Hello #formativechat! Noel, Secondary ELA teacher from NC here. I am not sure I can stay for the whole chat, but I am going to attempt. It is always a terrific discussion!
#formativechat Doing two things at once.
Quick reminder that #tesoloz is on 8pm aest which is 6am et for those of you #ell teachers that can't resist an early rise in the north.
Heulwen #TESOL student in #Melbourne bringing a little glow to a grainy grey day (so winter here)
A1: measuring S's proficiency on well-defined course objectives. Allow Ss to represent their abilities rather than what they assignment they complete #formativechat#formatieassessment
A1 @csleeter distinguishes between “standards-driven” and “standards-conscious” planning. In standards-driven planning, the teacher treats the standards as if they ARE the curriculum and tries to get through them all before test time. #formativechat
A1.2 In what @csleeter class standards-conscious planning, the standards are a tool but do not determine what, how, or why we teach. That leaves room to design culturally relevant units that meet our students’ academic, social, emotional, and ethical needs. #formativechat
A1: measuring S's proficiency on well-defined course objectives. Allow Ss to represent their abilities rather than what they assignment they complete #formativechat#formatieassessment
A1 standards are end of grade level goals so most of the assessing along the way is formative as it tells progress towards mastery. Using standards based assessments helps also gauge mastery and provides valuable info for next instructional steps. #formativechat
A1.2 In what @csleeter class standards-conscious planning, the standards are a tool but do not determine what, how, or why we teach. That leaves room to design culturally relevant units that meet our students’ academic, social, emotional, and ethical needs. #formativechat
#formativechat a1 Back at uni we are still in the old model of assessment all at the end. If you have standard check points along the way, Ss have far more capacity to see if they are moving towards attaining parts/whole of a standard. Puts them ahead of the game @skymazef3
#formativechat I have to be honest, I need to be better at tracking standards based mastery. I like the idea of tagging the standards in @goformative. I can also use @IXLLearning and their Smart Score as a way to track mastery.
A1: #fromativechat I think if you constantly are in dialogue w/ your students, discussing the learning targets & basing achievement off them, formative assessment becomes part of the vernacular to master the standards. Teach the kids the language to increase meaningful dialogue
A1 standards are end of grade level goals so most of the assessing along the way is formative as it tells progress towards mastery. Using standards based assessments helps also gauge mastery and provides valuable info for next instructional steps. #formativechat
A1: I am in the process of writing down individual concepts that ss need to know so when I walk around during station learning- or any learning really, and mark off when I have discussions or see ss work that demonstrates each concept. #formativechat
A1 - #formativechat I have to be honest, I need to be better at tracking standards based mastery. I like the idea of tagging the standards in @goformative. I can also use @IXLLearning and their Smart Score as a way to track mastery.
A1: Quick Exit tickets, Google Forms and FlipGrid responses are quick ways to collect data and to see if the students understand the content. #formativechat
A1.2 In what @csleeter calls standards-conscious planning, the standards are a tool but do not determine what, how, or why we teach. That leaves room to design culturally relevant units that meet our students’ academic, social, emotional, and ethical needs. #formativechat
Lauren here! A1: I was reading about finding specific proficiencies for each standard. That way you can figure out what students need to KNOW, DO, and UNDERSTAND @jimknight99#formativechat
#formativechat I certainly assess standards. I just don't do much in the way of tracking those standards and really acting on data from standards mastery tracking.
In reply to
@donnaespindle, @goformative, @IXLLearning
A2 Dietary guides tell us what we need to get out of a meal, but they don’t tell us what to put on the menu. As we plan units, we can start with our students’ lives and values, consulting the standards to make sure we’re meeting them and adjusting as necessary. #formativechat
A1 I gather data about my ELs oral proficiency by giving them frequent formative speaking opportunities. I compile their videos throughout the year and have the Ss look at their work and reflect. I use the individual responses to determine areas of need. #formativechat
A2 - #formativechat Give students a choice in the way in which they demonstrate mastery in a given standard. Also give them choices about the pace and way in which they learn.
