#TMchat Archive
Current and relevant education discussions are held every Tuesday in #TMchat. A weekly guest moderator, considered an expert on the the week's topic, joins @conniehamilton to guide the one hour chat and actively engage with participants. Founder and moderator @conniehamilton supplies her responses to the week's questions visually in Thinking Maps.
Tuesday February 2, 2016
Welcome to . Our topic tonight is Rethinking Interventions. Please follow my guest moderator https://t.co/agYQJeVSKj
I am Bethany Hill, elementary lead learner
in Arkansas. THRILLED to host with !
I'm Connie Hamilton. Bethany Hill and I are your moderators tonight. Let the introductions begin. https://t.co/Zk0n0JfzXb
Mary from VA. Recovering from a blizzard and 6 days off from school
Thanks for sharing your knowledge with tonight, Beth. https://t.co/BNcOCISD6V
I am Bethany Hill, elementary lead learner
in Arkansas. THRILLED to host with !
Tim Christensen, Superintendent Greene County Schools, Iowa
Our format will include 7 questions. Use A1 to respond to Q1 & remember to include hashtag in all tweets. https://t.co/vE8AS7Z42V
WOW, Mary. We're getting quite a bit of nasty rain. If it freezes....
Hello - Lori, 1st grade T in MO.
Thanks for making the move to Tuesdays, Tim,
Sonya from Texas joining tonight!
Good evening, Mark Luque, Director Curriculum and Standards joining the chat for a bit tonight.
Travis from Billings, Montana. K-6 Principal
Ahhh, Mark! Nice to see you in . Great topic for you tonight.
Awesome people jumping into tonight! This is going to be great!
Dottie Smith 4th grade three from MO
Thanks for contributing tonight, Travis.
Katlyn, 8th grade ELA, Lurking in from Arlington, VA tonight.
Hi there, Dottie. Welcome to
::turning a cartwheel::: OH YEAH! it is time! Everyone slide on over and join. Meredith, from IL, principal
Nice to see you in again, Katlyn.
Thanks Connie! Yes, great topic. Glad to be here.
Excited to be here, only my 2nd time with you all, but sure enjoyed the first! Get here when I can!
Good evening from VA! Cyndi, Director of Instruction
Hi Jenny. What's your role in Chicago?
Sue from snowy Minneapolis
Shannon - teacher from SwartZ Creek Michigan
We'll take the repeater! Thanks for the return. https://t.co/YCcdFCjH9J
Excited to be here, only my 2nd time with you all, but sure enjoyed the first! Get here when I can!
Good evening !
Chris Lee from Toronto!
Kid is in bed, dogs asleep... time to chat!
How many principals do cartwheels? Love it! https://t.co/BwmXoqAU48
::turning a cartwheel::: OH YEAH! it is time! Everyone slide on over and join. Meredith, from IL, principal
second grade dual immersion teacher from CA
Interventions are on everyone's mind these days...hopefully we can rethink this term and see it differently this evening!
Looking forward to your comments tonight, Cyndi.
from Texas 4th Grade Reading and LA
Stephanie from VB- representing School Counseling in my first !
Q1: When designing interventions, which is more important: what a child does or doesn’t know? Why?
Ahhh... that's where I met
It's not too late to join this group and discuss interventions! https://t.co/7cbkAbM2cX
Interventions are on everyone's mind these days...hopefully we can rethink this term and see it differently this evening!
Snow, huh? Wonder if our rain is going to flip tonight.
You're ready to focus on rethinking interventions!
A1: If you know what a student knows, you know where to go next.
A1: What a child does know. It is about building connections from the known to the unknown. Its perspective: building up!
A1 It is most important to know what a child knows. You can then build on this foundation.
A1 What a child DOES know. That list provides hope and an idea of what's next. The opposite is discouraging & often overwhelming.
Hi Veronica. Coming to your state this weekend.
A1: I prefer to look at what the child knows first, because it helps build a relationship.
A1: Build on what the child knows not what he/she doesnt.
YEP!!!!! https://t.co/n6OTVAfWbi
A1: What a child does know. It is about building connections from the known to the unknown. Its perspective: building up!
Laurie joining from Maple Ridge BC Canada.
A1 What they know, once I know that, I can start seeing the holes of what they don't.
Ahh... TEXAS is in . That's naahs.
A1: Often the unknown can be a vast ocean of noise and feel like nothingness. I choose to see it as what is known and start there.
