The Dispositions of Practice
Communities for Learning: Leading Lasting Change ®
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COURAGE
What’s making me uncomfortable? How can I lean into this and deal with it rather than running away?
What is scaring me or overwhelming me as a writer? How will I overcome this?
What’s making others uncomfortable? What’s the right thing to do, regardless of this?
What do I want to try next? How can I gain the courage to do it?
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UNDERSTANDINGWhat does it mean to be a good writer?
What makes writing good?
What do I wonder about this?
What do I need to learn? Where will I learn it?
Who should I be talking to in order to learn more?
PERSEVERANCEWhere will I struggle?
How can I plan to be successful?
What’s working? What isn’t? How can I make improvements?
How will I make more time for myself in order to work slowly?
Is this work my best? What should I revise?
What is discouraging me? How can I overcome this?
REFLECTION
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What’s my why?
What are my goals? How do they align with my why?
What’s working?
What isn’t?
How can I use what I’ve already learned to take my next step?
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EXPERTISE
What do I want to learn?
What do I want to get better at doing?
What can I teach others?
Who can I help?
What do they need?
How will my expertise serve them?
How can I share?
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They are….CONNECTED
COLLABORATIVEENGAGED
Who can I learn from?
How will I connect with them?
What can we learn or create together?
How does working with others make me a better learner and writer?
Who should join us?
How are our perspectives different, and how does this help me learn more?
Pre-Assessment for ReadersI write about things that are meaningful and important, even when others might disagree with me.
I do multiple drafts of my writing.
I know what I’m good at as a writer, and I use what I know to help other writers without being asked.
I work on writing projects with others.
I do research before and while I write.
I write about my thoughts in order to clarify them.
I like to try new and alternative types of writing.
I don’t rush as a writer. I take my time.
I read a lot.
I give others feedback on their writing without being asked.
Before I begin writing, I often study the work of other writers to learn more about what quality writing looks like.
I know what my strengths and weaknesses are as a writer.
I’m not afraid to admit what I don’t do well as a writer.
I always make sure my work is the very best it can be.
I learn from my mistakes as a writer and try to improve.
I like to talk with others about our writing.
I listen and study carefully before claiming that I know something.
I consider the feedback that I receive from others and set goals to improve my work.
GROWING DISPOSITIONS OVER TIME:
PRE-ASSESS
DEFINE
NOTICE, NAME, AND SHOWCASE
SELF REFLECTION
PEER REFLECTION
CONFER
RE-ASSESS
High Alignment
Low Alignment
Low Engagement
High Engagement
National, state, and local standards based Teacher directed, learner complies Teacher is primary audience Learning and products are consistently
studied only for evaluation purposes Learning experiences are grounded in best
practices
National, state, and local standards based Learner directed, teacher supports Primary audiences are those who would
most benefit from what is learned and/or produced
Learning and products are studied in order to benefit from learner’s expertise and improve future learning
Learning experiences are responsive to learner needs, and teachers test promising next practices
National, state, or local standards referenced
Learner directed, teacher supports Primary audiences are those who would
most benefit from what is learned and/or produced
Learning and products are studied in order to benefit from learner’s expertise and improve future learning
Learning experiences are grounded in weak practices
National, state, or local standards referenced
Teacher directs or neglects, learner complies Learning and work may have no audience Learning and products are studied
inconsistently and only for evaluation purposes
Learning experiences are grounded in weak practices
High Alignment
Low Alignment
Low Engagement
High Engagement
Kindergarteners listen to the teacher read an informational picture book aloud. When he is finished, each student draws a picture of the main topic and separate pictures of two key details from the text. Students turn their work into the teacher.
Kindergarteners read informational texts of their own choosing. Each learner individually draws a picture of the main topic of the selected text and two key details about it. The teacher checks for accuracy. Learners use these notes to plan a podcast about their chosen topic. Each podcast informs readers about the main topic and selected details. The librarian makes podcasts accessible to students who are browsing for books, so that they may learn more about the text before they choose it. Kindergarteners listen to the teacher read a narrative picture book. They make puppets of one character of their choosing. Then, they partner with a peer to make up a new story using these puppets. They perform it for the class.
Kindergarteners listen to the teacher read a narrative picture book aloud. They work with a group in a center to recall two facts about the main character. One of the group members draws or writes the facts on a graphic organizer and turns it into the teacher.CCSS.ELA-LITERACY.RI.K.2With prompting and support, identify the main topic and retell key details of a text.
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