Agile Classrooms Workbook

Participant Workbook

spot

Certified Agile Classroom Teacher (ACT)

Agile Classrooms©

JOHN MILLERChief Empowerment Officer

Agile Classrooms©

www.agileclassrooms.com @agileschools [email protected]

http://www.agileclassrooms.com

mailto:[email protected]?subject=

21st Century Learningfli

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“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” -Alvin Toffler

http://flic.kr/p/rsBjzt

How might this relate to the classroom and

learning?

20th CenturyTable Talk

Discuss with your Table Group:

1. Rate each quadrant according to how much of that property was present?

2. Answer the questions for each quadrant with your table group.

3. Then, answer the connecting question in the middle.

?

Collaboration Empowerment

Visibility/Transparency Rhythmic Feedback

< Low Med High >< Low Med High >

< Low Med High >

< Low Med High >

• How did they collaborate? • What was the impact? • Who was in charge of what? • What was the impact?

• Describe the transparency you saw.

• How could they have improved transparency?

• Why is transparency important?

• Was work being pushed or pulled?

• What was the relationship between “boss” and “employee”?

• What was the impact?

• Where was the feedback? • What was the “rhythm” (frequency) of feedback?

• Where did the feedback come from?


What is 21st Century Learning1

© 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com ©Agile Classrooms, LLC 2015

@agilechools [email protected] 2

Agile Classrooms©

How might this relate to the classroom and

learning?

21st CenturyTable Talk

Discuss with your Table Group:

1. Rate each quadrant according to how much of that property was present?

2. Answer the questions for each quadrant with your table group.

3. Then, answer the connecting question in the middle.

?




< Low Med High >

< Low Med High >

• How did they collaborate? • What was the impact? • Who was in charge of what? • What was the impact?

• How did they make work and learning visible?

• How did it support feedback, and collaboration?

• Why was is visibility important in 21st Century work?

• Was work being pushed or pulled?

• What was the relationship between “boss” and “employee”?


• Where was the feedback? • What was the “rhythm” or frequency of feedback?

• Where did feedback come from?


What is 21st Century Learning?1



Characteristics of Agile

Write the characteristics of Agile in the boxes below:




Compare/ContrastTable Group

Rate what 21st Century Skills you saw in the Agile team vs what you saw in the Candy Factory.

Using a scale of 1-5: 1 - Not At All 5 - A Whole Bunch

Source: Partnership for 21st Century Learning www.P21.org




< Low Med High >

< Low Med High >

LEARNING & INNOVATION SKILLSCreativity & Innovation

Critical Thinking & Problem Solving

Communication & Collaboration

LIFE & CAREER SKILLS

Flexibility & Adaptability

Initiative & Self-Direction

Social & Cross-Cultural Skills

Productivity & Accountability

Leadership & Responsibility




Section Reflection

What Did I Like? What Surprised Me?

What Ideas Were Sparked? My Key Takeaways




AGILE CLASS OVERVIEW

The Framework

Agile Classroom FrameworkGraphic Organizer

Write the names of the 5 Elements of the Agile Classroom Framework.

Circle the element you might be most interested in exploring further.

Agile Classrooms Framework

____________ ____________

____________ ____________

____________ ____________

____________ ____________

____________ ____________

What is Agile Classrooms?2



Deepening Learning

Enriching Relationships

Broadening the Future

Describe the 3 Goals

What is Agile Classrooms?1 What is Agile Classrooms?2



CONCEPTS

CONCRETE

REVIEW



CONNECT

How does this connect with my goals and experience?

The most important concepts I learned?

How might I apply what I learned? How might I sum up the learning in one or two sentences?

CONCLUSION

Building an Agile Classroom



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Learning Alliance

“Forming an empowering learning relationship from the start creates a climate for trust, collaboration, and empowerment to grow.”

https://flic.kr/p/7RP71j

Learning Alliance

Concept Map

• Name the 4 Parts of the Learning Alliance.

• When should this happen?

• What are the benefits of investing time on this with your classroom?