Retweet Question 1.
https://t.co/hxPtuZ0Zfi
Q1: When designing interventions, which is more important: what a child does or doesn’t know? Why?
A1: It is most important to know what a kid DOES know. You can cultivate the knowledge they already have.
I agree that knowing what a child knows helps decide course for intervention
A1: What a child knows so that you can plan small next steps
A1: Agree with everyone! It's about the Ss schema... start from what they know and build... like a scaffold of confidence!
start positive with what they know
So are you saying know what a S knows is more important?
I appreciate your emphasis on SMALL next steps!
Starting tough! Hmmm... I think I look at it as helping them see that they know more than they realize. https://t.co/w2Hzm2l8hy
Q1: When designing interventions, which is more important: what a child does or doesn’t know? Why?
what a child knows- build that relationship - watch learn
A1: Knowing what a child knows in multiple areas, not just academic, is important when identifying what interventions to use!
A1 Might be a trick question . What Ss know and don't know are both valuable pieces of info. https://t.co/T1nqk7Q3y5
Love that! https://t.co/winOtfY3UJ
Starting tough! Hmmm... I think I look at it as helping them see that they know more than they realize. https://t.co/w2Hzm2l8hy
Q1: When designing interventions, which is more important: what a child does or doesn’t know? Why?
Thanks for being here tonight, Laurie.
Yup, I want to know what they can do and build from there. I try to design assessments to give me this info.
A! Depends on the measure, if a checklist for example, nice to know what needs to be taught.
How do you know where to go next?
Arina, MI. A1 Focusing on strengths is fuel that can make a difference in how far one goes.
A1: I need to know what a Ss doesn't know. So I can plan how to help BUT the S doesn't need to know that.
A1: Pointing out a child's strengths can also give them to confidence to learn what they don't know. Give them a knowledge sandwich
A1) Both considered - what they know so we move fwd & build. By focusing on what is not known, we inherently lower the bar.
That's Mindset talk right there. https://t.co/NOJejXoLcO
A1: Pointing out a child's strengths can also give them to confidence to learn what they don't know. Give them a knowledge sandwich
A1 Build on strengths, focus on what Ss know & how they learn best. Use this info. 2 develop interventions to target & address gaps
How do you know what the gaps are?
A1: Both are important, but I do believe strongly that what a child knows is where we start!
peeps might be interested in current discussing interventions for social/emotional aspects i.e. motivation
a1 the foundation is always what already exists, not what doesn't exist yet
A1: Both are equally important, you must know what they know and use that as a foundation to build on what they do not know.
A1: I think what they know is the starting point to build on but I have to know where I'm going and create a plan for that
Q2: How can we leverage kids’ interests/passions to maximize our ability to intervene/teach?
Agreed! Provides a vision of future and points us in right direction.
Let us know if you're from joining tonight. https://t.co/KCFUYEtnpw
peeps might be interested in current discussing interventions for social/emotional aspects i.e. motivation
A2 By using their intersts, Ss are more likely to try something that is hard for them
Equally important. Is there a sequence? Does one come first? https://t.co/o2HcOZs8Nj
A1: Both are equally important, you must know what they know and use that as a foundation to build on what they do not know.
How they learn can help, especially with primary aged students. We've added a movement focused math intervention class-Ss love it!
How do you identify learning styles for primary students? https://t.co/UmFCkfxySS
How they learn can help, especially with primary aged students. We've added a movement focused math intervention class-Ss love it!
A2 Need to build a relationship with students by finding out their interests/passions. Can then begin working and growing.
Love that! Multi-sensory activities are game changers for some kids! https://t.co/t4hMPlV4BC
How they learn can help, especially with primary aged students. We've added a movement focused math intervention class-Ss love it!
A2 Once learning targets established use resources of high interest to support those objectives
Get to know the Ss well enough so you can interweave their interests into the concepts your teaching https://t.co/nuOUwmoj3y
Q2: How can we leverage kids’ interests/passions to maximize our ability to intervene/teach?
A2. Ts who have amazing relationships w/ Ss pinpoint passions and without a thought send them soaring.
YES! Invest in individuals. Sometimes lack of motivation is the issue behind the gaps. https://t.co/emRk4xuUyw
A2 Need to build a relationship with students by finding out their interests/passions. Can then begin working and growing.
A1: Need to identify their strengths to determine the path that gets them to the ultimate end goal.
