Evolution of a Lesson Progression Protocol - 1. Introduction

It all started nine years ago in Rocklin, CA. My goal was to make math more meaningful and relevant for my middle school students while also building an argument to get my first smart phone. Since that year, I have been playing with lesson plan/progression design. Below is a graphic I created to show the things I have been playing with and how they relate to each other.

CLICK HERE to access slide deck

My Why Part 1: Real Life Math Problem Solving
I started playing with lesson design back in 2010 as a middle school math teacher. It was the very beginning of CCSS and we had PLC Modays which means the students went home early so our teacher teams could collaborate over data once a week. With this shortened day, I create Real Life Math primitive HyperDocs CLICK HERE to see the first one I created.

I wanted to take some of the math topics we were studying at the time and combine them with the weekend activities of my family so my students could see some connections (yes they were contrived!) After that first one, I created a new one every weekend the rest of the school year. CLICK HERE for the rest of them.

THIS is one of my favorites from our parent math day when parents came to school with their students during their math period and they did math together. At the time I did not realize I was mashing my own lesson design protocol that would change my teaching forever.

The birth of the K. Beck protocol above (2nd column):

1. SPARK interest by sharing pictures of our family weekend mundane activities
2. CHALLENGE/INFORM the students to create math problems based on the information I provided
3. EXPLAIN the students solve the problems and explain/share their thinking and work collaboratively
4. APPLY students apply what they know about the topics we are studying to create the questions and solve them and show proof of understanding.
5. REFLECT unfortunately I was the only one reflecting which drove future planning and creating.

I was influenced by many educators I had begun following on Twitter: Dan Meyer @dydan, Scott Ferrand @scott_ferrand, Matt Townsley @mctownsley

From 2010 until 2013 I used Monday's as my Common Core math problem solving sessions and then I left the classroom to become a curriculum coordinator. 

Next post: 

Evolution of a Lesson Progression Protocol - 2. Instructional Coaching

The Power of a Chromebook - A Brick in the Head Moment

Sketchnote by Sylvia Duckworth

Every once in a while as educators we have what I call the "brick in the head" moments.  Those times when the student literally woke me up in such a startling way that it is like they threw a brick at my head.  After the initial shock and possible disappointment it forces me to take pause, reflect and assess the situation and the job I am doing as an educator.

I have to share a glaring "brick in the head moment" that happened 19 years ago (OUCH)!  I was teaching a multi-age 3rd - 6th grade class that had seven students at each grade level and the students looped up with me for four years.  Needless to say the beginning of the year was tough on the incoming 3rd graders as the rest of us hit the ground running.  I did not realize the extent of their suffering and frustration until one day during reading groups.  As I worked with a group, I noticed Rory packing up her backpack carefully.  Being the scientist that I am, I watched and let the scene unfold.  When she finished, she slung her backpack over her shoulders and headed for the door.  It was at that moment that I headed out after her.  I caught her at the bottom of the portable ramp,

"Rory, where are you going sweetheart?"  I asked her
"Third grade is too HARD!  I Quit!  I'm going back to Mrs. Ruppert's Class."  Rory replied

Brick in the Head...  Thanks to Rory's brave move all of the third graders released a huge a sigh of relief as we slowed down and gave them a chance to catch their breath and join the class.

Now back to October 2016 and the brick that hit me on Friday from a frustrated teacher at one of our elementary schools:

Hello,

Today, my class used chrome books to use compass learning.

Upon students opening each of their c books, the screen was different for different students. 

1. Signing in all my students with the help of another teacher in the room took a total of 25 minutes!
2. Multiple students somehow were bumped out of compass and had to sign in again , and some more than once.
3. Some students did not have to sign in with their google account and were able to just go straight to compass because the purple compass screen came on automatically.
4. The compass sign in had ODySSEY and should have auburn. Last year that was added to the drop-down and it is not there now.So I had to type it for several students. 
5. Do I really need to write a grant to get headphones for my class? The kids had a hard time listening to their own computer and that would be ideal. If not, please let me know asap so i can get my grant app in by next week.
6. This is frustrating and subsequently I want to just go into the computer lab and not use chrome books if this is how it will be.... 
7. Is it possible to have the books open and my students be able to touch or click on an app or icon to go to the site I want them to?
8. I had to type in the url for compass on several computers to get to the compass sign in page.

Thank you so much for all your help 

Becky Hawkins

How and Why is this a "brick in the head moment"?  It is something that many of us facilitating a Chromebook roll out experience: the teacher's comfort zone.

Our district has increased the Chromebook ratio to 2:1 at our elementary schools and 1.something:1 at our middle school.  We have worked hard to effectively introduce and support the integration of technology use for instruction.  However, there are the occasional hiccups.  As a STEAM and instructional technology coach, I have to come along side the teachers who are struggling to support them as they exit their comfort zones for the benefit of their students.

