Week 1 Assignments

Extended Response Week 1:  

Katie Visker: Comfort in Discomfort  

As I anticipated, this has been a transformational week. I look ahead to the next three weeks with great anticipation. If this much growth and reflection can occur in a quick seven days, how much more in the next twenty-one? In a short time, this place feels like a home away from home. The once “shadowy figures” that were merely my fellow classmates and course participants have quickly become my friends, teammates, allies, support and people whom I value and respect. They have been present with me, and fully see me. I feel known by them and am living in a way as to be present and fully see each participant. I am carrying this heart to my new students as well. For the next twenty-one days I will see them and be fully present in my classes.  

As I focus my reflection on who I am as a learner and specifically a language learner, the words that come to mind are – growing in awareness and understanding. In the moments when I have been called on to be a learner both in English and in Korean, I am reminded of all the energy and focus it requires. Just remembering six Korean letters – a thirty-minute lesson – took so much mental energy. I felt immediate empathy for my students. I teach two classes that each meet on Tuesday and Thursday each week for an hour and fifteen minutes. ONE HOUR AND FIFTEEN MINUTES. And that is only my classes. These incredible students are likely taking anywhere three to five classes that meet multiple times each week. This and other experiences are changing how I view education. I need take all that I am learning and refocus my thinking and my classes so that they are more appropriately learner-focused.   

As a learner I learned that I like to work in an environment that is supportive and success is likely. I like positive affirmation. I like when lessons are fully wrapped up with a conclusion. I feel empowered when I am able to produce evidence of my learning at the end of the lesson. I am reminded of just how much energy I use when I am learning a language. At times the question that I have for myself really gets back to the origin of my learning style. I have been asking the question -- “Why am I the way that I am as a learner? Why do I do this the way that I do? When did it begin? Is it possible to change the way I learn if it is not working out to be successful?” The answer to the final question is – yes! Yes, I can grow in my learning. I can work the muscles necessary to do things differently. For example, I often subscribe to the notion that I cannot successfully complete my work if others are around because I will be too distracted by them. I will want to talk with my peers and mentors rather than get my much-needed work done. Being here is challenging this thinking. I am strengthening the muscles necessary in order to be productive while also being in close proximity with my peers and mentors. I set timers. I listen to music that is motivating. I take stretch breaks. I set attainable goals for myself as I complete the work.  

This first week has taught me so much about learning in general. Where do I begin? As I mentioned in the second paragraph, my experiences as a learner are having a direct impact as I reflect on my job as an educator. Learning needs to be learner-focused. I can do this. I must make this shift. In order to provide learner-centered/focused days, I think it is important to be clear in giving directions with each specific activity. I have seen this modeled by every instructor. There is always a reason behind what we are doing, behind what the instructors are doing. Everything done in this course is intentional and on purpose. I appreciate having an agenda. On rare occasion when there is no agenda on the board, I feel a bit lost. I am going to be sure to include an agenda with each of my classes as well. It will be in the same place every day and we will be able to check off what we achieve as we go. Also – pacing!!!! In order for effective learning to happen, teachers much be intentional with how time is spent. In most cases, I need to have shorter amounts of time on activities. This raises the level of concern and prevents students from becoming bored. As a learner, I want the learning to be engaging, interesting and meaningful. As an educator, I want to provide learning opportunities that are just the same – engaging, interesting, and meaningful.  

As I reflect on language learning specifically, I think about all of the fantastic modeling I have seen here. The teaching is so student-focused. The instructors follow the ECRIF framework, one that is new to me. I heard my mentor, Suzan Kobashigawa, mention ECRIF before but now, I am getting to add content to a formerly strange, unknown acronym. I am learning so much about language learning. From Roger’s lesson I am reminded how important it is to teach pronunciation. Included in this same lesson, the importance to focus on beat. I am inspired by how intentional all courses are at CEM. Language learning needs to be well-rounded and provide students with a variety of opportunities to interact with content in a variety of ways.  

