C5 Choice 2: My first 2 Training Sessions

Professional Development

Back in October, I was thankful for not only attending a Teacher’s Training Teachers (TTT) session to learn all about Google Add-On’s, but I was able to lead my own sessions as well.  What I learned from my colleagues about Peardeck and Nearpod, helped transform my pull-out classroom lessons which greatly impacted student learning and engagement in the new digital age of on-line teaching due to covid. The best part of that PD day was it was relevant and motivating for me… and drew upon my background knowledge of google slides- what I was already using within my classes.

Photo by Alysha Rosly on Unsplash

Google Docs.

For my first TTT lead Session, I trained people using the features of Google Documents specifically for Individualized Learning Plan or Intervention/ Goal Tracking. The collaboration aspect of Google Docs. allows for not only students, but parents and the students’ teachers to be shared on their goal tracking document. This allows the most frequent home/school communication around their child’s goals. And more importantly, the comment feature allows classroom teachers to validate the student’s daily to weekly reflection or tracking on their goals. This ensures that the ownership of the goals remains with the student.  Below you can see how I’ve taken LeeAnn Jung’s goal tracking method and converted it to a Google Doc. I had the privilege of meeting her at a PD session while in Dubai, she was, at the time working on a new software program for her model and suggested the color-coding addition which you now see in our tracker below.  All leading towards creating self-directed learning environments for our students who receive SEN supports! The second tracker shown below was a student who met their goal in a matter of months when using researched-based interventions like those found on Intervention Central or those found in the PRIM.  When utilizing these proven practices, year-long ILP (IEP) goals have a greater chance of being met!

Google Sheets

We also had Friday PD mornings within our SEN dept. this allowed people to regularly share out new and exciting things they were learning about and have 20-30 minutes to teach others in their department about what Proven Practice you were using or other Professional Development you were attending and one main idea to focus on and implement change in your classroom. I used this for my second training session on Google Sheets specifically for tracking Measures of Academic Performance (MAP) data in Reading, Writing, and Language. But again due to Covid, we were unable to do the language test this year, so I primarily focused on Math and Reading.

With the google sheets, conditional formatting, it allows me, as case manager to view which students are performing on grade level and which are above/below grade level expectations to allow me to better plan my lessons and implement the necessary interventions.

Later on, I was able to apply this same training, but for EAL and utilizing it with the WIDA language test we give and tracking the 4 domains of Reading, Writing, Listening and Speaking. Utalizing the conditional formatting feature within Google Sheets allows for a better visual of where students on your caseload are performing at. Again, it doesn’t take into consideration all their individual strengths and qualitative data, purely a numbers and test scores representation. Just as the quantitative data is important when creating the full picture of the child, it is also important to refer to the Universal Design for Learning   that helps take a step back to look at the curriculum to meet all the diverse needs of our learners & change the world!

I hoped each of these training sessions would be equally meaningful as they have helped me develop my craft when used to better understand the students we case manage and teach. Along with having the tools and resources to track the data, it helps students self-monitor their goals and progress and most importantly- celebrate their growths and successes as learners.Singapore Fireworks Celebration Fireworks 2008 - Team Korea ( Korean Fantasia )

"Singapore Fireworks Celebration Fireworks 2008 - Team Korea ( Korean Fantasia )" by kazeeee is licensed under CC BY-NC-ND 2.0

Life-Long Learners

Survey Question: I will be able to utilize this tracker or something similar within my current group of students.

and the feedback comments:

Above you can see some of the responses to my reflection survey of the few participants who were in attendance. Leading specialty PD sessions generally I’d only have 2-3 volunteers who come, or at times some want to come but then realize that it doesn’t necessarily apply to them.  I always find it interesting… the new ties educators can make in how to use a tool and transform it or make it their own and applicable to them and what they teach. (Such as when I led a Rocket Math Program Training which then got converted into reading Sight Music for choir- how fun!)

Lifelong Learning | A word cloud featuring

Photo taken from: https://www.flickr.com/photos/182229932@N07/49014247267


C2 Final Project: PD on ISTE #3 Citizen Strand for Educators

Please enjoy the 4 PD Videos on ISTE Standard #3-Citizen Strand for Educators.

You can follow along with the course booklet, take notes, and get new ideas.

Resource Booklet- Google Slides

Final Course 2 Reflection

  • I was thankful enough that my group found me, during week one of course two. We were well balanced in regard to having a person from each division, ES/MS/HS, and different specialty backgrounds. The collaboration went really well and as smooth as possible when working with only 3 time zones- Russia, Vietnam, and China. We could easily find time to google meet especially since throughout course two I was no longer engaged with Distance Learning, so allowed for a lot of time during the day to be flexible while others were returning to campus or continuing with their distance learning.
  • The only challenges we faced, I feel, were on the tech. side of putting the videos together, since we all varied on different levels of video recoding and making skills. We overcame them by meeting weekly to discuss things and constantly visiting our shared google docs, presentation, and folder to leave comments and collaborate effectively. This collaborative planning experience was different from other experiences since usually, those I am working with are in the same room as me and we never use Zoom. It was similar in the sense we were still using the same tools through google and could leave feedback comments regularly.
  • We choose the PD option as it seemed the most relevant for us to be able to take back to our school and seemed like a new option we haven’t done before.
  • This learning experience differed from other learning experiences I have designed, as I have never created a PD video before. In the past other PD sessions, I’ve led in person, this experience has allowed me to see the benefits of filming some of the sessions to be able to share with a wider (global) audience. Which is how I feel it has connected with all the things I’ve learned in Course 2. Being confident as an educator and the things I am capable of creating and taking that next step in curating them to be able to share with others.
  • We did not facilitate our created experience, but I was able to share with my administration and hopefully plan a date for when we return to campus to actually run the sessions. We planned it so it could be one two-hour session, or easily divided up into 4- 30-minute sessions.
Photo by Prateek Katyal on Unsplash