Krystal's Letter to Colleagues
Author: NowComment Guides
8 additions to document , most recent over 1 year ago
| When | Why |
|---|---|
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
| Jul-31-23 | Wording change |
22 changes, most recent over 1 year ago
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Dear Ms. Christian,
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[Recently/ This summer/Last month/This weekend/Over the break…], I participated in a profession learning experience with [Name the sponsoring organization or program: e.g. LUTE-STEM /Noyce-STEM/Scratch in Practice/Facing History/The Danielson Group/The New York City Writing Project/Stem4All…] at [Name the institution the organization or program is associated with: e.g. Lehman College/MIT…]. I learned a lot about [Make a list of the educational theories and practices that you were introduced to in these workshops.]coding, blocks, Scratch Platform, Mouse Platform, Now Comment, how to work with AI, Habits of Mind, and problem based learning.
This summer, I participated in a profession learning experience with LUTE-STEM at Lehman College.
I learned a lot about coding, blocks, Scratch Platform, Mouse Platform, Now Comment, how to work with AI, Habits of Mind, and problem based learning.
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There was a lot to think about and to consider how to apply in the classroomclassroom, and in this letter I’d like to focus on [choose one topic, theory, approach, or idea that you think is important] because [Write a few sentences to explain why you have chosen this. What makes it urgent to try out? What was your own experience in learning this? What do you want students to learn? What is it about your students that makes this particularly apt? Why do you think this will be effective?]the effects students' well-being have on their learning because as educators we must connect with and understand our students, not overlook it by focusing soley on curriculum. I believe the students' health and well-being is a priority as it impacts their development. Creating a classroom environment where students feel safe and understood benefits both the students and the teacher. This allows the teacher to support the students' well-being and tailor lessons or teaching approaches if needed. Personally, sometimes when I am overwhelmed with demanding class loads, work, or personal stressors it effects me. I can become stressed, anxious, or unmotivated. I would like to build relationships with my students so they ask for help and have an outlet instead of being disengaged and unmotivated.
There was a lot to think about and to consider how to apply in the classroom, and in this letter I’d like to focus on the effects students' well-being have on their learning because as educators we must connect with and understand our students, not overlook it by focusing soley on curriculum.
I believe the students' health and well-being is a priority as it impacts their development.
Creating a classroom environment where students feel safe and understood benefits both the students and the teacher.
This allows the teacher to support the students' well-being and tailor lessons or teaching approaches if needed.
Personally, sometimes when I am overwhelmed with demanding class loads, work, or personal stressors it effects me.
I can become stressed, anxious, or unmotivated.
I would like to build relationships with my students so they ask for help and have an outlet instead of being disengaged and unmotivated.
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I would like to propose that we [Describe the learning activity that you want to do with the students. Write this brief overview of the task in one or two sentences. This should be an activity conducted in a school setting with one or more students. It should take between 15 and 60 minutes to complete.]have a read aloud as a class about what students may be feeling. The book we would read is “Ruby Finds a Worry” by Tom Percival which is a part of the “Big Bright Feelings” series. After the read aloud, students will engage in discussion of connections they have with the book.
I would like to propose that we have a read aloud as a class about what students may be feeling.
The book we would read is “Ruby Finds a Worry” by Tom Percival which is a part of the “Big Bright Feelings” series.
After the read aloud, students will engage in discussion of connections they have with the book.
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To do this we will need [Make a list of the materials you will need. Your activity can be unplugged or computer/tablet based activity/task. If computer/tablet-based, indicate types of tech tools/platforms students will use. For example: Presentation Software, Voice Recording App or Web Site, Image Library, Video Recording App or Web Site.]the book "Ruby Finds a Worry", access to youtube, paper, pens, pencils, and the VoiceThread website.
To do this we will need the book "Ruby Finds a Worry", access to youtube, paper, pens, pencils, and the VoiceThread website.
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The students will be making [Be specific about the modes and media you will have available for student to use. What choices will they be able to make? What media do you expect students to use in this activity?]a journal entry on how they are feeling. Students will have the option to write their journal on paper or do a voice recording on VoiceThread. Students who choose to do a voice recording can use the computers or tablets.
The students will be making a journal entry on how they are feeling.
Students will have the option to write their journal on paper or do a voice recording on VoiceThread.
Students who choose to do a voice recording can use the computers or tablets.