In short, being here has fully removed me from my comfort zone. I have learned so much from the instructors as well as my course mates. At multiple times through this week I have been reminded of words I heard more than three years ago – “Find comfort in discomfort – this is pain on purpose.” Growing, challenging, and stretching my beliefs and experiences has brought some discomfort. It is discomfort that I am forever grateful for. I am growing. These are beautiful growing pains. I wrote in the letter to myself that this is going to be transformational. I cannot return home as the same person, even if I wanted to. I am now Katie in Costa Rica. And I will return as the Katie after Costa Rica. My heart’s desire is to be able to return home better equipped to meet the needs of my students and peers. I am excited for what the next three weeks of growth will include. I am honored to be on this journey of growth. I am taking comfort in this discomfort. This is pain on purpose. These are beautiful growing pains.   

DAPA 1: The Puzzle Activity  

DESCRIPTION
We started our workshop in the main teaching room. We were given a few instructions prior to moving to the Rancho classroom. As I recall, we were instructed to bring a notebook and something to write with. Then, we entered the Rancho were told to find a place to sit, and to keep our hands free from touching anything on the table. Each student chose where they wanted to sit. I ran to the restroom then returned and selected an open seat. Megan sat across from me, Terri was to her left, and across from her, to my right, was Leandro. Without any set intentions, we formed a team at our table. Sally reviewed the instructions and wrote them on the board: 1. No talking. 2. No pointing or signaling. 3. No Taking. 4. No one is done until everyone is done. We immediately set to strategizing. By our enthusiasm, one can assume that we were excited for the challenge and a little competitive. To best understand this activity, our strategizing, and ultimately our completion of the task, I need to share all of the details to number three. This is an exercise in giving, and receiving, AND noticing. You may not take a piece from another player. You may not place a piece in another person’s puzzle. (no entering others’ purple zone!! You may give your pieces by putting them into the COMMUNITY ZONE, the green zone, near the player. This third rule was essential to our overall success as a group and as individuals.    Megan is great at puzzles. More on that in a moment. Terri and Megan each had one puzzle piece in their purple zone. Leandro and I did not. We decided that we would work on one puzzle at a time. I shared my thoughts with the group, something to the effect of -- “This is going to be great. We don’t have to win, or be the first team done. We will have success. We can all complete these puzzles.” I think I was mostly saying this to myself as I get into competitive mode.  As soon as we were instructed to begin, I realized something – we could complete all of the puzzles together in the community zone, but with the rules in place I could not share this knowledge with my team. I could only support in our strategies, share the pieces in the community, and model this realization and strategy. We quickly set out to moving pieces to each other, near our purple zones. Megan and Terri set out. Leandro was amazing! In addition to supporting his teammates, he somehow was able to complete a butterfly puzzle quickly and with ease. I started working on a large puzzle in the green zone. Megan set out and quickly completed a puzzle, a cute VW Bug. Since I had no puzzle in my purple zone, I placed her completed puzzle in my zone. Thank you, Megan! At this time, Leandro completed his butterfly puzzle, Megan completed two puzzles – one for her purple zone, a duck, and one for mine. The green zone puzzle was coming together, a large house. Leandro and Megan both helped and I was able to get it completed.   Here are the two to three minutes I really want to focus on – Terri was hard at work at completing this rather difficult puzzle of a sun. We did all we could to support her from the outside, in the green zone, while respecting the rules. It was challenging for us all. In a moment of absolute success for us as individuals and as a team, Terri placed half of her puzzle, the incomplete pieces, out of her purple zone, into the green zone, where we could all support her. The puzzle came together quickly with the support of the team and we were able to celebrate our success together.   Wow, look at all that detail! You’ve done a nice job selecting a moment to describe. I’ve highlighted some interpretations which should just be written as observations of what was done/said.  You can also save yourself some effort and just provide some background details leading up to your moment, then focus most of your description on that single learning moment ☺
ANALYSIS
INTERPRETATION	GENERALIZATION	ACTION PLAN
It was helpful when Sally provided clear directions about the rules and expectations. She reviewed them again and wrote them on the board so we could all have success on the activity. I was able to start the activity with confidence because I knew what was expected.   This is a clear interpretation of what helped learning. Thank you for explaining why this helped learning, too!	Students benefit when teachers provide clear directions and share easy to understand expectations.   A clear generalization!	As a teacher, I will provide clear directions that are scaffolded when possible. If directions are unclear, I will ask two clarifying questions. A very specific and concrete action plan!
Terri’s ability to trust our team really helped us all succeed and really helped my learning. She trusted her team fully and placed her pieces into the green zone so that we could support her in completing her difficult puzzle. Nice interpretation here. I agree, trust is essential for helpful learning.	Students succeed and thrive best when there is trust and support in a group setting and learning environment.	I will approach group activities with optimism and trust. I will verbally offer support to my group members. I will remain solution centered and celebrate the positives.   Great!
Not being able to talk hindered how quickly we could complete the activity. It caused us to slow down and work together more intentionally in a different way. I could not talk to my teammates about how we could all work together in the green zone so I had to support them differently and model my new strategy.	Sometimes students feel limited by the rules set by teachers. Interesting generalization you created from this interpretation.	I will remind myself that teachers are intentional with their planning and have reasons behind the ways they design lessons. I can tell myself: - I trust my teachers. - S/he has a plan for this activity.
We were limited to working alone in the purple zone. This hindered our ability to complete the puzzles more quickly. When Terri was working on her puzzle and feeling stuck, we all wanted to help her out but we were unable to go into her space.	Sometimes students feel discouraged by the rules established by the teacher. Students can rely on each other for support to complete group work.	Next time, I will remember to ask for support from my classmates. I can say, “Can you support me with this?” Clear and specific.

