Example   Reflection   ­   Visualization 

 Challenge   &   Selection      I   use   the   design   tool   Visualization   frequently   in   my   kindergarten   classroom .   Visualization   allows    concepts   that   might   be   floating   around   in   space   and   not   quite   understood   to   become   tangible    and   concrete   for   my   five   and   six   year   old   learners .   We   use   visual   thinking   in   the   classroom   for    different   reasons ,   but   the   one   main   reason   I   find   this   tool   to   be   so   beneficial   is   students   develop    a   clear   understanding   of   what   I ’m   trying   to   convey .   When   they   understand   what   I ’m   trying   to    convey ,   and   I   can   attach   their   thoughts   and   their   ideas   to   how   to   go   about   learning ,   this   is   how    students   become   responsible   for   their   own   learning .   They   become   empowered .   Sight   word    knowledge   in   my   classroom   this   year   was   at   an   all   time   low .   I   realized   visualization   was   needed    to   help   them   understand   the   need   for   sight   words ,   to   encourage   and   motivate   them ,   and   to   find    out   how   they   thought   they   might   be   more   successful   in   this   area .      I   am   fortunate   in   that   I   get   to   teach   children   how   to   read   when   they   come   to   school .   What   a    fulfilling   job !   One   horrible   aspect   of   teaching   children   to   read   is   helping   them   memorize   sight    words .   I   use   the   word   horrible   because   memorization   in   today ’s   world   is   about   as   obsolete   as   a    rotary   phone .   Learning   is   about   making   real   world   connections   and   applying   new   and   exciting    concepts   in   innovative   ways .   However ,   having   a   solid   sight   word   base   is   a   strong   indicator   of    reading   fluency .   When   a   reader   is   fluent ,   barriers   are   fewer .   Comprehension   is   stronger ,   and    word   attack   skills   can   take   precedence .   I   was   noticing   worksheets ,   iPad   apps ,   and   flashcards    were n’t   working   with   this   group   of   students   as   it   had   in   the   past .       Application      I   gathered   the   students   on   the   carpet   for   a   ‘ meeting ’ .   What   was   needed   to   help   them   with   sight    words ?   I   drew   a   stick   figure   on   the   board   with   a   worksheet ,   an   iPad ,   and   flashcards   above   his    head ,   each   inside   their   own   bubble .   We   discussed   the   picture   ( “ What   do   you   see ? ”   What   is    inside   the   bubbles ? ” )   and   I   explained   that   Skete   the   stick   figure   was   having   trouble   memorizing    his   sight   words .   Each   Friday   when   I   do   a   sight   word   check   with   him ,   he   might   remember   the   two    words   learned   that   particular   week ,   but   the   practice   he ’s   being   given   is n’t   enough   to   help    previously   learned   words   stick .   I   asked   for   suggestions .   Could   they   think   of   ways   that   Skete    might   be   able   to   hang   on   to   ALL   of   the   words   he ’s   learned ?   Students   slowly   began   to   add   their    ideas .   They   wanted   to   keep   the   iPad   above   Skete ’s   head ,   but   do   away   with   the   flashcards   and    worksheets .   They   also   suggested    Promethean   board   flipcharts ,   website   games ,   and   one   child    even   suggested   they   learn   sign   the   sight   word   in   sign   language   when   learning   the   written   word !      Insight      Out   of   the   mouths   of   babes …   I   gained   valuable   insight   through   this   particular   visual   thinking    activity   with   my   students .   My   kids   were   very   interested   in   becoming   part   of   their   own   learning    process   and   coming   up   with   ideas   to   help   them   accomplish   reading   goals .   They   felt   empowered 

 when   they   were   allowed   to   trash   the   methods   they   did n’t   like   ( and   obviously   were n’t   working )    and   decide   upon   and   research   ways   that   they   thought   would   be   fun   and   help   them   keep   their    sight   words   in   their   working   knowledge .   I   was   able   to   see   that   what   I   thought   were   sufficient    reinforcers   ( worksheets ,   flashcards )   were   just   boring   activities   that   meant   nothing   to   them .      Through   the   use   of   visualization ,   I   have   learned   that   not   all   students   are   quick   to   have   answers .    Giving   a   few   extra   seconds   of   wait   time   allows   for   almost   every   hand   in   the   room   to   raise   up   with    ideas   and   suggestions .   This   is   incredibly   valuable   information   for   me   as   the   facilitator ,   especially    when   I   am   interested   in   everyone ’s   input   and   perception .      Approach      This   tool   is   incredibly   effective   when   it   comes   to   students   getting   to   tell   how   they   feel   about    certain   aspects   of   learning .   I ’ve   noticed   it   seems   that   some   of   my   students   are   worried   about    hurting   my   feelings   or   making   me   mad   when   it   comes   to   giving   feedback .   By   using   Skete   the    stick   figure ,   there   is   a   detachment   between   me   and   them .   They   can   say   things   like   “ Well   Skete    might   like   using   the   Promethean   board   instead   of   your   worksheets ” .   They   are n’t   telling   me   they    do n’t   like   the   worksheets ,   they   instead   are   suggesting   maybe   Skete   does n’t   like   them .   I   love    this !   My   little   learners   are   able   to   speak   honestly   without   fear !   I   will   definitely   continue   to   use   this    approach   in   the   future   since   I   can   learn   how   my   students   think   they   will   learn   best ,   or   at   least    how   they   like   to   learn   best ,   without   any   guilt ! 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Example   Reflection   ­   Visualization 

