pratice across IDEAL.

Review of Literature - Interesting Article

        As I was reading and summarizing 15 articles for my action research, I came across a paper that I found very interesting. This paper was written by four teachers in May 2013 that were completing their master's degrees in teaching. The paper was about using technology to increase student engagement and motivation in elementary and middle school. It was very detailed and included survey questions and technology activities that the teachers had used in their classrooms. This article made me think about my action research question some more. I might change my question from using technology to increase student learning to using technology to increase student motivation and engagement.

Edmodo - Technology Resources

I am part of a technology group on Edmodo and found a post titled "Taking your Classroom to the Next Level". Here is a link to the site:

http://classroomsnextlevel.wordpress.com/

This site has lots of great technology ideas. I plan on trying the digital bulletin board and using some of the iPad ideas. I also need to use a document camera in my classes and plan on following the ideas on this site to create a document camera using my iPad.

Unit 1 Assessment - Civil Engineering & Architecture

My unit for Civil Engineering & Architecture focuses on the history of civil engineering & architecture, different architectural styles, and how to become a civil engineer or architect. It takes approximately two months for this unit which starts at the beginning of the school year.

Pre-Assessment

Formative Assessment #1

Formative Assessment #2

Summative Assessment

** I created these assessments in Word, however, when I uploaded them to Google Drive, some of the formatting became messed up even though it still looks fine on the Word documents.

Action Research - New

Action Research Question:

In what ways will implementing a electronic technology-supported learning environment increase student achievement motivation and engagement in a high school classroom?

Using technology in the classroom:

Teacher iPad

Google Docs

Blogger
Kidblog.com

SMART Goals

1. I will complete MEd assignments at least three days before the assignment is due
2. I will practice using Google Docs and search iPad apps that I can use in my classroom one time each week
3. I will create my CEA and IED calendars for the entire school year by the end of the summer
4. I will read 6 books this summer:  2 about teaching, 2 non-fiction (self-help), 2 fiction
5. I will exercise 4 times per week by biking, walking, hiking, or kayaking
6. I will take my kids to see a new place or do a new thing two times per month

Draft Data Analysis & Conclusion

Here is the link for my Draft Data Analysis & Conclusion:

Draft Data Analysis & Conclusion

Final ROL - Semester 1

Here is my final version of my 1st semester ROL. For some reason, when I uploaded it to Google Drive, it changed the bolded sentences in the paper. I had bolded my action research statement, but it no longer shows up in bold in the Google Drive document. 

Final ROL - Semester 1

Top Ten for 2012-2013

Growth Mindset

What is a growth mindset and why is it important?

Learn how to grow and succeed and apply that to other things
Avoid believing that he was special that he didn't need to work hard
Success is not determined by an ingrained level of ability

Growth mindset vs. fixed mindset:  Leads to different behaviors and results
Growth mindset - fix grades over time; different perspective on intelligence

Build abilities
Can change our own abilities; bring our game to new levels
Receive information on what they could do better next time

FM = Fixed Mindset
GM = Growth Mindset

FM - see effort as a bad thing; when they hit a setback, they thing they are incapable to protect their ego
GM - see effort as a way to grow; they take setbacks as an opportunity to learn and grow

Wow, that was a really good score, you must have tried really hard - GM praise
Wow, that was a really good score, you must be smart - FM praise

We can change mindsets from FM to GM

Managers with FM don't welcome feedback in the work environment

To instill a GM in ourselves and others
1. Recognize that the GM is beneficial and supported by science
2. Learn and teach others how to develop our abilities
3. Listen for your FM voice, talk back with a GM voice; if hear that I can't do it, add "not yet"

Growth mindset is important because it helps us be life-long learners. It helps us learn and grow from our mistakes.

