{"content":{"sharePage":{"page":0,"digests":[{"id":"40415435","dateCreated":"1308751791","smartDate":"Jun 22, 2011","userCreated":{"username":"hdoellinger","url":"https:\/\/www.wikispaces.com\/user\/view\/hdoellinger","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/implementing--swh.wikispaces.com\/share\/view\/40415435"},"dateDigested":1532428173,"startDate":null,"sharedType":"discussion","title":"Assignment 1","description":"After reflecting on the rubrics, what are some of our strengths in implementing SWH? What are some areas for improvement? What are your plans to address one of these areas next year?","replyPages":[{"page":0,"digests":[{"id":"40524431","body":"In implementing the SWH approach in my classroom I find myself at the same skill level at all major areas. I seem to be half way between the approaching stage and the understanding stage.
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\nSome strengths in implementing the SWH approach is that I found it "easy" to work in with my language arts and seemed to get more bang for my buck teaching thematically. I feel that my classroom environment is very supporting of the SWH, mainly due to Responsive Classroom. When assessing the students' connections I think that Barb and I did a great job of having them connect, justify, and explain their knowledge with an activity rather than a paper-pencil test.
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\nIn reflecting, I do need to let the students have more authentic dialogue, not initiated by me. I also need to let the students act on their questions rather than researching the one that I didn't plan for. My goal for this next school year is to have more dialogue among the students. To take time at the beginning or end of class to share ideas or thoughts about the Big Idea and have them have an open discussion and negotiate about it. I could then use the discussion to plan or alter plans of instruction for the next day.
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\nI also like the idea of video taping myself and evaluating myself in the SWH major skill areas of teaching.","dateCreated":"1309214047","smartDate":"Jun 27, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40540185","body":"At the 1st grade level I feel like I am at an understanding level in most areas. It feels natural and necessary to move toward such a student centered practice at the primary grades.
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\nI find that I am at a different level of implementation when I reflect on my upper elementary experiences. I find that I am more of an approaching teacher that knows where I want to be. I am a lot like the first case study at the end of the reading. There is a trust issue in respect to the focus of learning and connecting skill areas. I get caught up in the little picture of grade level expectations. I get overwhelmed by all the little pieces that I fail to make the big picture clear in my own mind. I get nervous that the student ideas are pulling away from these thus, clouding the picture for my students. Because I struggle in these two areas it weakens my attempt for rich discussion which is the key to the other two skill areas.
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\nOne thing I would like to become better at is mapping the big ideas and interweaving all the little ideas around them. This would really help me be confident that the GLEs will not be lost in my students ideas. I just need to let go and TRUST. Having a colleague to work with on the same content area map would be ideal, too.","dateCreated":"1309266673","smartDate":"Jun 28, 2011","userCreated":{"username":"jlafayette","url":"https:\/\/www.wikispaces.com\/user\/view\/jlafayette","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40639809","body":"When looking at the rubrics, I discovered that I am already doing some of the SWH things already. I always have my students arranged in groups of three or four. This promotes group work and conversations for science (and math). I do teach claims and evidence and use it throughout the day in other subject areas, especially reading. It's great for characterization. I also often ask the students to explain their thinking - How do you know?, Why? Did anyone have a different answer?
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\nI'm at the beginning\/approaching level on all of the rubrics, so I have lots of areas that need improvement. I would like to focus on making the connections to the big ideas and not giving them answers. Next year, I plan to post the big ideas so the students can keep making the connections throughout the unit. We will also be making more concept maps and other beginning activities to find out what they know about the topic. Not answering their questions will be difficult to master. I plan to make a little reminder sheet to leave on my desk, so I can review it before science class.","dateCreated":"1309714240","smartDate":"Jul 3, 2011","userCreated":{"username":"tdorn","url":"https:\/\/www.wikispaces.com\/user\/view\/tdorn","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40672037","body":"I feel that I have moved from beginning to approaching (and once in a while at the understanding) level of Dialogical Interactions. One strength is that I gave students more opportunities to have student-to-student discussions throughout the SWH process. When I shared with parents during conferences that the SWH approach has the children discussing more, they were pleased. An area of improvement would be to find ways to have more students involved in our discussions, as opposed to the more verbal and out-going core. A plan to address this area next year is to generate strategies, opportunities, and forms of student accountability that promote student interaction.","dateCreated":"1309900604","smartDate":"Jul 5, 2011","userCreated":{"username":"dbullock1","url":"https:\/\/www.wikispaces.com\/user\/view\/dbullock1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41092843","body":"I feel that I am in the beginning to approaching level in many areas. This will be my first year of using SWH with one round of training under my belt.
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\nI believe that I do have areas of strengths that just correlate within my teaching styles. I believe that I am strong in allowing my students to have authentic dialogical interactions, they question one another and help one another answer questions. Also helping students find connections between what they are learning and their lives.
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\nNext year I need to encourage strong negotiation skills in which the students understand it's ok to ask one another challenging questions if presented in a respectful manner. I need to present and post the big ideas, and really let go of "my way" and allow the students to create their own ideas (claims) and present the evidence as they see it based on research, expert claims, and their own researched based evidence.","dateCreated":"1311892947","smartDate":"Jul 28, 2011","userCreated":{"username":"karensawhill1","url":"https:\/\/www.wikispaces.com\/user\/view\/karensawhill1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}