A1: data is only effective when the results are actually used to help make decisions. Teachers & students need to work together to decide what the next best step is. Donāt be afraid to ask students what they need! #teamwork#formativechat
A1: data is only effective when the results are actually used to help make decisions. Teachers & students need to work together to decide what the next best step is. Donāt be afraid to ask students what they need! #teamwork#formativechat
A1: Sharing data with students and having data conversations which lead to individual goal setting; students should be working w teachers to identify their both their strengths & goals #formativechat
A1 Data provides a look at to what is going well and what areas need more attention. Having conversations with Ss allows them to see where they are and where they need to go and gives them the opportunity to decide how to get there. #formativechat
A1: data is only effective when the results are actually used to help make decisions. Teachers & students need to work together to decide what the next best step is. Donāt be afraid to ask students what they need! #teamwork#formativechat
A1 Hello #formativechat, Melissa from NY jumping in late.
As much as possible I like them to get immediate feedback so that they can know what they need to work on next in learning, then I give them some choices of what next (reading, video, simulation)
A1: The first step in allowing the students to influence instruction is to be open and honest with them about the data. Let them know their pride points and areas to grow. #formativechat@SteeleThoughts
A1 - Provide a variety of response medium. Include students in evaluation process. Provide mastery learning opportunities. Have students do self assessments. #formativechat
#formativechat - A1 - I use @goformative to turn every day assignments into formative assessments that produce instantaneous data. The students influence the direction of their learning by showing mastery or showing that they need extra help and explanation.
Chris here from the Jersey Shore: Developing personalized learning plans with mid-year reviews help Ss understand what their goals are, what they have to do to get there and if they need to adjust course. #formativechat#FutureReadySchools
One of my secret weapons is some instruction on what data *means* (because this is important in science). I like to share assessment data (anonymously) with Ss, explain averages and trends and ask Ss if this means we should revisit something. Gives Ss a huge voice. #formativechat
A2: Depends on what data is referred to in the question. If Ss have no personal connection to the data being used, then it will have no effect on learning. Too much focus on data = a sterilization of the learning process and its potential force. #formativechat
A1 I do quick geedback groups with kids who need support in same area. Show them the evidence. There is āsafetyā in numbers. They are relieved they arenāt the only ones. They select a partner from this group to team up with to tackle the next step #formativechat
A1 Data provides a look at to what is going well and what areas need more attention. Having conversations with Ss allows them to see where they are and where they need to go and gives them the opportunity to decide how to get there. #formativechat
Welcome Chris! great answer, definitely setting up those mid-year reviews and working w/Ss to plan and adjust, us modeling it helps as well #formativechat
A1- ss can use data to reflect on their learning. Ss can track their data so they know how they are doing and to begin to take ownership of their learning!
#formativechat
If data is feedback, then Ss must have agency over how it should be used to inform their learning. They must also know how to best apply the info to their future learning or mastery. #formativechat
I think that is one of the best ways to build student confidence, is sharing out anonymously the results, or if Ss post questions, that they are not alone, lots of "I wonders" out there #formativechat
True! I could see choice being a great way to scaffold the decision making process of next learning steps. "Based on this data, which of the following learning topics are important to focus on next?" based on student interest, progress, natural conn. other factors #formativechat
Data can be gathered while building relationships with students. Then use that data to develop culturally responsive meaningful instruction. #formativechat
A1: In the nuclear field, we (students and instructors) would use plant human performance data and individual quantitative data to create improvement plans for the students that improve on weak areas. #formativechat
A2: work together with the students to set the criteria/expectations for their work. If students are involved in the evaluation process, they have taken ownership of their own results #formativechat
A2: Students are great at designing rubrics and determining expectations for learning; give them voice & choice in determining these and guide them through the process #formativechat
A1: My kinder Ss look at their data (letters/sounds/sight words/report card) and help determine next steps (with support). By starting process of involving them in those decisions in K we pave the way for Ss to see relationship between data/goal setting/learning. #formativechat
A2 - Use backwards design and make learning objectives clear from start. Create goals and plans on how objective will be met. Provide exemplars and create rubrics if possible. Be open minded / flexible. #formativechat
#formativechat - I think there is an expectation from Ss that you set the success criteria. I think that there can be a gradual release here and you allow them to determine the success criteria, but you gently guide them to what you've already decided.
awesome starting the students in this grade, such an important skill to develop and to help them understand that value in feedback for growth #formativechat
A2: you need to have a clear idea before involving students. Success criteria canāt be anything goes. Providing high quality exemplars for kids to analyze will help them identify and pull out the look fors. Non-examples work well too. #formativechat
One of my secret weapons is some instruction on what data *means* (because this is important in science). I like to share assessment data (anonymously) with Ss, explain averages and trends and ask Ss if this means we should revisit something. Gives Ss a huge voice. #formativechat
A2: As Iām writing, Iām reflecting on how I can help my tutoring students set goals that are meaningful to them, help them track their progress, and make adjustments. I canāt wait for our meeting next week! #formativechat
A2- Creating a checklist for students to check their work before turning in their work. Also providing immediate feedback to ss as they are working.