How do we design an empowered Learning Alliance?3



Learning

AgreementCommitting to the values of our Learning Community Learning Radiator #4

Class/Team:


Visibility/Transparency


< Low Med High >

< Low Med High >

Learning Agreement

CARD DECK

Learning Agreement

We Believe In So We Will

Supportwe will ask for

each other

for help when we need it.EX

AMPLELearning

Agreement


some value commit to some behavior

Learning Agreement



Learning Agreement



Learning Agreement



Learning Agreement



Learning Agreement



Learning Agreement





Learning Agreement Cards


Lindsay Ensing, Creative Commons 2.0https://flic.kr/p/aikkbD

On Your Mark

What do we need to do to be Ready to Learn?

Class/Team:

https://flic.kr/p/aikkbD

On Your Mark Cards

On Your Mark Card Deck

What do we need to do to be Ready

to Learn?Image Source Lindsay Ensing, Creative Commons 2.0https://flic.kr/p/aikkbD

On Your

Mark

Ready For Means We Will So That

To Start Class

hang up our Learning Canvas when we get

to our desks

We have the information we need to self-

manage our learning.EX

AMPLEOn Your

Mark


some activity or event

perform some action at a specific

time

some benefit

On Your

Mark




time

some benefit

On Your

Mark




time

some benefit

On Your

Mark




time

some benefit

On Your

Mark




time

some benefit

On Your

Mark




time

some benefit

On Your

Mark




time

some benefit




Finish Line

What does it mean to declare finished?

Class/Team:

Image Source Tylana, Creative Commons 2.0https://flic.kr/p/96yqiz

https://flic.kr/p/96yqiz

Finish Line Cards

Finish Line

What does it mean to declare finished? Card Deck

Finished For Means We Will Have So That

The Class

Learning Canvas, Sticky Notes, and Markers Back In Team

Bin

So that can keep the

classroom in order

FINISH

LINE

EXAMPLE

Finished For Means We Will So That

some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE


some activity or

event

perform some action

some benefit

FINISH

LINE




Visible Classroom

“By making the invisible visible, students begin to claim mastery over their own learning.”

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https://flic.kr/p/7D8AdS

What is a Learning Radiator?

Learning RadiatorsConcept Map

• What is a Learning Radiator?

• Write in the 4 types of Learning Radiators as we learn about them.

• Use the quadrants to write in any notes about these Learning Radiators as we learn more together. ?

___________ ___________

___________ ___________

How do we create the Visible Classroom?4



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Learning Canvas

See Learning in FlowMake the learning process visible

The Learning Canvas

When the process of learning is hidden, we rob our students of the capacity to learn how to learn. The Learning Canvas takes the process of learning from the shadows and projects it vibrantly on to the walls, so that students can claim it for their own.

It creates shared clarity on the core questions of learning. What are we going to learn? How am I going to learn it? What are we focusing on now? What did we accomplish? What is next? Where do I need help?

This visibility of process and content, evokes in students a sense of perceived control over the learning process, reducing anxiety and promoting confidence to drive their own learning.

“This goal, learning to learn, should be the

primary goal of education”

Nina Smith -Choose How to Teach, Teach How to Choose




Powerful Feedback Questions


Visibility/Transparency


< Low Med High >

< Low Med High >

Goals Tasks Doing Done

Essential

Question

Need

Help

www.AgileClassrooms.com

? !

THE LEARNING CANVASClass/Team:

© 2014 Agile Classrooms




The Learning Canvas provided is a catch all that will work in most situations. Make it your own by mapping out your unique Flow of Learning for your classroom. For example, you might add a Review column to assess learning before moving to Done.

This is your canvas. The paint brush is in your hands



Designing the Learning Canvas

1. Set the Context For the whole class, for teams, or for individual students.

4. Create Cards Anything that you want to track can be a card. A learning objective, inquiry, project goal, job, skill, strategy, or even a student.

2. Get a Canvas You can start with our template or you can design your own from a blank slate.

5. Use the Canvas Use the Learning Canvas to help model and guide the learning process to your students. Students love to see their progress. The clarity evokes focus and learning conversations

3. Flow of Learning Imagine you glue your self to a learning goal. What is the path it goes through from inception to completed? Map these steps onto your canvas.

