Visual Communication Tips & Tricks

More explanation at the end.

Problems:

"Classic Bad Placement" (box within box)

Text & image do not interact in same space

 

Fixes

Lose the box

image off the edge 

 

Problems:

Low contrast (difficult readability)

Jarring color scheme 

Fixes:

High contrast (easy readability)

Simple color scheme 

 

Problems:

Tons of text/info (bullet points!)

No engaging visuals 

 Fixes:

Reduction of text (one main idea on slide)

Visual engages and invites inquiry

 

Problems:

Text heavy - student just reads info

Classic Bad Placement

Fixes:

Less text - student explains instead of reads slide

Text and image exist in same space

Indeed, one of the basic skills we want our students to gain this year is better visual communication - obviously, as we expect them to grow in the skill, we will model it for them as often (and as well) as we can. If you have not seen my presentation on visual presentations, the above were some of the Keynote slides from it. Hopefully, the visuals were enough to explain some common problems and some simple fixes. Our shared rubrics explain these things too, but maybe "seeing" the issues and fixes helped.

If you have further questions about visual communication in the classroom, I LOVE to talk about it, so feel free to meet with me any time. Bible class is going to take this learning skill and make sure all students receive it during the first semester. But it would be good if you were learning and practicing it first semester too (when you and/or students give presentations with visuals). The above examples were from student work; but here are the first two slides (by adults) that really helped me see the contrast between visual presentation styles:

We have some fun and unique learning goals as well as an exciting new structure (freshmen teachers get two plan periods, one collaborative and one personal). Therefore, our teacher evaluation plan will look different, and we are part of planning it together. The current plan is to have a formative evaluation process and a summative evaluation. The summative plan in particular is in an early draft form (and requires more clarity).

FORMATIVE EVALUATION (is not about making a"value judgment" of teaching/learning)

* Peer Supervision of Instruction:
   1)  Collaborative curriculum design/alignment around shared values/philosophy).
   2)  Daily collaborative plan period is used effectively.
   3)  "Learning Skills" are implemented within curriculum.
   4)  Running PD internally, equipping peers related to the "Learning Skills."
* Digital Portfolio to publish goals, Learning Skills integration, Now What?

SUMMATIVE EVALUATION

* Principal gives summative evaluation feedback to teachers using a variety of information from:
   - Classroom observations (looking for clear minimum standards of practice).
   - Surveys and/or other feedback from students/parents.
   - Looking at assessments and other materials as well as formative feedback.

* Minimum Standards (established/embraced/practiced collaboratively by admin & teachers)
 
    - Our team started this process and identified possible expectations (daily, unit, and annual):

      DAILY:
      * almost all students engaged almost all the time - teacher aware and addresses off-task student
      * EQ (learning focus/objective) and homework posted daily in some manner.
      * teacher begins student engagement within one minute of the bell
      * teacher (when/if appropriate) has a plan for the end (summary/exit ticket/etc.).
      * clear evidence of planning that fills the period with work that meaningful and/or engaging.
      * teacher asks questions throughout period and checks for understanding throughout class.
      * teacher fosters a safe, focused and relational learning environment.
      * teacher employs a variety of approaches (at least two).

     PER UNIT
      * teacher has students use the iPad to accomplish the Learning Skills & "Now What" objectives.
      * units are all mapped and have assessments that match standards.

     SEMESTER & ANNUAL
     * integrate your one specific Learning Skill in first semester (assess with common rubric).
     * integrate all Learning Skills during second semester at least one time (assessed with rubric).
     * implement meaningful "now what" choices for students at least once a semester.
     * integrate faith/scripture/gospel purposefully in the classroom.
     * design a digital portfolio to show Skills of Learning/Now What/Faith integrated.
     * choose Technology Integration focus area that fosters student centered learning.
     * invite observation of technology focus area.

     * NOTE: You will receive in-Service time to accomplish some of the semester/annual goals.

* There will also be a meaningful way for you to evaluate your principal.

We talked about homework, what makes it meaningful/valuable and about late work policies. Here are some general agreements:

HOMEWORK
* We should be sensitive to demands (commuting/sports/family/other homework) on our students.
* We will consider what work really needs to be done at home and what can/should be done in class.
* When possible, we will use class time to cover/assess learning goals.

LATE WORK
* To the degree possible, we want to adopt the same late-work policy (to help students).
* The late-work policies should be stem from a common philosophy about learning & responsibility.
* Overall, our team believes that finishing meaningful work (even late) for credit is important
* The basic policy for 9th grade will be:
   1) Students should still finish late homework (for up to 1/2 credit before the end of the unit).
   2) Major assessments (projects/papers/etc) receive 10% deductions (per day). Freeze at 50%.
   3) When possible, it is valuable to encourage revision for credit.
* Joanne has a different approach based on the immediacy of the feedback she offers on homework - and in order to prepare them for Chemistry demands.

