The Dispositions of Practice

Communities for Learning: Leading Lasting Change ®

http://communitiesforlearning.org

http://www.flickr.com/photos/whatmegsaid/3172360305/

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?

http://www.flickr.com/photos/notsogoodphotography/770557316/

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

http://www.flickr.com/photos/tonythemisfit/3223459074/

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?

http://farm4.static.flickr.com/3461/3196112134_aa09fbfefa.jpg?v=0

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?

http://www.flickr.com/photos/stuartpilbrow/3102888961/

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.

Pre-Assessment for Pre-Readers

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.