6. Evolve the Flow See the learning in flow will reveal new insights and opportunities that you never expected as you do.




CardsA deck of cards is simple, consisting of only 4 suits and 13 ranks. Yet, from this basic set, an infinite number of

card games are created. The classic card deck does not tell you what or how to play, but, gives a common

structure for game design and game play. The Learning Radiators are designed like that, respecting your

need to differentiate learning to your classroom. It employs two adaptive structures: (1) card types and (2)

tailoring the canvas design.

Learning Cards are prompts and cues to sufficiently guide learners through their learning journey. Just as the

standard playing card deck has 4 suits, Agile Classrooms categorizes learning cards into 4 categories:

Goals - desired outcomes, such as learning objectives, skill development, inquiries, or project objectives.

“What are we learning and achieving?”

Tasks - the small steps to meet the objective. If you there are areas in which stoutness are not ready to

design their own tasks, you can do so as the teacher and place it on the Goals Canvas. “How do we

achieve the objective?”

Strategies - the process of learning, broken down into discrete steps. Making metacognition visible, so

students can learn how to learn. For example, one teacher created a Writing Process Deck and had

students you the cards as a scaffolding for students to be self-directed in writing. “What skills do we learn

and use?”

Wildcards - create your own card type. Some have created student name cards to track their the flow

through proficiency levels, chores, school activities. Whatever you want to track, you can make it. Image flic.kr/p/65fk7T




http://flic.kr/p/65fk7T

Learning Radiators My Teacher Toolbox

Section Reflection

• Write down as many Learning Radiators as you can recall in the left side.

• Write which ones you will want to add to your teach toolbox on the right side.

• What benefits might they bring to your classroom?




“A repeating tempo of feedback loops that guides self-organized

learners in achieving their goals within a fixed time.”

Learning Rhythm

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Learning RhythmConcept Map

• Work with your table group to recall the events and artifacts of the Learning Rhythm by filling in the names on the concept map

Plan Review

Reflect

Check-In

Rhythm

Learning

Class Goals Learning Portfolio

How do we establish a Learning Rhythm?5



Concept Map

• Unpack the event using this concept map.

• Use the Self-Directed Learning Skills & the 21st Century Skills reference sheets in the back of this workbook to identify skills.

Planning Part 1

Outcomes

Why is it important?

What are the steps? What Learning Radiators are being used and how is it supporting the process?

Describe the feedback at work?

What are the Students doing?What is the Teacher is doing?

What skills are used?


Unpacking the Rhythm



Concept Map



Planning Part 2

Outcomes










Concept Map



Outcomes


What are the steps?

Check-In

What Learning Radiators are being used and how is it supporting the process?








Activity

Unpacking the RhythmConcept Map



Review

Outcomes









Unpacking the RhythmConcept Map



Reflect

Outcomes









Dance to Your RhythmDesciption Guidance Our Cycle Length Is:

What: A repeatable learning cycle during which goals are set and achieved within.Time-box: Usually between 4 to 8 class periods or 2- 4 weeks.

Faster feedback and more practice with the rhythm will develop self-directedness muscles faster. Balance this out with how often you meet with the class and the amount of time needed to learn the topics. You can use

Every ____________ periods / weeks

Desciption Guidance Our Planning Rhythm Is:

What: Goals are selected and discussed for the Cycle.When: First Period of the CycleTime-box: 5% of the Cycle Length

# Class Minutes in Cycle x .05 = Plan Time-box

Example: 4 class periods of 90 min each 360 min X .10 = 18 min in Planning.

Time-box: ________ Minutes

List Class Dates & Time:

Desciption Guidance Our Check-In Rhythm Is:

What: Accountability check on their progress, highlighting where need support.When: Each PeriodTime-box: 5 minutes each period

By default, this is at the start of each period, If your students need more accountability support, you may want to increase this to every 25 minutes of a period.

_________ x’s per period

Desciption Guidance Our Review Rhythm Is:What: Learners demonstrate completed learning and project goals and are formally assessed. When: Last Period or at the end of the Period before Time-box: 5% of the Cycle

Same guidance as in Planning.You may want to extend the time-box for Review if you have students take a test as part of their Review.