#formativechat
A2 Give Ss chance to analyze Learning Intention & Success Criteria. Let them break it apart, reword/rewrite it in their own words, modify it for their ability (I am so excited to share that I am working on a chapter dedicated to this topic in my next book!!) #formativechat
A2: Build an āassessment conversationā = Ss assess themselves and their mastery by engaging in a discussion with the instructor over their chosen evidence. Ss should lead the assessment convo. #formativechat
A2 I know most people say rubric, but I think there is also value in having a conversation with Ss. What do you think you should do next? Can you teach this to someone else? How can I help you master the concept? #formativechat
One of my secret weapons is some instruction on what data *means* (because this is important in science). I like to share assessment data (anonymously) with Ss, explain averages and trends and ask Ss if this means we should revisit something. Gives Ss a huge voice. #formativechat
A2: Expanding on what's already been said - I enjoy asking students what THEY want to lean about a topic. I don't really run into issues hitting standards that way. Ss are already invested, so the segue into creating their own rubrics is smooth(er). #formativechat
a1: I only shared their reading data last year in private chats w/Ss. Weād talked about where they wanted to be and worked to read to that level. #formativechat
A2: When we would do scenario based evaluation, students validated our exam activities.
Some things were quantitative, but there is a lot of teamwork involved in power plant ops and their input was used to establish what that teamwork should look like. #formativechat
A2) I started this year with choosing your own assessment. Because I've been teaching for a long time, I had a ton of assessments...traditional tests, essay prompts, creative assignments...I decided to let them choose, & it was awesome!
#formativechat
A2 By getting input from the students on what they believe the success criteria to be, then discussing the criteria and when possible showing examples of finished products to calibrate. Not always possible but awesome when available. #formativechat
A2 I always use criteria but the number of times I need to make a formal rubric are quite limited. I think we have a tendency to rubric things to death. Kids zone out after awhile. Many rubrics I see would have been better suited as a checklist. #formativechat
very true. It also depends on the kids in front of you. I should have said AND, because it is never all one way or another. I love a good rubric as well. #formativechat
Absolutely Melissa. What students can teach others improves their knowledge and mastery of a topic/concept. Sometimes teachers are slow to empower them to do this. #formativechat
I picked that up from someone, just can't remember who!?! I know, it puts the effort back on the Ss to be a part of the community as well. #formativechat
Grades tied to feedback destroy the feedbackās effectiveness. The challenge is how to employ the power of formative assessment apart from the āfinalityā of grades. Get rid of grades? Absolutely. #formativechat
A2: Today I taught the Ss about parliamentary procedure for students organizations. Then led into Ss creating rules and consequences for class. Tomorrow mock court for student behavior. Same ole rules - new introduction -Ss are jazzed about their court. #formativechat
A3: Collaboration and inquiry-based learning with students; let them guide their learning and work together and this will lead to accountability #formativechat
A3 Create opps for Ss to work together, those collaborations and be there to help as needed, but foster ways for Ss to work together, give peer feedback #formativechat
A2 Give Ss chance to analyze Learning Intention & Success Criteria. Let them break it apart, reword/rewrite it in their own words, modify it for their ability (I am so excited to share that I am working on a chapter dedicated to this topic in my next book!!) #formativechat
A3 - Create a classroom environment that encourages collaboration, communication, critical thinking, and creativity. #21stcenturyskills Celebrate attempts at learning in an open and trusting environment. Model and promote peer assessment. #formativechat
A3: This is going to get said a lot: Jigsaw/pair&share. I love the idea of all my Ss doing an inquiry, then sharing their (in)correct findings with the class & using argumentation. Ss generally try to be more prepared when they have to teach their classmates! #formativechat
A3) I gamified my research paper this year by having the entire class compete against the other class on completing the paper. I didn't give them any due dates, they helped each other stay motivated and complete the work...I just sat back and watched it happen!
