Julia Sansom

Professional Development Opportunities

Spring 2016
Extended Time ED Camp: April 23rd, 2016
I received the wonderful opportunity of attending ED Camp at Trace Crossings
Elementary School on April 23rd. Before attending this professional development event I
did not know what ED camp was all about. Upon arrival I was amazed at the amount of
educators that were there and the lengthy distances some of them had traveled. The
coordinator of the event explained the ED Camp is designed to be a un-conference.
This description definitely rang true to the set up of the flexible and unorthodox event.
I stayed the extended time of ED camp in order to further my professional
development in teaching. I heard several knowledgeable and innovative educators speak
about their expertise in teaching. The main two take aways I had from this professional
development time was from a seminar on PBL instruction, and TED Talk clubs in school.
A local elementary school educator led the seminar on problem-based learning
instruction. The teacher gave a presentation on several PBLs that she had done with her
students. I was amazed throughout the entirety of the teachers presentation on the
success and engagement that her students had throughout the projects. What I realized as
I listened to the teacher explain effective use of problem-based learning in the classroom,
is that these projects ask so much of students. PBLs prompt students to collaborate, think
critically, communicate, be creative, problem solve, use knowledge from every content
area, practice perseverance, and work hard. PBLs are an all-encompassing assignment

that truly is a conglomeration of students skills. Therefore I think PBLs are an incredible
addition to instruction and are truly hands on, conceptual based learning!
The second take away that I had was from the seminar on TED Talk clubs. The
technology teacher from Mountain Brook Middle School presented on the importance of
TED Talk clubs in schools. This was a fascinating learning experience for me because I
didnt know that TED Talk clubs existed! What I realized during this presentation is the
importance of giving students a voice. Whether this be through a group project
presentation on something students are passionate about, through writing, or simply in
making time to converse with students. I believe it is a powerful affirmation to students
when they feel that they are heard and seen!
Overall, I learned a great deal about the teaching profession through my time at
ED Camp. I am thankful for the opportunity to learn from such passionate and talented
educators.

PBL Website
http://aneducationalphoenix.edublogs.org/
TED Talk Clubs
http://ed.ted.com/clubs

ASCD Webinar: Revisiting the Differentiated Classroom Looking Back and

Ahead
In searching out professional development opportunities in areas of teaching that I
felt that I needed to learn more about, I found myself continually researching the topic of

differentiation. Differentiation is an area of instruction that I would like to be very

comfortable with and knowledgeable about. I am very passionate about the idea of
meeting learners where they are. Education cannot be a one size fits all mentality.
Therefore, in my researching I found a wonderful webinar on differentiation by the
ASCD, a professional learning community for educators (Link included below).
My main take ways from this seminar led by Carol Ann Tomlinson, a professor at
the University of Virginia. Tomlinson is full of wisdom in the area of creating a
classroom that is conducive to all learners. She is the author of the Differentiated
Classroom: Responding to the Needs of All Learners and is well known for her expertise
in teaching diverse learners. I noticed that many of Tomlinsons ideals on differentiated
instruction were in alignment with the teaching that I have received throughout this year
in teacher education. For instance, Carol Ann Tomlinson spoke about fixed and growth
mindsets, assessment driven instruction, and the importance of teachers knowing their
students. Each of these points was areas of differentiation that we have been learning
about!
In Tomlinsons seminar on meeting students needs she pointed out three main
aspects of differentiated instruction that she deems most important. I really related to
Tomlinsons third point about the powerful impact that a learning environment has on
students. When thinking of differentiated instruction I would not necessarily think of the
learning environment as one of the prime pillars. But after observing in numerous
classrooms, with varying environments I can plainly see how this is a key affecter. What I
realized is that in order for differentiation to truly take place the learning environment

must be safe, comfortable, routine, and be student-centered. Effective differentiation

takes flexibility from the teacher as well as the students. It needs to be known in a
classroom that fair is not always equal. Some students may be working on different task
at varying pace. The learning environment needs to be conducive this type of learning as
well as have the teachers constant communication to the students that learning
differently is ok!
Overall, Tomlinson centered this seminar on the fact that high quality
differentiation is all about a classroom that is practice best practice instruction, and is
student centered. Teachers must be mindful about the importance of not viewing students
as all similar learners and thinkers because they are in the same grade level. There needs
to be options for students and varying levels of difficulty in order to have students that
are truly progressing and learning.
Important Links:

http://www.ascd.org/publications/educationalleadership/mar14/vol71/num06/The-Bridge-Between-Today%27s-Lesson-andTomorrow%27s.aspx

http://www.ascd.org/Publications/Books/Overview/The-DifferentiatedClassroom-Responding-to-the-Needs-of-All-Learners-2nd-Edition.aspx