There is research to support what says. https://t.co/rYhOyKzJd2
A2. Ts who have amazing relationships w/ Ss pinpoint passions and without a thought send them soaring.
A2: Ss remain engaged and persevere when content are connected to their passions and wonderings. Their buy-in = Ts opening
A2: If students are interested they are more apt to apply themselves and make gains...if its the same old stuff why bother?
Absolutely! https://t.co/oMaLY2g7IX
A2: Ss remain engaged and persevere when content are connected to their passions and wonderings. Their buy-in = Ts opening
A2 we can use ss interests as motivation if we let them choose their own way to arrive where they need to be & show what they know
We must know our students. Relationships matter and interests are important. We can leverage this information to propel our children
Do you ID their strengths systematically?
A2. When I randomly ask a S about their personal life, it doubles rapport/trust. Always nice to be noticed! https://t.co/bBRL2zXTP3
Q2: How can we leverage kids’ interests/passions to maximize our ability to intervene/teach?
A2) Interests/passions drive us. Engagement is naturally heightened. Provide us with not just fuel, but jet fuel to boost learning.
Would love to know more about this! How does it work?
A2: Hi sorry I'm late. We should use Ss passions for everything we teach, engage them!
Retweet Q2. https://t.co/vUJPytyENs
Q2: How can we leverage kids’ interests/passions to maximize our ability to intervene/teach?
A2: If we can relate what is taught to student interests, they see the value in learning, it is not isolated from their reality.
. Identify gaps by observation, dialogue with S & Ps, assessment for & of learning = academic & social/emotional
A2: Using their interest & passions helps fuel their fire & makes the learning more motivating & engaging.
26 yrs of watching some Ts remove learning barriers and guide Ss toward unlimited learning potential starts w/ relationships.
What's the best way to use the interests and talents of 25 different students?
Motivation and perseverance. https://t.co/VuOoi6Un9I
A2 By using their intersts, Ss are more likely to try something that is hard for them
In hs students apply themselves if they think you have an interest in them as people https://t.co/mEASePHipk
A2: If students are interested they are more apt to apply themselves and make gains...if its the same old stuff why bother?
A2: Sometimes lack of motivation or not seeing a purpose can be the whole reason behind the gaps! Help kids find their passion.
A2 Ss are more likely to work when the teacher embraces the Ss interest.
So agree with you! They make connections with themselves and become internally motivated!
A2: Helping kids find their own genius might be the greatest intervention of all!
Maranda jumping in late. Have a sick one. Principal & SpEd director from Iowa.
It's like us Ts too! It's always nice when someone shows they care!
Hi there, Maranda. Thanks for making the move to Tuesdays.
Glad you are here! https://t.co/3qeRynukTS
Maranda jumping in late. Have a sick one. Principal & SpEd director from Iowa.
Rapport, kids don't from people they don't like. Ts need to realize we don't have to do everything the way way everyday/
Q3: What is the best scenario for interventions to take place in a school?
Such thoughtful responses in this evening. Relationships are shining as a big factor in effectiveness of interventions!
Relationships. The kids in our school are MUCH more engaged when their emotional needs are met.
A2: We have to shift our teaching towards more student centered. In order to get there, Ss passions & interests drive that work.
BOOM! https://t.co/675mcuVXcZ
A2: We have to shift our teaching towards more student centered. In order to get there, Ss passions & interests drive that work.
A3: Using data specific to leaner, small setting, targeted to specific skill Ss need
you certainly had an interesting Monday in Iowa.
Fair is not always equal. Find the tools that work best for each student individually.
I like to do genius hour. When kids
think they are in charge of their learning the entire atmosphere changes.
We're on Q3 in . Not too late to chime in. https://t.co/qn1InMWNFP
Q3: What is the best scenario for interventions to take place in a school?
Openness of teacher, no judging, every day is a new opportunity https://t.co/7jVSGR1CuX
Q3: What is the best scenario for interventions to take place in a school?
My computer was rebooting itself! Sorry I'm late!
A3: the ideal scenario is one where TIME is built in for interventions https://t.co/bIAVgXYnJy
Q3: What is the best scenario for interventions to take place in a school?
A 3 Seamless , a normal part of the day
Dedicate each day to listening to your students so their learning will spiral them into the future. https://t.co/wdmEReFN1R
A3: The best case scenario for interventions to work are when they are small, homogeneous groups of similar ability and desire.
A3 Best scenario for interventions to take place is differentiation within the classroom.