#formativechat
A2- Creating a checklist for students to check their work before turning in their work. Also providing immediate feedback to ss as they are working.
#formativechat
A3 If they are sure that they have mastered the content, have them teach it to someone else. Positive peer support can be very powerful if done with purpose.
"A rising tide lifts all boats!"
#formativechat
A3 Social dynamics can be tricky with older students. Nobody wants to be seen as less than. Itās why peer assessment has to be so carefully orchestrated. Accountability for me can be thought of as motivation. Engaged kids create energy that spur others on. #formativechat
Learning to understand and learning to teach are too separate levels of mastery. I LOVE the idea of working towards this idea.
You could make it a long term goal where you have students lined up ahead of time for their topics. #formativechat
Lisa Scumpieru, Digital Integration Specialist in Hagerstown, Md. #formativechat - Sorry Iām late, but my husband volunteered to help me paint the living room! I cannot pass that up!
#formativechat - A3 - This comes from creating a class culture where we are all in this together and we all strive to overcome our mistakes. If someone doesn't understand, you can assign a high performing student the role of Explainer and put other Ss in charge of others learning
A.3 we learn most when we teach each other. We can only give what we truly own. By taking ownership of the knowledge we can then give it to others.
Peer to Peer teaching is essential. #formativechat
A1: Ss can influence the direction of learning based on their data by allowing the T to access oneās teaching style. I will give the assessment in another way and will find that Ss knew the information, the way they were assessed was flawed. #learnwhileyouteach#formativechat
A1: Ss and Ts can reflect on the assessment and the data evaluating the fairness of the questions, the number of questions they took risks on, and the ones that made them apply knowledge in unique ways. #formativechat
A2: Allowing Ss to help create the rubrics or targets to look for will let them be more aware of what the end result will look like. Often as a T, I had to remind myself that not all Ss do the assignment like I would learn. #formativechat
A3: Ts can create opportunities for Ss to hold each other accountable by having them not only assess one another, but evaluate the process along the way. #formativechat
Yes! Holding other Ss accountable doesn't have to be a "gotcha" game. Love this idea of helping Ss develop positive relationships with mistakes and helping their peers. #formativechat
A3: Great Q. Have been interested in students creating āopenā products that can be used for future courses. Ex: A student who composes a wonderful rhetorical analysis of a genre and places the work under a Creative Commons license so I can use it in future course. #formativechat
A3 1) Ss do not work alone in desks, they work at tables or pods. 2) Always have a list of Thinking Questions so Ss have opportunities to share/talk 3) Give Ss opportunities to share their responses in their pod, then share out loud to the whole class #formativechat
Don't like this question. I realise my situation may be different but with peer pressure etc and wellbeing of students in Ireland being a major issue, I would steer clear of this. #myopinion#formativechat
...AND they finished the entire paper in SIX days. I had planned on giving them two to three weeks...lol! Turns out they were better at getting them to do the work than I am!
#formativechat
#formativechat If you have a few minutes, would love your responses to a survey I made https://t.co/SMgNvik2GU ā¦ ā¦ doing research on education,12 questions, but answer those you want & please share, appreciate all feedback! thank you! #edtech#education
I understand that, good point. How about ways for students to maybe just offer encouragement to one another, example when Ss say "I can't do this", "I give up" how can we promote peer encouragement maybe? :) #formativechat
A3 One of the best ways that I have found for Ss to hold each other accountable for their learning is by having them record that learning using @Flipgrid . The students go and look at each others responses and then provide feedback. #formativechat
Iām working on teaching my students the āmethodā of reading for comprehension. It can be cumbersome for them to learn, but the structure, like yours, helps them stay on track and turn in great work. #formativechat
A3 working in teams with clearly defined roles keeps Sās accountable to each other within a supportive structure . T needs to be mindful that the peer accountability doesnāt further isolate some Sās already at risk. #formativechat
I just heard the FAIL breakdown here recently and I LOVE it - what an encouragement for our Ss... not very many of us GET something on the first try, so we have to keep working and try again! #formativechat
Recording learning events can be extremely valuable if students are guided with what to look for and how to give feedback. Feedback is something most adults can't even do. #formativechat
Peer feedback is a crucial skill to learn. It's not natural for most people to do and requires repetition to learn it.
Building in opportunities to "fail" without significant consequence allows for practicing a lot of necessary skills #formativechat
But we as educators have to make sure our students know that we are trying to keep ourselves updated by chats like #formativechat and strive to be #lifelonglearners
In reply to
@amynicolebettis, @carasenger, @CloughfinNS