https://www.youtube.com/watch?v=eXfWv2EUpog

Instructional Focus Professional Meeting at Avondale Elementary School

I attended an instructional focus meeting at Avondale Elementary School with my

cooperating teacher on April 6th, 2016. The goal of this meeting was to determine which
students have a failing grade and with either be repeating the 3rd grade or attending
summer school. The meeting consisted of the all the third grade teachers, the instructional
support staff, and the assistant principle. The meeting was very straightforward and to the
point and was mainly focused on ensuring that the teachers knew how to fill out all out
all of the paper work correctly.
I learned several new things during the course of this meaning. First, I learned that
students scoring below a 59/F have an action plan created by the teacher that lays out
how the teacher will provide additional instruction for the student(s). Secondly, I learned
that students that have a failing grade are referred to a PST which stands for
Professional Solving Team. As I sat in on this meeting I reflected on the importance of
documenting and regular assessments of students progress. It realized that it is very
important that the teacher keeps a close eye on students progress and is keeping note of
the additional instruction and support the teacher is providing for students.
This made me also think about the fact that teachers are truly their students
advocates and are the ones that seek out intervention and support for the students they
feel is in need of such services. This meeting inspired me to be very diligent in my
observation of student performance and to be proactive at providing additional instruction
for students that need it.
Making Thinking Visible Professional Learning Plan 2016

Throughout this semester I have engaged in professional development with my

peers and Dr. Haralson. We have studied the very interesting book about thinking and
learning entitled Making Thinking Visible by Karin Morrison, Mark Church, Ron
Ritchhart. We met four times to discuss what we were learning throughout this book and
how we have practiced applying these thinking routines into our lessons and units.
The two main take ways from this professional development experience: I grew to
know my peers as teachers, learning the importance of teaching students how to express
their thinking. One of the most beneficial aspects of each meeting was having the
opportunity to get to know my peers as teachers. I loved listening to their ideas, thoughts,
and experiences. I learned how each of my classmates viewed education, what they feel
their strengths and weakness are, and how they wanted to impact students through
education. I have heard it said many times that students learn a great deal from each
other, which I found to be extremely true through this experience. I also learned through
our discussions on Making Thinking Visible that it is of vital importance to scaffold for
students how to express their thinking. This was a very helpful tool for me because I have
always had a challenge prompting students to EXPLAIN their thinking. It is a higherlevel skill that must be scaffolded with specific strategies and tools. The thinking routines
such as see, think, wonder give students specific guidelines to follow what expressing
their thoughts and observations. I think it can be an overwhelming task for students to
look at a picture or object and express their observations in a meaningful way. I think
without a scaffold such as the thinking routines students observations can remain surface
level. I have found that with the use of the strategies students are more apt to go deeper in
their explanations.

I have applied thinking routines to my unit instruction. For example, I use the
step inside strategy when observing the historic photograph of Florence Owens
Thompson (a mother living in a Hoovervilles during the Great Depression). I love this
strategy because it prompts students to think of a historic event through another persons
perspective. This requires a great deal of critical thinking and definitely prompts student
to make this thinking very visible.
I plan to continue using thinking routines in my lesson because I believe that they
are a key piece to effective, conceptual instruction and will allow students to practice
their critical thinking skills.

AMSTI Seminar
I thoroughly enjoyed the AMSTI training that we attended on February 18th. The
two presenters were very knowledgeable and engaging and I appreciated learning from

them. Before this presentation I did not understand what AMSTI was. The presenters
explained that AMSTI stood for Alabama Math Science Technology Initiative. Before
this training I did not realize that AMSTI was an Alabama specific program. I also found
it very interesting that AMSTI is connected with universities; I think that is very smart
way to train up and coming educators.
My main take aways from the AMSTI presentation was:
That teachers need to make science and math hands on for learners and the fact that
science standards have changed significantly by adding more engineering aspects. I loved
the focused that AMSTI has on creating experiences for students and by prompting
students to apply their learning through experiments and labs. I think hands on,
applicable learning are very effective when it is connected to content and instruction.
With everything in the classroom I think it is imperative for it to be explained thoroughly
and to be an extension of what is being learned. I think that it an important element for
teachers to consider when utilizing the AMSTI resources.
I also found it interesting that the science standards have changed in order to
incorporate more engineering elements to instruction. This makes me think of the
STEAM initiative, which really showcases what a huge push is occurring for students to
gain exposure and experience with engineering principles. I am very interested to see
how this plays out in the future and if we see an increase of individuals entering the
science, technology, and math fields as a result of the change in instruction. As a future
educator I am slightly nervous about teaching these standards because I feel that I do not
have much knowledge in the area of engineering.