“We do not learn from experience. We learn from reflecting on experience."
~John Dewey
Today's Workshop
In our previous Lead Learner Workshop, we explored best practices related to showcases of learning. Part of that process included reflecting on the Portrait of a Learner as a way to connect learning to the real world and build a positive story of learning. In today's workshop, we'll take a deeper dive into this process of reflection, hoping to build simple strategies that students and teachers can use across the curriculum to capture growth with the Portrait of a Learner.
Our goals for the workshop are to:
Our goals for the workshop are to:
- Practice connecting with and reflecting on the Portrait of a Learner competencies in different scenarios.
- Role play the process of reflecting on the Portrait of a Learner
- Brainstorm potential next steps in making reflection on the Portrait of a Learner an intentional part of teaching and learning at Nipmuc.
Protobot Design Challenge
As part of today’s workshop, we’ll explore how the Portrait of a Learner applies to a wide range of learning experiences. Let’s get warmed up with a quick collaborative design challenge that will get us in the PoL mindset! To help us in this work, we'll be exploring a random sampling of design challenges from protobot.org - a design challenge tool.
Part I: Design Challenge 1. Find a partner from a different table and get ready for the selection of a design challenge from the list of ideas on the image to the right. 2. Working collaboratively, brainstorm a list of possible designs to your challenge. 3. Collaboratively select your "best" brainstormed idea and draw a solution to the challenge. (Don't overthink it! Brainstorm, create, and have fun!) |
Part II: Connecting to the Portrait of a Learner
Now that we’ve done some initial design work, let’s consider these ideas in the context of the Portrait of the Learner. Review the PoL and do the following:
1. Select the skill that most aligns with the purpose of your design. Write it on your design.
2. Select the skill you would need to go from idea to action. Write it on your design.
3. Let's debrief together!
Now that we’ve done some initial design work, let’s consider these ideas in the context of the Portrait of the Learner. Review the PoL and do the following:
1. Select the skill that most aligns with the purpose of your design. Write it on your design.
2. Select the skill you would need to go from idea to action. Write it on your design.
3. Let's debrief together!
View the Gallery of Protobot Design Challenge Ideas Below
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Created, Designed, Solved, or Explored?
A moment ago, we reflected on the PoL after completing a quick design challenge. Now, let's go through this process in the context of our work and learning. Take a moment to consider the following question: What have you created, designed, solved, or explored?
For students, you may be thinking about a recent assignment, lesson, or project. For educators, you could be thinking about a lesson plan, newly designed assessment, communication strategy, or professional project. Or - related to your life outside of school, you could be thinking about a hobby or interest. We encourage you to keep your idea close to the realm of school; however, feel free to consider hobbies, interests, "weekend warrior projects", a passions, or pastimes.
Do you have your idea yet...? Great! Now, take a few minutes to sketch a representation of your accomplishment. Don't worry - this isn't being graded! This is simply a tool to help you describe the work and what you accomplished. As you draw, be sure to include details that tell the story of the work and highlight the accomplishment.
When your drawing is ready (or even if it isn't!), find a new partner to work with in the activity. You'll each have a few minutes to describe your work and answer the following prompts:
For students, you may be thinking about a recent assignment, lesson, or project. For educators, you could be thinking about a lesson plan, newly designed assessment, communication strategy, or professional project. Or - related to your life outside of school, you could be thinking about a hobby or interest. We encourage you to keep your idea close to the realm of school; however, feel free to consider hobbies, interests, "weekend warrior projects", a passions, or pastimes.
Do you have your idea yet...? Great! Now, take a few minutes to sketch a representation of your accomplishment. Don't worry - this isn't being graded! This is simply a tool to help you describe the work and what you accomplished. As you draw, be sure to include details that tell the story of the work and highlight the accomplishment.
When your drawing is ready (or even if it isn't!), find a new partner to work with in the activity. You'll each have a few minutes to describe your work and answer the following prompts:
- Something I'm proud of in this work...
- An area for growth related to this work is...
- Something I’m curious about related to the work is…
Next Steps for Our Classrooms, School, and District
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In today’s workshop we engaged in reflection about the Portrait of a Learner in the context of a design challenge and a personal or academic accomplishment.
Our work was simple. Rather than designing or participating in learning experiences that were specifically geared to the Portrait of a Learner, we made progress by reflecting on the Portrait of a Learner and telling stories about our work. Now, let’s consider the impact of formally reflecting on the PoL as a regular part of teaching and learning.
In today’s workshop we engaged in reflection about the Portrait of a Learner in the context of a design challenge and a personal or academic accomplishment.
Our work was simple. Rather than designing or participating in learning experiences that were specifically geared to the Portrait of a Learner, we made progress by reflecting on the Portrait of a Learner and telling stories about our work. Now, let’s consider the impact of formally reflecting on the PoL as a regular part of teaching and learning.
Working with your group, consider the following: If this type of reflective process was used as a regular part of teaching and learning at Nipmuc, what are some possible action steps that could be taken at the classroom, school, and district levels?
1. Brainstorm at least one action step for each category (classroom, school, and district) and post them in the appropriate places in the room.
2. Next, take a few minutes to check out the ideas that have been shared.
3. Choose one of the categories (classroom , school, or district) that is of interest to you. Work with other members of the group to order the action steps into categories from "quick wins" to requires "strategic planning". Post your ideas on the paper provided.
1. Brainstorm at least one action step for each category (classroom, school, and district) and post them in the appropriate places in the room.
2. Next, take a few minutes to check out the ideas that have been shared.
3. Choose one of the categories (classroom , school, or district) that is of interest to you. Work with other members of the group to order the action steps into categories from "quick wins" to requires "strategic planning". Post your ideas on the paper provided.