                                                  

    

DAPA 2: R&I + ECRIF activities  

DESCRIPTION
In this moment, I was in the main room working, on the floor, with a small group of four students. Our group was made up of: Sadir, Terri, Gisela, and myself. Another group of four students was also working on the floor, just to my left. Rubin placed fifty cards face up, each contained the name of an activity. These cards were to remain in the center of the floor and be rotated to the other group once we had used them. Each group had a secretary. I volunteered as the secretary for my group. It was my job to record where each activity best fit in the ECRIF framework. I also made comments about where I thought activities belonged in the prospective ECRIF places. My team was cooperating and working efficiently with our time. We were taking turns reading and sharing our thoughts. We asked a few clarifying questions to Rubin, here and there. For example, we didn’t know “Human Robot.” Rubin took 15+ seconds to demonstrate the activity for us. He maintained close proximity and was quick to offer support without confirming or denying where cards fit.  My group was half-way done. We placed 25 words where we thought they best fit. We had just a few moments until the end of the activity. One of us grabbed the activity that said dialogue. We had a brief discussion about this activity and where we each thought it best belonged. As a group we were undecided about where this activity fit best. This was when I realized – these activities can and do often fit in more than one place on ECRIF. Rubin took time to explain that this activity was to “trigger awareness.” Mission accomplished, Rubin. Mission accomplished. Our awareness was certainly triggered.  This is an excellent moment of just a few minutes in length, described with details of what you, your peers, and trainer did and said. Again I’ve highlight a few interpretations to leave out.
ANALYSIS
INTERPRETATION	GENERALIZATION	ACTION PLAN
Something that greatly helped my learning was the fact that we were able to work in teams of four. If I was working alone on this activity I would have needed much more time because I tend to overthink things. Since I had three other incredible teachers to rely on I felt confident working at a faster pace.   Nice detail on this interpretation, I clearly see why it helped learning.	Sometimes allowing students the opportunity to work and process in groups allows them to interact with the content more efficiently and with more confidence.	In the future, when content seems too difficult to work on individually, I can ask the teacher if it is possible to work in pairs or small groups so that my understanding and confidence can increase.  A clear and specific action plan.
Another thing that greatly helped my learning is the fact that our teacher, Rubin, remained fully present and maintained close proximity to both groups. If we had a question, he was right there to offer support. On a couple of occasions, a card activity was new to us. For example, Human Robot. Rubin did a quick 15 second demonstration to help us understand this activity.	Students can benefit from having teachers in close proximity. This allows students the opportunity to ask the teacher questions with ease to gain understanding and confidence.     Yes! Presence!	Next time, I will remember that it is okay to ask questions to teachers right away, in order to feel stuck in my learning.
One thing that hindered my learning in this activity was my own personal assumption that each activity would neatly fit into one of the five ECRIF framework. I had to allow myself to be comfortable in the discomfort of knowing I was wrong.   Those pesky assumptions…Don’t feel you need to add so much additional detail here, though it sounds like it was a valuable reflective tangent for you.  After “successfully” placing 25 activities where we believed they belonged, I felt a bit frustrated. In a way it felt a bit like the prior time was a bit pointless. It was then that Rubin shared how the point of this activity was to “trigger awareness.” This lesson certainly did do that. I gained a deeper awareness and understanding to ECRIF that would have been lost had the concept been stated that activities can fit into multiple stages in ECRIF.	Sometimes students feel uncomfortable in the learning process when their assumptions prove to be wrong.	Next time I enter a learning opportunity I will remind myself that it is okay to be uncomfortable in the process.      I can frontload with myself by saying:   - It’s okay to be comfortable with the discomfort of learning.
Something that hindered my learning is my overall goal to successfully complete assignments and tasks as quickly, efficiently, and timely as possible. I was so focused on this mindset that I nearly missed the heart of the lesson. This activity asked us to be present and merely “trigger awareness.”	Sometimes students are so focused on the end result, the product, the grade that they miss the learning experience. They miss the journey in learning.	Next time I enter a similar learning opportunity, I can ask the teacher if finding the correct answers are most important or if it is the experience.   I can frontload with myself by saying:   - Learning is about the process and the journey, not the destination.   - Be here now.  I can also ask two clarifying questions to better understand what is expected.