Lauren here! A1: I was reading about finding specific proficiencies for each standard. That way you can figure out what students need to KNOW, DO, and UNDERSTAND @jimknight99#formativechat
#formativechat Have a clear purposeful task and unpack the standards with students so they understand the goal & relevance of the content- only then can you get true, accurate, meaningful data
A1 Jumping in late btw two chats... have Ss set specific goals based on screening data and self monitor progress as part of their instructional playlists throughout the year. I love seeing Ss meet their literacy goals #formativechat
A2 #formativechat in an sbl setting students are told the learning targets/standards in adv., they then can have autonomy in how they show mastery. Once teacher assesses mastery, students can move to next target. Takes a lot of planning & ability to relinquish control in lesson
A2: I think it’s important to give students as much VOICE and CHOICE while still teaching them the standards. Ask Ss: What do you think is the best way to assess these standards? #formativechat
A2 standards aren’t going away so as ts we have to think about ways to work with them. Include ss choice, plan real and authentic learning, value ss voice. Value 21st century standards and the content/grade level standards will come. #formativechat
A1: By assessing along the way, you can monitor progress towards student mastery of the standards. If students demonstrate proficiency, then the formative assessment can become summative. The data should impact instructional decisions being made #formativechat
A2: focus on growth mindset instead of mastery. Communicate my observations about individual learning with each ss, provide multiple opportunities and many different ways for ss to practice and make progress- make diff ways with diff intelligences. #formativechat
A2 Give Ss opportunity to help design, write, implement & assess Learning Target.Put Ss in small groups, give them a standard (ACT, CCSS), & ask them to analyze, synthesize & share out. Could be a very powerful way to give Ss the chance to create their own learning #formativechat
A2: Don't have the best answer for this, but looking to dive into micro-badging this year, using Certify'em (Google Form Add-On)...Certificates can be based on standards, earned at student's pace. #formativechat
#formativechat Have a clear purposeful task and unpack the standards with students so they understand the goal & relevance of the content- only then can you get true, accurate, meaningful data
I was just talking to another teacher here at #ISTE18 about building expectations before looking at standards. It's important for not only our students but for our own understanding! #formativechat
A1 Each departmant has developed 10-12 power Standards for each content area/ I make sure to tag those standards in my formatives and let students know which ones will be evaluated #formativechat
#formativechat Student-centered classrooms are flexible, fluid and boisterous with student voice #LetStudentsSpeak - standards are the blue prints but if we step back and let students lead and demonstrate their knowledge in personal ways - this is a positive learning culture
A2 The standard is what the Ss are trying to reach. The ways to get there are where the differentiation and creativity can be implemented. Letting the Ss decide how they show their learning & what types of activities they use allows for a stud centered environment. #formativechat
A2: By allowing for student voice and choice, providing opportunities for passion projects, genius hour, maker space, etc. . .so students can show what they know based on their interests #formativechat
#formativechat a2 We had a massive project on looking where the giant worm could best live. They had pre questions and then a massive practicum testing soil etc. It took weeks. but it tested lots of things along the way. I'm keen to get back to this @skymazef3
#formativechat Student-centered classrooms are flexible, fluid and boisterous with student voice #LetStudentsSpeak - standards are the blue prints but if we step back and let students lead and demonstrate their knowledge in personal ways - this is a positive learning culture
A3 - #formativechat When implemented correctly, standards based grading show allow for the student to show mastery of the topic, even if they did not succeed the first time. This teaches the student that it is important to be resilient and have redos in life.
They keep a journal or respond to questions on a Google Form. The journal is best b/c they can go back to see progress & each decision they made. We also use Schoology and align assignments with standards. This way, kids can see specific areas for improvement. #formativechat
Great idea, Peg! Breaking down standards into learning targets gives everyone a better idea of what is expected and what progress looks like! #formativechat
At the end of this year a started to give quick pre and post assessments. Then I had students reflect on their GROWTH percent of change VS. the end grade. I plan on reflecting this summer how to build more of a growth mindset next year. #formativechat
A3 - #formativechat When implemented correctly, standards based grading should allow for the student to show mastery of the topic, even if they did not succeed the first time. This teaches the student that it is important to be resilient and have redos in life.