Relationships are the most intrinsic motivator. https://t.co/cJMBwMMuTR
Rapport, kids don't from people they don't like. Ts need to realize we don't have to do everything the way way everyday/
A3: Where there is a strong bond of trust with Ts and Ss, then failure is ok and resilience is high!
Also need trust w/ Ps and Ts
A3: TIME is precious...many kids just need more of our time. Investment and patience on our part. Match intervention to learner.
A1 what he knows; Vygotsky ZPD > scaffolding begins with knowing what the S already knows https://t.co/56kVfDdSQL
Q1: When designing interventions, which is more important: what a child does or doesn’t know? Why?
A3: Within the classroom by teacher or if provided by someone else it must include collaboration time & planning for consistency.
certainly provides motivation for student learning. https://t.co/C8iJkW67Ud
I like to do genius hour. When kids
think they are in charge of their learning the entire atmosphere changes.
so true! It's easy to overthink and forget that some incentives feed all people- no matter the age!
thinking maps are so powerful on how they communicate information so clearly. You also really know how to use TM
YEEEEESSSSSS!!!! (nailed it) https://t.co/yTMLcjPWSK
A3 Best scenario for interventions to take place is differentiation within the classroom.
A3: Best intervention is in real time, w/out halting the instruction. Can happen anytime, anywhere if we as Ts think that way.
A3. Oh my, one of the items I feel so strongly about - in the CLASSROOM!
Do you have a successful schedule that allows this you can share?
Certainly needs to be true for Tier 1 interventions. https://t.co/i59LiMmfE6
A 3 Seamless , a normal part of the day
Consistency... Often times it's the first thing thrown out when in a time crunch
A3 The best scenario is incognito. I think intervention is best suited when a child doesn't realize its happening!
getting them late in schooling career it takes a lot of time to teach them importance of failure and risk taking
You can expect 80-85% success with just this. https://t.co/UfQfCtSfl5
A3 Best scenario for interventions to take place is differentiation within the classroom.
A3: Also, intervention done by the teacher (content expert) is prefered.
A2. self confidence: you show a student where they are, where they need to go, and tell them how you are going to get them there
A3: Consensus of this group is within the classroom and embedded in differentiation!
It is a challenge, but one that is very doable to overcome! The change is glacial, but viral!
A2. Knowing interests we can input that in lessons and help S's realize real world importance of what we teach & how it affect them
A1: Knowledge is constructed, what S's know is crucial to designing what comes next for them.
Absolutely. The expert needs to be the one working with the children who need the most support! https://t.co/Sy0e6gdiP3
A3: Also, intervention done by the teacher (content expert) is prefered.
A3. I try to keep my office fun and light with games and an open feel. As long as it's a place where the Ss feels safe!
Yes, I'm pretty comfortable with https://t.co/jrqHYyapGW
thinking maps are so powerful on how they communicate information so clearly. You also really know how to use TM
We have a 7 period day with a 30minute period built in for some interventions. Use data to determine who needs what.
A3) Students need to know they are safe and taken care of - relationship. Interventions need to have purpose the why defined.
WOW...you are all killing it. Thank you for your insight on interventions. It's not just about the gaps in learning.
What level? Do kids move all around the building in that 30 min? https://t.co/m9pZHRF0h9
We have a 7 period day with a 30minute period built in for some interventions. Use data to determine who needs what.
a3 ideally every teacher who deals with a child could work with an intervention and child receives instruction in many settings.
Middle school. And yes, all OVER!
Q4: What are the advantages of a strengths-based approach to intervening, versus focusing on gaps?
So do we! Love that admin gives us the freedom to be creative with this time. Ts can do so much personalized instruction
Yes, that's what I'm hearing in https://t.co/7alRVfeHh5
A3: Consensus of this group is within the classroom and embedded in differentiation!
A4: Builds on what Ss know to help make connections in learning.
How do they know where to go? How long do they go there? Certain number of days? Or switch every day? https://t.co/0dVMQjZmYq
Middle school. And yes, all OVER!
A4: Providing opportunities for Ss to feel successful and building off that success.
It depends on the age and student. Older S's might feel comforted if they are getting help to strengthen skills
A4: instead of thinking about Ss and there deficits, we build upon strengths, game changer for Ss and motivation.
