Day 45: How Do You Create Risk Taking in Your Classroom?

I want to know how my students can be pushed to create the kinds of classrooms where their own students are safe and allowed to make mistakes and take risks. This is a mash up of growth mindset, cultural humility, third space creation, social justice. . .stuff I'm interested in.

Source: Guzman Ingram, L. (2017, September 14). A classroom full of risk takers. Edutopia. Retrieved from https://www.edutopia.org/article/classroom-full-risk-takers

What is Sacred:

This is a short little blog post that just includes some advice from teachers of the year about how they create classrooms that honor perseverance, share mistakes, allow retakes, discover the power of yet, and encourage failure Fridays.

Connection to Current/Future Work:

I had a student that I was concerned about not because she had some odd quirks that she displayed in the classroom, but more that she did not acknowledge that she had these weird quirks which meant that she was standing in front of a classroom of middle school students and trying to hide her issue. I don't have a problem with teachers who have quirks. But they need to trust the students and let them "into the fold." Use this opportunity to be more human. Model failure and model perseverance, even in ourselves. I have always been honest when things don't go the way I thought it would in my head. My students have never faulted me for that. Now how do I get my students to do this? When do we have this conversation, discussion, expectation within our teacher education program?

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Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b

Tech Tools to Support Formative Assessment in the Classroom

Source: Dyer, K. (Jan. 31, 2019). 75 digital tools and apps teachers can use to support formative assessment. NWEA blog . What is sacred: Normally, when I read an article that I am going to use for class, I highlight citations that are sacred, but this is a different type of article, so what I wanted to do was keep track of apps that I tried in class or am trying and use Dyer's own lens to talk about worth and value in my own classroom. I cannot do 75. I will do 5. Her criteria: S upports formative instructional strategies and ways to activate learners to be resources for themselves and peers Is free or awful close to it (under $10 per year, where possible) When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) 1. Flipgrid allows you, students, families to do a video response (from 15 seconds to now 10 minutes - I love a good upgrade). New in 2020 besides the added time - it used to be maxed at 5 minutes - is the a

Visual Synectics Strategy: Beyond the Icebreaker

To get professional conversations going, one strategy is the visual synectics strategy. The purpose is to select a visual and generate comparisons as a way to foster professional conversations within the table. Our visual options were: Martin Luther King Jr., Dorothy Gale from The Wizard of Oz , Peter Falk from Columbo , Michael Jordan, Winston Churchill, Oprah Winfrey. The cloze passage for the day was: Learning with other professional educators is like_______________ because_______________. Our tongue in cheek response: Learning with other professional educators is like Dorothy because sometimes we need to realize that we're just not in Kansas anymore, embrace the change, learn through the process, and only then can we find our way back home. Why is this strategy better than an icebreaker? It's not busy work. It guides participants to start thinking as a professional. It's not personal. The word icebreaker connotes that there is ice to be broken. People

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