A Picture is Worth a Thousand Words

 

Picture Created by Nick Davis

A picture is worth a thousand words" refers to the notion that a complex idea can be conveyed with just a single still image. It also aptly characterizes one of the main goals of visualization, namely making it possible to absorb large amounts of data quickly. (Wikipedia).

Learning teams are indeed complicated and require so many variations and interpretations.  The main outcome, however, is higher student achievement.  Our goal is to create a collaborative culture that your teams works interdependently to achieve the common goal of learning for all.  There are many examples of momentum building at Wilson.  Consider the 7th grade language arts team who have developed a common set of criteria around their I can statements.  Their structure is clear and targets specific area of proficiency and areas that may present an issue for common misconception.

	Advanced	Proficient	Basic	Below Basic
Analysis of Text (thinking) I can analysis implicitly and explicitly. I can inference when I read text	evidence is synthesized and relevant to claim or analysis identifying the how  and why the author used specific technique to create meaning can communicate the reading strategies used based on the author’s craft to develop deeper meaning	evidence is relevant to claim or analysis determine essential details and facts and the relationship to author’s purpose identifying how  the author used specific technique to create meaning shows evidence of using reading strategies for deeper meaning	irrelevant or random evidence may or may not use a strategy to support thinking lists facts or details but doesn’t support author’s purpose	Evidence is not applicable to claim or analysis. Little to no evidence of using a reading strategy to support thinking. Random facts or details.
Cite Evidence I can cite evidence implicitly and explicitly.	evidence specific or inferred evidence based on analysis evidence is woven or synthesized implicit notation (majority)	makes inferences using textual evidence evidence connects to the analysis and is relevant implicit and explicit notation i.e. pg etc	unclear inference made with or without evidence explicit notation i.e. pg etc	pull any quote or detail with the character’s name cite page no written text
write a response	synthesized or woven structure throughout that includes summary, theme, evidence and thinking/application	structure includes summary, theme, evidence and thinking/application	omits elements of summary, theme, evidence, thinking (2 of 4)	omits elements of summary, theme, evidence, thinking (0 -1 of 4)

This collaborative effort created a fundamental building block forming the basis of their backward plan for their unit.  Teachers will have clear targets to determine what proficiency "looks like" as well as goals areas for flexible grouping.

You need to ask yourself "What is the impact of your work?"  Will students have success as a result of your teaching?  Look for evidence of your efforts in student work and prepare for high impact!