Skip to main content

EdCamp Still Rules

  Looking Back at 10 years of EdCamps Oh how the time flies, EdCamp Madison is turning 10 this year!  It will be held Saturday, February 3rd at Sun Prairie West High School. Which can be found at 2850 Ironwood Drive in Sun Prairie Wisconsin from 8:30 am - 3:00 pm.  Get more information and register here: https://sites.google.com/sunprairieschools.org/edcampmadwi/home   I will always remember sitting in my first EdCamp opening session at the very first EdCamp Madison and having no clue what I was in for. So, I’d like to take this space to go over some of the basic rules of EdCamp. No One Will Pitch It for You EdCamps are unconferences. By this I mean that they have a blank slate of sessions for the day. There may be a few predetermined sessions, but ultimately the session topics are determined by attendees during the pitch & plan session that opens the day. If an idea gets pitched there will be a session on it. If a topic doesn’t get pitched, there won’t be a session on it. So, it i

Practices in the Classroom are Practices for Life



In Students at the Center, Bena Kallick and Allison Zmuda identify 7 key elements to consider when designing student centered learning
  1. Goals
  2. Inquiry/Idea generation
  3. Task and audience
  4. Evaluation
  5. Cumulative demonstration of learning
  6. Instructional plan
  7. feedback
In this post, I'd like to simply look at goals.
When thinking about goals we always need to start with the relevant standards. But, we can’t leave them in the "standards" language.  We need to be able to translate them into goals to be communicated at the teacher level and at the student level. We have to be ready to make our standards relatable to learners. We need to be willing to co-create the language of these student goals so that they make sense to learners. This may lead us to two sets of goals in two different languages (teacher and student) and that is fine as long as the intended audiences understand them as written.

Once we have these student outcomes, we can look at lesson design. The authors introduce the idea of output-driven lesson design.  This is where the teacher and student are both aware of the knowledge and skills that will need to be demonstrated at “the end”. From there it is up to the teacher and student to design a path to achieve and demonstrate mastery. So, the variable is not whether the student has demonstrated mastery.  The dependent variable is time to achieve mastery.  It is a given that this timing will vary from student to student.

In addition to knowledge standards, these goal integrate habits of mind and don’t simply treat them as an add-on. When we frame with habits of mind as binding our instruction, we no longer treat a curriculum as a series of content episodes with no relation.  The curriculum becomes an application of these overarching skills and habits of mind to different topics within the discipline.  

What do we mean by that?  In the Next Generation Science Standards, there are 8 different science practices.  Most of these map very easily to habits of mind. Here’s an example of how breaking down two of them helps uncover relationships to habits of mind.

Identified Science and Engineering Practice from NGSS
Practice as Defined by NGSS
Related Competencies
Related Habits of Mind
Asking Questions and Defining Problems
A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.
  • Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
  • Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.
  • Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

  • Questioning and Posing Problems
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data through All Senses
  • Remaining Open to Continuous Learning
Planning and Carrying Out Investigations
Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.
  • Plan an investigation individually and collaboratively, and in the design: identify variables and controls, tools needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
  • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.


  • Persisting
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Thinking Flexibly
  • Striving for Accuracy
  • Applying Past Knowledge to New Situations
  • Gathering Data through All Senses
  • Thinking Interdependently

A class may be designed to have specific units of instruction with unique content outcomes for each.  But it is these overarching practices that students apply to the different units. They may not apply every practice to each unit, but they are applied multiple times over the course of the year. We track the content specific outcomes over the course of a unit of instruction. We track progress in practices over the course of a year of instruction.

The key to this application of broader practices is to not make the habits of mind they entail hidden, but show that they are essential. This will help connect them to not only the science practices but practices in other areas of life. Thinking interdependently may be key in science experimentation, but it is important in any collaborative endeavor. It is only when the classroom practices and the habits of mind the entail are made explicit that learners will find their value outside the classroom.

What are the practices that are essential to your classroom? What habits of mind can you ties to them?

For a long time, I have tried to meld a content standard and practice standard into a single outcome that could be measured together.  But if I am going to do justice to practices and habits of mind, I realize I should track these separately.  That way I can truly highlight what the practices are and why they are important in science, and more importantly in life.

Comments

Popular posts from this blog

Twitter Cards for Blogger

So, I’ve been seeing people with beautiful Twitter Cards in my Twitter Stream. They make it clear that there is a web page to visit and give a quick preview of what would be found. Something like the one below: I’ve been wondering how to get one of the cards to appear when I tweet out a link to my latest blog post.  Since I use Blogger, there is not a simple button to click to turn this on.  I had to find a way to paste new code into the HTML code of my blog.  It took some searching from multiple sites to get a completely functional.   This site though was quite helpful.  But, I’d like to walk you through my process and hopefully it helps a few out. There are a few types of Twitter Cards.  Two that at most frequently see are the basic summary card and the summary card with large image.  Below you can see the layout of each, but realize that they both have the same content pieces. This is going to look like a lot more work than it will actually be

Pear Deck 101 + Q&A

  Last week, I presented as a part of Pear Deck’s Pear Fair 2020. My presentation was Pear Deck 101 for Google Slides. During the presentation, there was a live chat. Many people said it went too fast for a 101 Session. Luckily, it was recorded so it can be rewatched.  Also, many said that they wanted to know how to build a Pear Deck first. I structured the presentation to show what Pear Deck was before showing how to make one. Perhaps that wasn’t the best structure. But, I’m going to stick with my philosophy of showing what something is before showing how to make it. The presentation, which can be watched below, was structured in several different sections What is Pear Deck? Providing an overview of the experience from the Teacher and Student perspectives. How do you build a Pear Deck in Google Slides? How do you start a Pear Deck presentation? How do you end a Pear Deck presentation? Here is the Slideshow I shared during the session bit.ly/pearfair101 Time really flew in the sess

Using Infinite Campus to Give Grades Meaning

At Brookfield Central High School have just passed the three week grading period and are approaching the first parent teacher conferences of the year. My thoughts are turning to clarifying my grading practices to students and parents as more scores are being entered into the gradebook.  I have completely restructured the grade reporting in my online gradebook this year.  This was due to struggles I had last year in trying to implement what I believe to be best grading practices into my grade reporting.  Much of my grading philosophy has been informed by Robert Marzano and Marzano Research, specifically the wonderful book Classroom Assessment & Grading that Works .   Traditionally, as I prepare for teacher conferences, I use a student summary report I print from our online gradebook to guide the discussion with parents.  Our grading program in my district is Infinite Campus (IC).  I really like the software and find it extremely easy to use.  Below you’ll see a sample st