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Here’s how I think we might introduce this activity. We could give these directions to the students:
[Write the step-by-step directions First you will be giving the students. Be sure to write this section to the students: e.g. First, you should… After that, you will see that… Tell the students when they will be expected to work alone and when they will need to work with other students.]a part of the class read aloud. Next, you will engage in discussion with your classmates about connections to the book. Then, as a class we will watch https://youtu.be/Agy_nn54xC . After that, you will reflect on your own feelings. Lastly, you will indepently work on a journal entry either written or a voice recording on how you are feeling.
Here’s how I think we might introduce this activity.
We could give these directions to the students:
First you will be a part of the class read aloud.
Next, you will engage in discussion with your classmates about connections to the book.
Then, as a class we will watch https://youtu.be/Agy_nn54xC .
After that, you will reflect on your own feelings.
Lastly, you will indepently work on a journal entry either written or a voice recording on how you are feeling.
I would also propose that the students give each other feedback on their work. They could use this checklist to self-assess and to give each other feedback:
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I can connect to the activity.
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I can identify how I am feeling
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I can express and share what I am feeling or experiencing.
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I can understand how others are feeling.
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This activity should take at least an hour to complete, which should allow time for productive struggle. To encourage persistence, I think we might [Describe how you might encourage students and give them opportunities to revise and resubmit their work.]look back at the book, video, or class discussion as guidance.
This activity should take at least an hour to complete, which should allow time for productive struggle.
To encourage persistence, I think we look back at the book, video, or class discussion as guidance.
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When they have finished this activity, I would be great if we could ask the students to write and talk about how they used one of these four Habits of Mind.
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Thinking About Your Thinking
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Listening with Understanding and Empathy
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Persisting
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Thinking Flexibly
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I will also use these Habits of Mind to give the students both written and oral feedback while they are working and once the finish their work!
Thank you for taking the time to consider this proposal. I hope you see how valuable this activity could be for our students. Please let me know if you have any revisions that I might consider for this activity. I look forward to working with you on this.
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Yes! Make sure they are able to reflect!
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Can you think about ways to use tech tools for student stories that could be a class “feelings” book series?
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I’m the Tech Liaison for the New York City Writing Project. I… (more)
I’m the Tech Liaison for the New York City Writing Project. I… (more)
A move that is strong in support of digital discourse:
Pulling from your illuminating depiction of your teaching practice, one strong move that exemplifies support for digital discourse is your instantiation of “Moves that facilitate connection.” Your choice to use books such as “Ruby Finds a Worry” and interactive tools like VoiceThread dovetails seamlessly into your pedagogical intention, allowing students not only to learn but also connect on a personal level. This move fosters a nurturing connection between the text and the self, reinforcing the weight of personal feelings and experiences in learning.
Your focus on facilitating safe spaces for student expression by saying, “students will engage in discussion of connections they have with the book,” gives a hat-tip to the utilization of meaningful narratives for the collective learning experience. By personalizing students’ engagement with technology, you’re advancing deeper connections within the classroom setting. It is truly commendable how you’re seizing digital technologies to bolster this sense of relatedness and understanding.
A move that might be improved upon to support digital discourse:
While your teaching strategies hold power, there’s one area that could be enhanced to support digital discourse further. The “Moves that foster criticality” element could use some adjustment in your approach. Despite the obvious benefits of employing digital tools and diverse texts for nurturing emotional intelligence, challenging persisting norms and inviting students to critique power dynamics could further the reach and depth of your teaching.
An exploration of texts, digital or otherwise, that engage with controversial topics and critical perspectives could serve as a stimulus for balanced discourse. Simultaneously, this approach can shed light on the factors fueling social inequalities and disrupt normative frameworks. The use of interactive platforms like VoiceThread should not only be a tool for self-expression but also a medium for challenging assumptions, questioning biases, and promoting critical discourse.
As you have said, “students will be making a journal entry on how they are feeling,” why not encourage students to reflect on their socio-political surroundings as well? Interweaving the personal with the political can provide a nuanced approach to understanding and articulating their place in the world.
Your teaching practice is wonderfully dynamic, and I invite you to consider these suggestions as exciting avenues for growth, not as criticisms. I’m eager to hear your thoughts on this and excited to learn more about how you’ll adapt these ‘Digital Discourse Moves’ into your excellent teaching journey. Let’s continue this discourse, sharpening our pedagogical swords together for the betterment of our 21st-century learners.
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