Desciption Guidance Our Reflect Rhythm Is:

What: Learners inspect on their learning, interactions, and environment then decide on improvementsWhen: Last Period of the CycleTime-box: 2% of the Cycle

If the students will often take a test as part of their Review, then, you may want to consider if you want to hold the Reflect event after they receive their tests back to act as an input to their Reflection.



�Cycle Length

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Check-Ins

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THE LEARNIN

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Self-Directed Learning Skills

Use this Self-Directed Learning Skills list as a reference while you are completing the concept maps.

Self-Managing

Goal-Setting

Strategic Planning

Self-Efficacy

Goal Orientation

Intrinsic Interest

Self-Monitoring

Attention

Focusing

Self-Instruction

Self-Monitoring

Help-Seeking

Self-Modifying

Self-Evaluation

Attributions

Self-Image as a Learner

Adaptability




21st Century Life & Career Skills

Use this 21st Century Skills list as a reference while you are completing the concept maps.

Learning & Innovation Skills

Creativity & Innovation

Critical Thinking & Problem Solving

Communication & Collaboration

Life & Career Skills

Flexibility & Adaptability

Initiative & Self-Direction

Social & Cross-Cultural Skills

Productivity & Accountability

Leadership & Responsibility

Source Partnership for 21st Century Skills www.p21.org




http://www.p21.org

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Agile Classrooms©

Where to GROW?What GLOWED?

Now I KNOW!What to THROW!

Section Reflection




The Journey

The Journey

Image Source flic.kr/p/fNjYPD

“A scaffolded approach to growing

self-organization in your classroom”

http://flic.kr/p/fNjYPD

Reference

Scaffolding Into Self-Organization

© 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com © 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com ©Agile Classrooms, LLC 2015


Collaboration Dial Empowerment Dial

21st Century Learning Dials

What is your Journey? 6



The 4 Learning Zones

At the Intersections of Collaboration and

Empowerment




Collaboration Levels




Collaboration Dial & DOK

Level Depth of Knowlege Description Collaboration Levels

DOK 1 Recalls facts, information, or procedures. 1 - Connect

DOK 2 Uses information or conceptual knowledge, two or more steps, etc.

2 - Cooperate

DOK 3 Requires reasoning, developing a plan or a sequence of steps, involves some complexity, more than one possible answer.

3 - Coordinate

DOK 4 Requires investigation, time to think, and processing of multiple conditions.

4 - Collaborate

Based on the article ”Questioning Strategies for Teaching Cognitively Rigorous Curricula” Source URL: http://www.standardsco.com/publications/ Standards Company




http://www.standardsco.com/publications/

Empowerment Levels




Empower Scale

4. Coach

3. Partner

2. Guide

1. Direct

0. Not Informed

Rate Your Classroom Empowerment

© 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com

Function/Activity Rating Shift To

Example: Creating Rubrics, Goals, Tasks 1 2




Learning Cycle Events (Empowerment Boundaries)

Plan: Goals Plan: Activities Check-In Review Reflect

D. Self-Direct

3-4Partner-Coach

4Coach

4Coach

3-4Partner-Coach

3-4Partner-Coach

C. Self-Regulate

2-3 Guide-Partner

3-4Partner-Coach

3-4Partner-Coach

2-3 Guide-Partner

2-3 Guide-Partner

B. Self-Monitor

1-2 Direct-Guide

2 Guide

3 Partner

2 Guide

1-2 Direct-Guide

A. Self-Execute

1Direct

1Direct

1Direct

1Direct

1-2 Direct-Guide

Self-D

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Stratified Self-Direction Model©




EMPOWERMENT LEGEND

1DIRECT

2GUIDE

3PARTNER

4COACH

Learning Cycle Events (Empowerment Boundaries)

Plan: Goals Plan: Activities Check-In Review Reflect

Empower

Empowerment©


@agilechools [email protected]


EMPOWERMENT LEGEND

1DIRECT

2GUIDE

3PARTNER

4COACH

How to Determine StageDetermining a Student’s Degree of Self-Direction

The SSDL model does not contain any method for reliably ascertaining a student’s degree of self-direction. This is a major weakness, but not a debilitating one.

