Institute+Core+Practices+Group+-+continued+2




 * EXERCISE #2: "NOTEWORTHY.../...PLEASE CONSIDER"**

Additionally, participants were requested to comment on the following:


 * "What is noteworthy in terms of your project?"


 * "They were then given the opportunity to ask us, "Please consider..."

//**Due to the length of the entries, a separate page has been allocated to each college's submissions:**//


 * = CASCADIA ||=  ||=   ||= CLARK ||=   ||=   ||= EVERETT ||=   ||=   ||
 * = HIGHLINE ||=  ||=   ||= LOWER COLUMBIA ||=   ||=   || NORTH SEATTLE ||=   ||=   ||
 * NORTHWEST INDIAN ||  ||   || SPOKANE FALLS ||   ||   ||
 * NORTHWEST INDIAN ||  ||   || SPOKANE FALLS ||   ||   ||
 * NORTHWEST INDIAN ||  ||   || SPOKANE FALLS ||   ||   ||

**CLARK COLLEGE:**
--Input of ideas from presenters to add to my understanding of teaching practice. --Focused time for a team to work. --The beautiful facility made this a pleasurable time. --The calm assuring tone set by Gillies and Emily,knowing this is complicated work, but presenting information in a positive manner. ||  ||   ||   || ...needed time each day to process and share after breakout sessions. ...extra copies of handouts or on the public site prior to retreat would have been helpful so that we could share information from breakout sessions. ...not sure of a recommendation but lots of ideas were tossed out days 1 and 2, like parts of a tollkit, some people seemed a bit confused about what part goes where. ...almost thinking the college data may have been better later. || --The wide variety of experts made it possible to get answers to questions "just in time." --Free-flow of ideas, thoughts, plans Interchange among all participants at retreat. --Four days seemed long at first but we needed the full time ||  ||   ||   || ...our math dept is very large with 70+ adjuncts. Our need is effective communication & programming that reaches all members of the department. ...we also have math courses in a separate Dev.Ed department and ABE department. Again help with reaching all members. || --Exploring and analyzing what we think will fit best as a group. --Well-thought-out presentations that were helpful to us in developing our initial thoughts. --Questions were answered directly and implications were examined. --The activities brought together ways of focusing our thinking so we could develop a plan that was initialized, will be worked on and adjusted and reflected on in an ongoing manner. --I like the mentoring aspect of each speaker or state person coming to our groups and giving valuable input to questions as we get bogged down on procedure or putting together our plan. ||  ||   ||   || ...1. Have session 2. Give activities 3. Allow more time on our college groups to discuss or apply or think about what was presented. Then even sharing some of this thought with other groups after that. || --This conference has been wonderful. --This provides opportunities for us to reconnect with all our faculty involved in this. ||  ||   ||   || ...a short, more local conference Winter Quarter for the team and also for adjunct faculty. || --Being able to connect with other schools and share ideas. --Learning how to be better teachers and having students better understand math. ||  ||   ||   || ...all of this is not easy. We need guidance and support. ...more training sessions in the winter and spring - perhaps local trainings with adjuncts attending too. ...having experts come visit our school, but I know Gillies and Emily must be so busy. ...guidance in facilitating FIGs. ...guidance in more complex data collection. || --Having opportunity to hear the ideas of my colleagues across the state - energizing and inspiring. --The presenters deeply thought out sharings - coupled with their deep consideration of the compelling issues that surround our work. --Has helped me gain needed information and context for my work. --I feel more empowered and validated in my work at Clark. --I have seen my colleagues shift their perspectives and begin to open up to new ways of thinking about possibilities. --My colleagues are more eager to try classroom teacher exchanges, CATs, with a hope of informing our students' learning experiences. ||  ||   ||   || ...I learn from watching a model, then practicing, then reflecting. ...I am thirsty for opportunities to watch, practice, and repeat quickly, intensively - supporting learner-centered classroom practices. ...I want the opportunity to polish - in fact - develop skills and habits. ...video clips of such teaching/learning-facilitative skills would be helpful. ...connecting with faculty interested in the same issues would help. ||
 * ~ //Noteworthy// ||  ||   ||   ||~ //Please Consider...// ||
 * --Networking with other faculty from around the state.
 * --Networking with other faculty from around the state.
 * --The team meetings were the key in helping us focus our project. The structure provided during the sessions made them valuable. We are leaving with a clear game plan.
 * --The team meetings were the key in helping us focus our project. The structure provided during the sessions made them valuable. We are leaving with a clear game plan.
 * --Learning how to collaborate through developing FIGs.
 * --Learning how to collaborate through developing FIGs.
 * --The professional support, clear examples, suggested directions have all been very inspiring.
 * --The professional support, clear examples, suggested directions have all been very inspiring.
 * --Being able to connect our three departments that teach math: ABE/GED, DVED, & STEM (Math dept) and be involved in a three year plus project.
 * --Being able to connect our three departments that teach math: ABE/GED, DVED, & STEM (Math dept) and be involved in a three year plus project.
 * --Modeling student learner focused methods in our gatherings (reflect/share/etc)
 * --Modeling student learner focused methods in our gatherings (reflect/share/etc)