Retweet Q4 for https://t.co/znBbvvmRqX
Q4: What are the advantages of a strengths-based approach to intervening, versus focusing on gaps?
just a thought - would interventions be necessary if every child learned at own pace according to own type of intelligence?
absolutely, our brains don't work without connections
Are you at the MS level too Steff? https://t.co/ftxF8d3j1U
So do we! Love that admin gives us the freedom to be creative with this time. Ts can do so much personalized instruction
A4 A strengths base approach will lead to student success and a greater willingness to work and grow.
motivation, confidence, interest. https://t.co/Du9rLwGbTZ
Q4: What are the advantages of a strengths-based approach to intervening, versus focusing on gaps?
Students don't expect it. Especially those with a history of struggle.
Took my answer! :P
It's about valuing what each student brings and closing the gaps from there.
A4: strengths based focus leverages existing effective learning-as well as making connections to solid foundation.
Yep! Our Ss rotate for each bell Mon-Thurs with an open day Fri. Gives extra time for each core subject
A4: Benefit of focusing on strengths is it builds confidence and puts locus of control on the student. https://t.co/YOrV9n7LI4
If interventions work, who's to say what Ss "own pace" is?
A4: Motivating a student is more than half of the battle! Helping kids realize they have talents is a huge part of this.
Best Interventions partner with parents for best outcomes
A4) Coaching method to point out strengths and build. Increases ability to take in new info and process needed to learn.
A4-learned 2day that focusing on strengths will increase those talents by 50% whereas weaknesses yields only a 15% growth
Wait... tell me more about "open day Friday".
A4: Allowing S to demonstrate learning in ways that work for them builds confidence, competence & self esteem.
a4: focusing on strengths allows Ts to build on those strengths and highlight them while addressing other areas
Bringing out the research! :) https://t.co/SAvWLa0lqb
A4-learned 2day that focusing on strengths will increase those talents by 50% whereas weaknesses yields only a 15% growth
HA, I think i've seen you present on this!
A4 Strength base builds confidence and endurance
a lot I teach anatomy and do pd on brain based learning
Yes, you probably have. And I will be at OAISD next month too. https://t.co/eRl0vC8z6t
HA, I think i've seen you present on this!
A4. S strengths are often hidden in the need for confidence building. If learning is viewed as fluid, "gaps" are rethought as time
Passes for Ss needing specific math or read interventions. Otherwise open daily for Ss to go to any T for tutoring.
A4: Strengths based teaching fosters curiosity in kids and we don't want them to ever lose it! https://t.co/8jY2KcaC0S
Love that answer https://t.co/oV7EaLqRzS
A4. S strengths are often hidden in the need for confidence building. If learning is viewed as fluid, "gaps" are rethought as time
Q5: How do we target interventions for social/emotional aspects such as motivation?
A4.2: Makes us really think about ensuring Ss know how to persist, and bring the determination need to succeed.
If personalized it is scaffolding & learning-relatively arbitrary expectations create need for intervention. https://t.co/TDZ07R3drx
just a thought - would interventions be necessary if every child learned at own pace according to own type of intelligence?
Can't believe we are over halfway through the hour! Fast and furious tonight!
Great question! I look forward to reading others thoughts on this one. https://t.co/iOIIs0m6fI
Q5: How do we target interventions for social/emotional aspects such as motivation?
Love how you model being a learner yourself.
A4 Self-efficacy as a learner is often an unconscious belief system, but has large impact on motivation, persistence & reflection.
A5 Need to provide students an opportunity to focus on an area of their interest. Genius Hour concept
M-I-N-D-S-E-T
https://t.co/xmRUBXKCEM
A4 Self-efficacy as a learner is often an unconscious belief system, but has large impact on motivation, persistence & reflection.
A5: Get to know the whole student, find out what motivates them, leverage parent support if it exists.
A5: We may have to dig into a child's history in order to discover the heart of the issue regarding lack of motivation or apathy.
Why do we group students by age and move them through a 12 year system? Doesn't make sense
Each core sub gets extra engagement, and then Fri can be personalized needs, support, specialist time
A5 I feel like a broken record but i think it all comes down to relationships, trust and mutual respect https://t.co/e4QUgpNhMP
Q5: How do we target interventions for social/emotional aspects such as motivation?
Have you seen this successful?
A5: Digging into the history of a child provides a pathway for us to support them in building their future story.