 Challenge   &   Selection      I   use   the   design   tool   Visualization   frequently   in   my   kindergarten   classroom .   Visualization   allows    concepts   that   might   be   floating   around   in   space   and   not   quite   understood   to   become   tangible    and   concrete   for   my   five   and   six   year   old   learners .   We   use   visual   thinking   in   the   classroom   for    different   reasons ,   but   the   one   main   reason   I   find   this   tool   to   be   so   beneficial   is   students   develop    a   clear   understanding   of   what   I ’m   trying   to   convey .   When   they   understand   what   I ’m   trying   to    convey ,   and   I   can   attach   their   thoughts   and   their   ideas   to   how   to   go   about   learning ,   this   is   how    students   become   responsible   for   their   own   learning .   They   become   empowered .   Sight   word    knowledge   in   my   classroom   this   year   was   at   an   all   time   low .   I   realized   visualization   was   needed    to   help   them   understand   the   need   for   sight   words ,   to   encourage   and   motivate   them ,   and   to   find    out   how   they   thought   they   might   be   more   successful   in   this   area .      I   am   fortunate   in   that   I   get   to   teach   children   how   to   read   when   they   come   to   school .   What   a    fulfilling   job !   One   horrible   aspect   of   teaching   children   to   read   is   helping   them   memorize   sight    words .   I   use   the   word   horrible   because   memorization   in   today ’s   world   is   about   as   obsolete   as   a    rotary   phone .   Learning   is   about   making   real   world   connections   and   applying   new   and   exciting    concepts   in   innovative   ways .   However ,   having   a   solid   sight   word   base   is   a   strong   indicator   of    reading   fluency .   When   a   reader   is   fluent ,   barriers   are   fewer .   Comprehension   is   stronger ,   and    word   attack   skills   can   take   precedence .   I   was   noticing   worksheets ,   iPad   apps ,   and   flashcards    were n’t   working   with   this   group   of   students   as   it   had   in   the   past .       Application      I   gathered   the   students   on   the   carpet   for   a   ‘ meeting ’ .   What   was   needed   to   help   them   with   sight    words ?   I   drew   a   stick   figure   on   the   board   with   a   worksheet ,   an   iPad ,   and   flashcards   above   his    head ,   each   inside   their   own   bubble .   We   discussed   the   picture   ( “ What   do   you   see ? ”   What   is    inside   the   bubbles ? ” )   and   I   explained   that   Skete   the   stick   figure   was   having   trouble   memorizing    his   sight   words .   Each   Friday   when   I   do   a   sight   word   check   with   him ,   he   might   remember   the   two    words   learned   that   particular   week ,   but   the   practice   he ’s   being   given   is n’t   enough   to   help    previously   learned   words   stick .   I   asked   for   suggestions .   Could   they   think   of   ways   that   Skete    might   be   able   to   hang   on   to   ALL   of   the   words   he ’s   learned ?   Students   slowly   began   to   add   their    ideas .   They   wanted   to   keep   the   iPad   above   Skete ’s   head ,   but   do   away   with   the   flashcards   and    worksheets .   They   also   suggested    Promethean   board   flipcharts ,   website   games ,   and   one   child    even   suggested   they   learn   sign   the   sight   word   in   sign   language   when   learning   the   written   word !      Insight      Out   of   the   mouths   of   babes …   I   gained   valuable   insight   through   this   particular   visual   thinking    activity   with   my   students .   My   kids   were   very   interested   in   becoming   part   of   their   own   learning    process   and   coming   up   with   ideas   to   help   them   accomplish   reading   goals .   They   felt   empowered 

 when   they   were   allowed   to   trash   the   methods   they   did n’t   like   ( and   obviously   were n’t   working )    and   decide   upon   and   research   ways   that   they   thought   would   be   fun   and   help   them   keep   their    sight   words   in   their   working   knowledge .   I   was   able   to   see   that   what   I   thought   were   sufficient    reinforcers   ( worksheets ,   flashcards )   were   just   boring   activities   that   meant   nothing   to   them .      Through   the   use   of   visualization ,   I   have   learned   that   not   all   students   are   quick   to   have   answers .    Giving   a   few   extra   seconds   of   wait   time   allows   for   almost   every   hand   in   the   room   to   raise   up   with    ideas   and   suggestions .   This   is   incredibly   valuable   information   for   me   as   the   facilitator ,   especially    when   I   am   interested   in   everyone ’s   input   and   perception .      Approach      This   tool   is   incredibly   effective   when   it   comes   to   students   getting   to   tell   how   they   feel   about    certain   aspects   of   learning .   I ’ve   noticed   it   seems   that   some   of   my   students   are   worried   about    hurting   my   feelings   or   making   me   mad   when   it   comes   to   giving   feedback .   By   using   Skete   the    stick   figure ,   there   is   a   detachment   between   me   and   them .   They   can   say   things   like   “ Well   Skete    might   like   using   the   Promethean   board   instead   of   your   worksheets ” .   They   are n’t   telling   me   they    do n’t   like   the   worksheets ,   they   instead   are   suggesting   maybe   Skete   does n’t   like   them .   I   love    this !   My   little   learners   are   able   to   speak   honestly   without   fear !   I   will   definitely   continue   to   use   this    approach   in   the   future   since   I   can   learn   how   my   students   think   they   will   learn   best ,   or   at   least    how   they   like   to   learn   best ,   without   any   guilt !
### Output: 