My Growth Mindset Story -
     I have had many growth mindset opportunities in my life. The first one that comes to mind is going through basic training at the U.S. Air Force Academy. Basic training is 6 weeks of fun in the sun with lots of physical and mental training. I had never experienced anything like it and had many days that I didn't want to be there.  However, I decided mentally that I was going to keep going. I'm very competitive and don't like failing. Telling myself that I can do it helped me make it through basic training.
     Another time that I experienced a growth mindset opportunity is survival training in the Air Force. I had to survive for 10 days in the woods with minimal amounts of food. We had to evade captors and travel by night through the cold and wet weather. I once again developed a growth mindset and would not give up.
     The third time I remember developing a growth mindset is when I was laid off from my civil engineering job. I was working as a civil engineer at a surveying and engineering firm. We did mostly residential developments and with the market crash and residential building drop-off in 2009, there wasn't must work for my company. Because of it, I ended up losing my job. Instead of sitting at home feeling sorry for myself, I decided that is was time for a new career. I went back to school to get my teaching license and now teach engineering to high school students. 
     From all three experiences, I learned that there is always an end to the situation, and if I stick my mind to it and stay positive, it can be a good ending. With basic training and survival training, the end result was my success in mental and physical capabilities that I never knew I had. With the change of careers, the end result is a job where I get to teach engineering to students and help them be successful. In any of the situations, I would not change anything. I accomplished my goal in all three situations. If similar situations were to arise, I might push myself a little more physically and mentally knowing now what I can do.

Backward Design

What are the features, examples, and non-examples of Understanding by Design (UBD):
Not a philosophy or approach to teaching
It is a planning framework
More goal focused and effective
Being prepared to where you want to end up
Knowing where I want to end up
Focus on long term goals and embed in short term plans
Content and performance
Better engage learners
Prevents misalignment between short term plan and long term goals
Desired and actual results
Help kids gain proactive control of the situation and develop a long-term goal
Start with long term goal and then do assessing (not grading) and what occurs in the classroom

How would you define UBD in six words or less?
Thinking long-term and applying to short-term

What do you see as benefits and challenges to this system?
Difficult to think backwards
Sometimes it's hard to look big picture
Gives a clear picture/road map of where I need to go
Requires me to be effective in my teaching
Makes me question everything I teach; does it apply to the long-term goal

In what ways has small and large group discourse enhanced your understanding of UBD?
Helps me know where I need to go with my unit design
Only have 3 enduring understandings
Add actual standards in the content area
Essential questions lead to my enduring understanding

Enduring Understanding
Essential Questions
Skills/Knowledge

Scaffold my way up the above list

Enduring understanding transfers to different contents

What perplexing questions do you have about UBD?
How does this apply to each unit? Can I tie it all together?
Do I list all vocab for the unit?

What is my goal?
Increase student understanding of what civil engineers and architects do

What does it look like when my goal is achieved?
Students do well on end-of-year course assessment
Students are engaged in class
Students can answer questions and participate in activities and projects

What does it look like in my classroom as that goal is being achieved?
Students complete activities and projects
Students answer reflection questions
Students have discussions with each other providing good examples, comments, and feedback

Data Analysis

What are the features of data analysis?

Reviewing the data while it is being collected and make sense about what I am observing. Researcher should remember that appropriate analysis will depend on the question being asked and different based on type of data collection tool. Search for patterns or trends in the data. Need to figure out what it means. Coding to break down data into manageable segments. General for action research. Two stages: description - review the data and and look at what you see; sense - put pieces together, put data together in groups, organizing data. Data interpretation and action research focus on implications and meanings from the analysis. Ask how the patterns of the data inform my thinking. Claims must be supported by data.

What are examples and non-examples of data analysis?

Examples: exit tickets, assignments & activities, warm-ups, wrap-ups, surveys, journals

Non-examples: not looking or using data collected, manipulating the data, only looking at certain student data, having an assumption and making the data support the assumption

What is your definition of data analysis in six words or less? 

Examine, interpret, apply information supporting students

What is your plan for analyzing your raw data?

Coding data to find patterns; breaking it into chunks of information; make sense of the data

What challenges do you anticipate when analyzing your data?

Understand data; create patterns and make sense of the data; quantifying the data; I tend to jump to conclusions too quickly

What have you learned about data analysis from small and large group conversations?

How to take information and quantify it. Look for examples and non-examples in data

What are some of the questions that you have about data analysis?

How much data do I need to draw conclusions and support my claims?

How do I have a benchmark to compare my claims and data to?

Review of Literature

Here is the link to the first draft of my mini-ROL:

Mini-ROL

Semester 1 Professional Growth

1.  Think back (or revisit) the “Principles of Children’s Learning” or “Belief Statements” that you wrote at the beginning of this journey.

 a. What specific principle or belief do you most rely on as you interact with students each day?