Tradition is a strong thing and difficult to break.... but some are doing it. https://t.co/g4V6wTBVZ6
Why do we group students by age and move them through a 12 year system? Doesn't make sense
YES! Let that record keep repeating! https://t.co/26y57Km1CG
A5 I feel like a broken record but i think it all comes down to relationships, trust and mutual respect https://t.co/e4QUgpNhMP
Q5: How do we target interventions for social/emotional aspects such as motivation?
A5: It's about the . Create the safe and trust environment to flourish. Maslow before Blooms.
A5 I think we teach our students about mindset and helping they realize they CAN
So you're noticing a pattern/theme?
A5) Find ways to reach THRU passions and interests: movemnt, real world app; community involvement to widen net of relationships.
totally and Tt often forget that
A5: Allowing for choice & voice is critical. One way isn't the only way.
How did you launch it? School wide or teacher choice? https://t.co/os7QCgZaw0
Maranda is actually doing it at the Intermediate building and our MS is using a learning fair concept with some success.
A5: Watch this 6 minute video after tonight on how SEL can be addressed and impact learning. https://t.co/LvqiBxKDk4
Absolutely. I like to show kids the word YET. So much power behind this little word. https://t.co/n7bH9gWwbf
A5 I think we teach our students about mindset and helping they realize they CAN
A5: Watch this 6 minute video after tonight on how SEL can be addressed and impact learning. https://t.co/dfjLFlPmKX
A5 I prefer short bursts of intervention to keep motivation at its highest.
My ultimate passion and puzzle! Confidence building, allowing S to accept/take ownership over the process. https://t.co/KAaNDQySob
Q5: How do we target interventions for social/emotional aspects such as motivation?
How did you prepare teachers to make sure the time was effective?
So true! Can't keep it always there, or else it's not scaffolding!
A5: Multiple measures - chngs in attendance, behavior, attitude, withdrawal, etc. What, then is the I filled need?
A5: motivation, et al should be strengthened while developing learning strategies and skills, as well as content knowledge
Q6: How can we integrate ways to intervene socially and emotionally (motivation, engagement, etc.)
A late start to conversation.
motivation occurs when people see it as important and feel like they have a shot at it.
A5: #1...Say and demonstrate that you really care. Sometimes Ss just need to see/feel it regularly.
We are glad you're here! Being late to the party is so much better than never arriving at all. https://t.co/QTyJVq9Gd0
A late start to conversation.
Did you do PD, book study? How did you prepare Ts to plan for it?
A6 Greet students at the door to make that initial connection.
So true! Going back to the Maslow! Need to feel valued, just like us Ts and Ps!
Reminds me of Capturing Kids Hearts. https://t.co/HpSQYLMFqW
A6 Greet students at the door to make that initial connection.
A5 sometimes a peer can motivate a S to master a concept more than the teacher
A6 I greet the Ss daily by period so I can get a handle on how they are doing that day, we go from there https://t.co/r1KIw5wMsi
Q6: How can we integrate ways to intervene socially and emotionally (motivation, engagement, etc.)
A5 Motivation is often driven by pride. Make them see their success, and feel proud of themselves.
Learning should be social as students work together. The social construction of meaning = lasting learning
A6: Taking time to listen and get to know them. Favourite strategy: 2x10... 2 minutes out of class talk x 10 day to build trust
looking students in the eyes is important
A6 sometimes we need to listen more to what the Ss are telling us and close our mouths.
A6: It is amazing what a personal greeting, calling a child by name, setting aside time for conversation & some high fives will do!
Now that's a new one for me! Thanks for that perspective!
no one knows the potential, even a student. Yet, if a student is put in charge of own learning, it will emerge.
A6: Share with them some of your personal experiences. They can see you more as a real person
A6: built in morning meeting or community time is very valuable way 2 build relationship & collect data to infuse into instruction.
sounds like interesting plan
This is SO important. Huge intervention when done consistently. Creates a safe environment. https://t.co/yw1BTcoO6W
A6: Share with them some of your personal experiences. They can see you more as a real person
Use the School Counselor! ;) Let Ss feel emotions- especially in MS! Incorporate self-expression everywhere https://t.co/KCPlqgPGOI
Q6: How can we integrate ways to intervene socially and emotionally (motivation, engagement, etc.)
How do you monitor that? Are you in a system with standards?
A4 I prefer strength based coaching w teachers, too. It really helps when we start w a strength and use it to develop our weaknesses.
Create a quiet/discrete "buddy list" to connect T's with needy Ss. Ts volunteer to work w/ a S in need. It works k-12!