Teachers using the model have confirmed to me that they, too, find it possible to make workable estimates of students’ stages. From them, and from my experience, I’ve gathered some clues to look for when estimating a student’s degree of self-direction:

1. Notice the student’s level of motivation. Does he take assignments and run with them, or does he do the minimum, and in a perfunctory way? Does he come to class on time?

2. How well does the student perform when asked to take initiative in an assignment? Is she stopped by the first obstacle, or does she invent ways to continue? Can she explore a topic on her own, or does she always need a series of steps to follow?

3. Does the student participate in class discussions? Does he come prepared? Does he not only read the assignment, but actually learn from it, remember it, and make it his own?

4. How much detailed direction does this student require? Can she take a suggested extra credit assignment, develop it, and relate it to the course? Or does she insist on having everything spelled out–exactly what to do, when it is due, how many points it is worth?

5. How well does this student work with others on group projects? Can he take a project, define it, break it into tasks, schedule the tasks so that the group completes them, and finish the project on deadline, up to standard, and with an internal understanding of why it was important?

6. How much pressure does this student put on you (the teacher) to be an authority figure who dictates the learning cycle? To what extent does this student want to take charge of her own learning?

7. Can this student practice on his own to assimilate the skills necessary to the subject? Or does the practice have to be mandatory and directed?

8. In the case of a dependent learner, to what extent does the dependency result from a lack of skills (which he is learning), and to what extent does it result from a lack of interest, low confidence, low motivation, and discouragement?

Dr. Gerald Grow http://longleaf.net/wp/articles-teaching/teaching-learners-text/ssdl-determine-stage/




http://longleaf.net/wp/articles-teaching/teaching-learners-text/ssdl-determine-stage/

A. Self-Execute B. Self-Monitor C. Self-Regulate D. Self-Direct

4. CollaborateZONE 2

Interactive

ZONE 4

Self-Organized3. Coordinate

2. CooperateZONE 1

Traditional

ZONE 3

Independent1. Connect

Colla

bora

tion

Empowerment/Self-Directedness

Four Learning Zones




Section Reflection

© 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com

What Might Help Us Move to the Next Level?

What Might Pull Us Down?




Resources

WEBSITES•Agile Classrooms AgileClassrooms.com •Agile Classrooms Blog blog.AgileClassrooms.com

•Scrum Alliance scrumalliance.org •Staged Self-Directed Learning Model http://longleaf.net/wp/ self-directedlearning.com

•Eduscrum eduscrum.org •Agile Learning Centers alc.org •Self Directed Learning SelfDirectedLearning.com

• Official Scrum Guide www.scrumguides.org/

COMMUNITIES•Agile Classrooms Online Community https://groups.google.com/forum/#!forum/agileclassrooms

•Scrum User Group https://groups.google.com/forum/#!forum/scrumalliance

BOOKS•Co-active Coaching Henry & Karen Kimsey-House

•Creativity: The Psychology of Discovery & Invention Mihaly Csikszentmihalyi

•The First Days of Schools Rosemary and Harry Wong

•Flow: The Psychology of Optimum Experience Mihaly Csikszentmihalyi

•How We Learn Benedict Carey •How We Learn Great Courses •Leading Change John Kotter •Personal Kanban Jim Benson •Scrum: the Art of Doing Twice the Work in Half the Time Jeff Sutherland

•Scrum for the Rest of Us Brian Rabon •The Situational Leader Paul Hersey •Self-Directed Learning Malcom Knowles •Teach Like a Champion 2.0 Norman Atkins, Doug Lemov

•Training From the Back of the Room Sharon Bowman

•The 3 Keys to Empowerment Ken Blanchard

http://AgileClassrooms.com

http://blog.AgileClassrooms.com

http://self-directedlearning.com

http://SelfDirectedLearning.com

https://groups.google.com/forum/#!forum/scrumalliance

Agile Classrooms Workbook

Education

Transcript of Agile Classrooms Workbook