I feel that the belief that I rely on the most is building positive relationships with students. I have worked hard this semester to get to know my students better. When I have a good relationship with my students, we work better together and they learn more. The classroom environment is more productive.

 b. In what ways has this helped you reframe anxiety-producing problems into productive, solvable problems (maybe even opportunities)?

Getting to know my students better helps with behavioral issues in the classroom. Classroom management can be anxiety-producing for me at times, and have good relationships with my students alleviates some of that anxiety. I can talk to them about what's going on that day or I can tell if they are struggling or need to take a break from what they are doing.

2.  In what ways has your Semester 1 learning impacted your interactions with colleagues?

I am willing to ask for help and discuss ideas with my colleagues. They provide support and strength for me to try new things. I am also more open with my colleagues on a personal level trying to build relationships with them as well. Just like the relationships I am building with my students, the more I work on relationships with my colleagues, the better we will work together.

3.  What new nugget of learning (or insight) has impacted your practice most?  What are you doing differently as a result of this learning?

I have been really thinking about and working on formative assessment and differentiation. I want to make sure that my students understand what I am teaching and can apply the concepts to problems. I have also been focusing on those students who are struggling with understanding concepts and completing assignments by working with them in smaller groups during class time.

4.  What are you still wondering about?

The action research project still worries me. What happens if I pick something that doesn't work or is too complicated to analyze the data. Specifically, the data collection piece of the action research project intimidates me. I struggle with wanting concrete data, numbers, and answers, but feel like I won't necessarily get that with my data collection.

AR - Data Collection Tools

Focus on Change and the Future

1.  What changes are emerging from your new learning and classroom application?

Based on my learning, I've been more open to trying new things in the classroom. I'm more aware of my teaching style and trying to differentiate in the classroom more. As things work, I take notes on them to remember for "next time" and if things don't work, I fix the lesson right away, taking notes on what to improve, and that way it's ready for next time. This is helpful instead of trying to remember what did or didn't work next year when I'm teaching the curriculum again.

2. What new thinking is occurring as a result of our group dialogue around practices and research?

Several things are occurring for me based on our group dialogue. The importance of reflecting on work that students accomplish and having students review each other's work and provide feedback. 

3. How is our sharing influencing, supporting, and challenging us to focus on concepts and student learning?

Based on what we discuss in class, I gain insight and ideas to implement in the classroom. I try new things and focus on student learning. I also focus more on building student relationships. This has been extremely helpful with my high school class and the students are learning extremely high level information and doing well.

4. What additional changes are you striving for?

I'm striving to implement Blogger more in the classroom and have students provide feedback on each other's Bloggers. I also want to implement for community building activities specifically in my 8th grade classes where students struggle more with working well together.

Golden Circle Process

Why - I teach engineering because I love being able to build and create things with my mind and my hands, and I want to share this love with students to pique their interests about becoming future engineers.

How - I use PLTW curriculum to teach engineering concepts. I teach project-based engineering concepts.

What - I teach pre-engineering classes to grades 8-12. The 8th grade engineering class focuses on protoyping. The 9th grade class focuses on engineering design. The 10-12th grade class focuses on civil engineering and architecture concepts. I believe that engineering ties in multiple content areas and helps students understand the connection between what they are learning in school and how it ties in with the real-world.


Reflection:

How do I teach "from the inside out"?

I am passionate about every topic I teach and show that excitement in my body language, voice, facial expressions. I use examples in my classes from my work as a civil engineer. I talk about my family and their engineering and architecture experiences. I bring in speakers that are engineers to share their experiences.

In what specific ways does what you believe inform and impact how you teach?

I emphasize the information that I know is important in class because it is what I have experienced as a civil engineer and know that they will face in their possible future engineering career.

How do you communicate what you believe to your students? To their parents? To your colleagues?

Students - I share stories and examples from my career as a civil engineer with my students. I tell them about myself and the joys and difficulties of being an engineer.

Parents - I connect with parents that are engineers at conferences and through email and invite them to talk to my students in class or help out with different projects.

Colleagues - I share engineering stories with my colleagues. We talk about our experiences as engineers.