Ruben (AKA; Tim Curry)

In close, week one has been incredibly transformational. As an educator, a learner, and a human being, CEM is exactly what I needed for my heart, soul, mind, and career. I am so honored to be journeying along with these incredible participants; they inspire me. They have been so kind and supportive. The instructors are absolutely outstanding – educational, supportive, kind, to name a few. During Mary’s session on Wednesday I reflected that I needed more balance (as a student, with the coursework, with managing my time and energy) and support (as a human being, a wife, a mother – with my family needs). Letting those waves of fear and vulnerability wash over me and allowing time to pass, I am finding better balance and am feeling the loving support that I was seeking. I consider myself a “gifted talker.” This often shows up in my writing as well because I enjoy using so many words when a few will suffice. I could go on and on and elaborate with each section. This process has been so beneficial. I will stop here though because I am about to reach my one-hour extension, my computer’s battery life is at thirteen minutes, and Mary encouraged me last night that this doesn’t have to be perfect, it can be my best work given the parameters that I need to find the balance my heart and soul desires. Another lesson learned. Thank you for reading. Thank you for the support as I continue to grow as a learner and educator.

Dear Katie, 

Thank you for giving me a window into your world and your living/learning process during your first week here at Centro Espiral Mana.  I can feel the passion and excitement for this opportunity jumping right off the page! You really seem to have been impacted by this schools’ focus on seeing your students in a new light, and how everything starts with them.  “Teaching is subordinated to learning” as that educator Caleb Gattegno once said. My own experience on this course really helped open my eyes to that philosophy - that an increased awareness of our students really can guide the way we teach. I hope you find yourself carrying that awareness and enthusiasm back to Washington and back into your classroom! 

Regarding your DAPAs, you clearly understand the concept.  Your interpretations/generalizations/action plans are all rich, specific and derive from details you’ve included in the Description. Your second DAPA is definitely a model; the Description is rich and focused on a moment lasting no more than a few minutes.  It’s also concise. I’ve left more specific feedback in the boxes below. Please do read!  

All the best Katie, 

Chad