#formativechat This seems to be what @KristenSevinsky was talking about w/ mindset. The courage to grapple with "not yet mastered" rather than "F" or "D". To be taught the resiliency to press on in academics is not a natural thing to do for some
A3: By focusing on standards, Ss know the end goal. Resilience can be fostered because Ss don’t have to guess answers—they can work on specific skills #formativechat
#formativechat Resiliency comes from understanding of the process- seeing the big picture- making connections- the more we keep our students involved in the lesson planning the more resilient they become b/c they feel an ownership to their learning
A3 sbl is beneficial to ss because the goals set and ss know what they need to be able to accomplish in order to show that they are proficient #formativechat
A3. We MUST teach our students that it's OK to not "get it" the first time, as long as you don't give up! Teaching students how to have a growth mindset from the beginning is so essential in standards-based learning. #formativechat
A3 Sometimes I allow students to grade class responses (using the hide name feature and sometimes from a different class) so they can see different ways to meet the standard. Grading others helps them reflect on their own responses! #formativechat
A3 Give them opportunities to revisit, ask question, and retake. Sometimes the next step makes the prior clearer. We all benefit from this process. #formativechat
A3 Having the Ss try to reach a standard is a good way of getting them to set a goal and to take the necessary steps to get there. It helps the students to know that setting goals is a part of life and struggling is sometimes part of the path. #formativechat
A3 jumping in very late Teresa #DLPCoaching#techcoach from Pennsylvania students should be allowed to fail forward. They should be allowed to try and try again. I think that builds #GRIT and #determination! #formativechat
Self-advocacy comes from understanding how we think- what we need to be successful- I use 1-minutes check ins to keep the conversation open and personal with every student to help build confidence & resiliency #formativechat
As we wrap up #formativechat, I want to thank everyone for joining me! Things have been super busy at #ISTE18 today and it's nice to re-charge with you all!
A3 showing students that the standards can often times be open to various interpretation may help them feel that mastery is in fact accessible at the point where they are at- creating a growth mindset based on process rather than immediate product #formativechat
June. I also find putting up anonymous work on the smart board and discussing as a class has the same effect. I often start with this student did such a GREAT job does anyone see anything to improve this piece of work? #formativechat
#formativechat a3 Feed forward, they can see they can do X and now you nudge it towards them seeing Y: reflective, what did we achieve and connecting it to how that looks in "standards" speak @skymazef3
As a reading specialist, it is my mission to help each student find a book, genre, author that they fall in love with. Kids don’t hate reading, they just haven’t found the right text- YET! #formativechat
Here we go with Question 1 tonight: Based on your experience,what are the main barriers that students face in advocating for their own needs? #formativechat
A3: find each ss strength and let them demonstrate learning that way. Practice all ways but asesses with strength. The process of reading the question, reading the possible answers, eliminating, etc. is a lot. Some ss can demonstrate others can tell you better. #formativechat
A3 Sometimes I allow students to grade class responses (using the hide name feature and sometimes from a different class) so they can see different ways to meet the standard. Grading others helps them reflect on their own responses! #formativechat
I love this idea! I think it's crucial to continue helping students understand the standards over the course of a learning unit and as they are introduced to new aspects of them. #formativechat
@goformative A3 students can become more resilient by presenting meaningful experiences on a daily basis. Providing them lessons with increased rigor and real world application will make standards based learning cake 🍰 #formativechat
Agreed! I love the strategy of having students practice different approaches and giving them the choice of they demonstrate mastery. Students will explore what works best for them based on the scenario. #formativechat
Agreed! In order for us to have that excitement, I think it's important to be well prepared and anticipate the obstacles our students might face! #formativechat
Q3: What resources would
you steer educators towards
if they are eager to become more connected? Ex: Favorite hashtag, people to follow, etc #DCSChat#daretolearn@MolleeBranden
Agreed. The more preparedness as a facilitator of learning, the greater opps fr students to be successful, embrace the learning process, and see themselves as independent learners. #formativechat