A6. Do you think Ss are ready each day for the long "race" that takes place in life-long learning? https://t.co/S4KYQVPo2q
A6) S/he who does the most talking is doing the most learning: listen, promote discourse & cognitive dissonance, scaffold Q's
You mean my teacher goes the the grocery store?
A6: Ts must be open, honest, & appropriate with their own emotions with Ss. Help Ss understand that emotions are a part of life.
Sometimes us Ts are not ready for that race either!
Life first!
A6: integrate by supporting students' understanding of goals and personal, incremental progress
Q7: What role does innovation play in the area of intervention?
A7: There are no silver bullets in intervention, but leveraging successful interventions and building on these is very wise.
Oh nice! I've been looking for that! Thanks Connie!
A7: Innovation opens the door for kids to use their passions/interests to feed their curious nature and capitalize on strengths.
We did this 1year. Every teacher said a Ss name at the beginning of the year and vowed to connect w/that s. https://t.co/b3ndYPaLlk
Create a quiet/discrete "buddy list" to connect T's with needy Ss. Ts volunteer to work w/ a S in need. It works k-12!
A great way to show students that you learn more than just academic stuff at school.
A6 Song-based reading and writing activities can be used to introduce course content while cultivating mindfulness and self efficacy
A7 Need to truly think outside the box and be innovative if we are going to reach all students and help them reach their potential
A7: Innovation is the means to effective interventions; status quo has not worked for these learners-we must create new strategies.
Interventions are like Velcro, keep throwing them out there until something sticks - that takes innovation https://t.co/t5h2SWmFzz
Q7: What role does innovation play in the area of intervention?
Keeps Ss growing. W/ develop. delays windows open & sometimes you wait yrs. inclusion https://t.co/CLZxT9BSsa
Q4: What are the advantages of a strengths-based approach to intervening, versus focusing on gaps?
A7: Tried and true research-based strategies often work, but when they don't, it's time to innovate. https://t.co/XUZycFr3oY
"at least" How long might it last?
Be willing to try somethin new/innovative if what you are doing isn't working
A7 interventions skills must be taught in a different manner than the initial teaching.
A6: This applies to life as well as the Teacher-Student relationship. It's about the people..always. https://t.co/K5TARRvre1
A7) Innovation: race cars on letters for recog. & sound, hopscotching letter sounds/multiples/verbs (avoid adj), SO much potential!
a7 a snonymn for Innovation is breakthrough so i think another name for an intervention is innovation
She's definitely above my pay grade then!
:P
A7: Allowing kids the freedom to express creativity will foster motivation which will begin to close that ugly gap!
A7: we have 2create a way for Ss 2 understand their own needs. We have to allow Ss time to explore and navigate in order to ask Qs.
Be willing to try somethin new/innovative if what you are doing isn't working https://t.co/clwPfGsTP5
Can't be no falling victim to no goofy shit 💯👌🏾 words from Tony
A7. Love thinking about incorporating writing using Google docs that corresponds elements of GAN to extend learning
It's everything! Interventions have to 'meet students where they are'- ready for every twist and turn. https://t.co/3llsbftQQu
Q7: What role does innovation play in the area of intervention?
Well said! https://t.co/BqpkRpvyvp
a7 a snonymn for Innovation is breakthrough so i think another name for an intervention is innovation
A7) Innovation INSPIRES (or "innovation excites" if you are Nissan).
If the kids are having a great conversation or aha moment I will go 45 minutes but no more.
Thank you and Great chat tonight!
Thank you both for the wonderful chat! It's always so refreshing!
Have an awesome week!
thank you and for being rocket star educators that help excel our learning during
Thank you and for a great conversation tonight!
great chat food for thought thanks guys
Thanks for joining, Tim! Great insight, as always! I continued to be inspired by your shares. https://t.co/K4Xyph7Cl5
Thank you and Great chat tonight!
Thank you for a wonderful chat
Yes!“: Not quite, Dr. Jolly. But we are wrapping up. Want a reminder tweet for next week's ? https://t.co/YG0odhX7Tn ”
Not likely. Just wondering how you balance that with state mandated standards.
Thank you ladies . Boy, does time fly!
A7: Ts innovation to creatively allow Ss opportunity to express creativity and own innovation. Everyone wins!
So glad you joined us tonight, Meredith! https://t.co/qRkvHBQMwP
thank you and for being rocket star educators that help excel our learning during
hope you'll join next week's chat on assessments.