As the brick was hitting me in the head, I appreciated the fact that the teacher felt comfortable enough to vent to me and honestly share her frustrations.  We had a nice chat/meeting a few days after she sent the email and we began the process of supporting her Chromebook integration in a way that was meaningful for her and her students.  

Thanks to all of you brick throwers who jolt us out of our comfort zone and cause us question and reflect on how, what and why we do things the way we do.

AUSD #throughglass Fear of the Unknown

Our new school year started on August 13th.  As the Curriculum Coordinator I have decided that Mondays are #noofficeday (the day of the week I will visit sites and get into classrooms).  I am also a Google Glass Explorer.  This year it is my goal to find as many ways as possible to integrate Google Glass into the learning environment throughout the district.  So, during my site visits on August 18th and August 25th, I wore Google Glass into the classrooms I visited.  I sent the following email to inform the school's staff I was visiting:

Good Morning,

Now that I have a year under my belt, I want to spend more time visiting sites and specifically classrooms.  So, I have dedicated Mondays to visit sites, get into classrooms to experience the learning through the eyes of the students.  This will enable me to also get a better understanding of the strength and areas of need related to curriculum, instruction, and assessment.  I will enter quietly and smile hello.  You do not need to introduce me unless it fits in with whatever you are doing.  I will wave on my way out.  I will be using my tablet to take notes directly related to student learning and engagement.  I will share positive feedback with specific examples based on my observations with every teacher I visit.

I will also be wearing my Google Glass as I will be using it to take pictures (only posted with your permission) and share the wonderful learning experiences our students have every day.  If at any time you would like me to video a lesson or activity, I can do that also.

I look forward to getting into your classrooms to see firsthand the learning our students experience. If there is a specific lesson or activity you would like me to observe, please let me know.

Have a great Monday,

Kristen Beck

Curriculum Coordinator,

AuburnUnion School District

I had crafted this email thinking that the biggest obstacle to wearing Google Glass would be the distraction it would cause with the students.  I want the students to get used to seeing me wear it in their classrooms without it being a distraction.  However, what I did not realize was that it evoked fear among the teachers.

I assumed that this email was sufficiently providing information about my observations and specifically wearing Google Glass.  Unfortunately it was not.  I was contacted by teachers throughout the district informing me that there was stress surrounding the fact that I was secretly video taping and taking pictures of  teachers teaching in their classrooms.

I suddenly realized that my perception was completely out of whack with the teachers' perceptions, not because of a lack of communication but because of a lack of knowledge and understanding.  So, then I sent the following email:

Happy Thursday Certificated Staff,

I have been receiving many questions concerning my use of Google Glass as an Educational tool when I go out to visit classrooms.  The purpose of my observations is to know firsthand what is going on in our schools and classrooms so I can better support the teachers and other district employees to positively impact student learning. 

Here is what I have done on my visits so far…

·        During lessons I sit quietly and observe from a student's point of view.  I will take some notes on my TABLET so I can provide positive feedback on student engagement, effective teaching strategies and other POSITIVE things that I see directly impact student learning and understanding.  I will use these notes to send positive feedback notes to the teachers whose rooms I visit.

·        I wear my Google Glass while sitting, although I do not have them "awake" because they are anything but discrete and/or secret.  To take a picture, I have to tap the side of my head, or say "okay glass, take a picture" and that is a major distraction. 

·        If there is an appropriate time and/or place, I will ASK the teacher who's room I am in if I can take pictures of the learning environment - I do not photograph/video students or teachers.  If a teacher requests me to video tape a lesson, I am able to do that with Google Glass and would work with the teacher before hand to plan etc… 

·        When I am walking around campus I only photograph the learning environment NOT people.

·        At this time, Google Glass is a tool for me to document the incredible learning environments provided for our students.  Right now I want to make everyone comfortable having them around.  There are many other valuable ways they can be used to enhance learning and I will be asking for volunteers later in the year to try the other tools.

Please let your site administrator know if you would prefer I did not wear them when visiting your classroom.  He/she will compile a list so that when I visit your site I will know when to remove them and put them away.

Thanks so much,

Have a great Thursday!!

Kristen Beck

Curriculum Coordinator,

AuburnUnion School District

kbeck@auburn.k12.ca.us

This email eased minds and became a step in our district's increased understanding of how technology can be an instructional tool.  We are in the infancy of integrating technology as a learning tool and as I work with teachers and site administrators to facilitate the integration we will continue to hit some speed bumps along the way.  I will continue to openly communicate and clarify as we learn and grow together as a district.  Please copy, cut, and paste as needed if you experience similar situations.