QUESTIONS TO CONSIDER:
* Why do I believe this work should be done at home?
* Is there a way I can have students learn and assessed within the class period?
* Can I adjust the scope and sequence in order to go deeper (and cover less)?
* To what degree is the homework engaging and meaningful to a student?

We discussed expectations as to how much we would all want to try the Learning Skills this year - and how often we would move students toward "Now What" applications within their learning. We also considered how we should all be trying to integrate faith in the classroom.

Below is a minimum standard of what we agreed to try:

LEARNING SKILLS:
1st Semester:
* Focus on your assigned learning skill; integrate it into student learning activities at least twice.
* Run collaborative training(s) for your peers so they can know how to integrate the skill.
* Gain competency and begin designing 2nd semester curriculum that integrates all the skills.

2nd Semester
* Integrate all learning skills into your curriculum - assess them using common language/rubrics.
* Demonstrate/publish how you integrated the learning skills (in a digital portfolio).

NOW WHAT?
* At least once per semester, give students a "Real-Real" opportunity for "Now What?" application.
* OR have students come up with their own "Real-Real" "Now What?" plans.

CHRISTIANS IN THE CLASSROOM
* In our digital portfolios, we will also share how we tried to bring faith into the classroom.
* This can be a written reflection about how you integrate the gospel, prayer, Scripture, etc.

LOVE THE LORD & YOUR NEIGHBORS AS YOURSELF
* In our digital portfolios, we will also share how we tried to foster a community of love.
* This can be internally (in the classroom) and/or beyond the classroom walls.

Obviously, feel free to go well beyond these minimum standards! Below is a list of who takes what Learning Skill first semester - these people will finish the rubrics and train colleagues in their assigned skill:

Written Communication (Janna and Christine)
Biblical Thinking (Jeremy and Ashley)
Visual Communication (Nathan equips everyone with basics for use all year)
Speech Communication (Matt and Vito)
Collaboration (Grant and Edgar)
Critical thinking (Joanne)

We discussed the objectives of Advisory and the evolving role of teachers-advisers.

ADVISORY PERIOD

OBJECTIVES 

* Know your students!

* Offer early academic support/intervention as well as reflection (time for portfolio design).

* Help students set goals (academic or otherwise).

* Care for whole student (spiritual, social community of care).

* Periodically gather as whole community to interact or hear common message.

* Get work done/Study Hall.

* Have meaningful activities for students to do when they say they have "no work."

* Maintain environment conducive to student work/focus.

* Provide places where students can collaborate (at specific times of the year).

* Provide re-teaching opportunities in specific courses at specific times of year.

POLICIES & PROCEDURES FOR STUDENTS

* No phones, no games no social media.

* Follow procedures for going to a different teacher/classroom.

   1. Check into advisory classroom.

   2. Email Advisory teacher with request to go to other teacher/room.

   3. Teacher emails back with approval, giving CC of approval to destination teacher.

* If student has missing work or an overall grade below 70%, he or she will fill out a Support Form.

* Support Form is a way for student to identify plan for improvement - and for making up work.

TEACHER-ADVISER ROLES & PROCEDURES

 * WEDNESDAYS: Perform Wednesday Walk-Arounds:

   1) establish procedure for all students to start period by pulling up grade report.

   2) teacher walks around to glance at grade report, checking for Support Form threshold.

   3) teacher also checks for any significant drops and offers help each week.

   4) as/when needed, teacher makes sure Support Form is submitted by the end of the period.

* FRIDAYS: (at afternoon teacher meeting):

  1) Collaboratively bring up any Support Form issues (as needed) and make plan of intervention.

  2) Communicate any significant issues/interventions home (CC academic adviser).

  3) Plan any special supports (reteaching, collaboration room, etc.) offered the following week.

* MONDAYS - Explain any special offerings/assemblies/etc. for the week.

 CLASSROOM 

MANAGEMENT 

& EXPECTATIONS

Ways to reduce classroom management issues:
* Standardize community expectations across 9th grade.
* Share expectations in common language (ie. faceplant iPad when not using as tool of learning).
* Share, discuss and expect community values of honesty/trust/respect.
* Create engaging and meaningful learning activities.
* Provide a balance of choice, structure and accountability.

Patty's great advice for classroom management (of iPads):
* Standardize no game playing in any classroom (unless specific academic game given by teacher).
* Standardize no social media in any classroom (unless specifically designated by teacher for use).

When students have "extra time" at the end of a period or during an advisory period:
* Teacher should have good choices designed in advance and communicated. Examples:
- all students will have their outside reading option with them (for English)
- a teacher has a meaningful background project to which students can contribute throughout the year.
- with teacher's approval, student may play specific academic games or work on other homework.

SPOP

 

Can you spot the 3rd Sharp in this photo?

• During SPOP, you will have 12-15 minutes with your classes.
• The team agreed that the common thread should be that we engage students.
• Objective: model how students will be actively engaged in their learning this year. etc.
• When students go to their Advisory period, the thought was to share stories with purpose.
• There were suggestions related to changing SPOP's name in the future. Ideas were centered around words such as: engage, community, family, foundational, compass.