Welcome everyone to another #formativechat! It’s Denise from South Jersey, riding high on the @Eagles Super Bowl win. Kids are in bed, dishwasher is running, so I feel like I’m overcoming failure! Let’s chat!
Hello #formativechat my name is Kylee McLafferty and I am a preservice teacher at Grove City College in Pennylvania. This is my first twitter chat, so if you could bear with me I would be so grateful. I am so excited! #gccedu
Formative assessment is all about giving students that safe place to fail so that they can work to try again for a chance to succeed and learn. #formativechat
A1: Failure is essential in formative assessment. It’s how the Ss learn and grow. In FA, Ss get a chance to come back from that failure and correct their learning. #growthmindset#formativechat
A1: I think that formative assessment allows Ts and Ss to see where failure is occurring and learn from it, before grades are negatively affected. #gccedu#formativechat#pstpln
A1 Formative assessment is a way to make failure meaningful. It shows what students don’t yet know and can’t yet do so we can build upon their past experiences and help them learn. #formativechat
A1: Ss need formative assessments to see where they are failing, so we can help them correct mistakes, thus circumventing total failure. #formativechat
A1: Failure and formative assessment are linked in the sense that neither are final and are meant to be steps on the way to mastery. They can mark stages of growth and help reinforce the concept of a #growthmindset#formativechat@douglaskarr
A1 #formativechat a failing grade indicates learning target was missed & not mastered. Therefore, true formative assessment is the pedagogical need that helps a student hit and master the targeted standard.
A1: I think that formative assessment allows Ts and Ss to see where failure is occurring and learn from it, before grades are negatively affected. #gccedu#formativechat#pstpln
A1: Failure during formative periods is normal; we can clarify misconceptions or begin playing with new ideas or begin crafting phrasing in writing. This is the time to fail, but perhaps “fail” is misleading—we’re growing and learning yet, not winning or losing #formativechat
A1 FA gives Ts an asset lens to view failures as "irst attempts at learning." FA guides and informs instruction so when Ss fail it shows the T to take a different instructional approach or the the S needs more time and experience to gain mastery #formativechat
In my classes this week we have been learning about growth mindset, and is awesome to see how just about everything applies to it. #formativechat#gccedu#pstpln
A1 #formativechat a failing grade indicates learning target was missed & not mastered. Therefore, true formative assessment is the pedagogical need that helps a student hit and master the targeted standard.
A1: I think that formative assessment allows Ts and Ss to see where failure is occurring and learn from it, before grades are negatively affected. #gccedu#formativechat#pstpln
Q1: Formative assessment is a way to allow the Ss to learn from their failures/mistakes. Failure = Learning experience. Mistakes are embraced my classroom. Failure + Formative Assessemnt = meaningful learning experience. #formativechat
Formative assessment is all about giving students that safe place to fail so that they can work to try again for a chance to succeed and learn. #formativechat
I think a lot of Ss get caught up on getting a good grade that they forget the importance of learning so it is something we as Ts need to encourage! #formativechat#gccedu#pstpln
A2: Ss need to know that failure is good - we can get valuable information from it...allow Ss to practice and identify next steps in order to get better when they are finally evaluated. #formativechat
A1: Formative assessment is a way to allow the Ss to learn from their failures/mistakes. Failure = Learning experience. Mistakes are embraced my classroom. Failure + Formative Assessemnt = meaningful learning experience. #formativechat
A1: Failure and formative assessment are linked in the sense that neither are final and are meant to be steps on the way to mastery. They can mark stages of growth and help reinforce the concept of a #growthmindset#formativechat@douglaskarr
I think, too, we should be mindful what is graded during formative periods and provide as much descriptive feedback rather than letter grades. Letter grades are a start to give feedback, but not enough #formativechat
A1: Failure and formative assessment are linked in the sense that neither are final and are meant to be steps on the way to mastery. They can mark stages of growth and help reinforce the concept of a #growthmindset#formativechat@douglaskarr
A1: Failure and formative assessment are linked in the sense that neither are final and are meant to be steps on the way to mastery. They can mark stages of growth and help reinforce the concept of a #growthmindset#formativechat@douglaskarr
A2: Ss need to know that failure is good - we can get valuable information from it...allow Ss to practice and identify next steps in order to get better when they are finally evaluated. #formativechat
A1: Both are points on a journey. Formative assessments show where Ss are successful and where they struggle, failure is an opportunity for growth. Both help Ts & Ss know what needs differentiation. #formativechat
I love this quote too! A lot of people refuse to admit they are wrong but we are all wrong a lot and that is ok as long as we learn from it. #formativechat#gccedu#pstpln
It's true! We need to help students manage their learning so things don't become too overwhelming. This makes me think about students who feel failure more often than others and the cumulative effect if it's not addressed. #formativechat
A2: I try to personalize feedback for individual Ss by talking to individual Ss about misconceptions and setbacks immediately in the classroom as they are working on FAs. The power of feedback is how timely it is. #formativechat
A2: Personalized feedback can have many forms including text, chats, video (i.e. @Flipgrid), screencasts, comments (i.e. #GoogleDocs#GSuiteEdu), and more. The key is for feedback to be both timely and meaningful.
#formativechat
A2. I used gamified feedback in my classroom. I tell Ss that feedback is the cheat-code to get the next level. They have to choose to use it if they want to level-up #formativechat
A2: As a pre-service T, I am not doing this yet, but I think a way that I can implement it in the future would be to write comments, as if I were talking to the S about their work, instead of just scoring it. #gccedu#formativechat#pstpln
A2: I love Google Docs for giving feedback! You can give feedback pretty quickly and most of my students really strive to correct their work after they see my comments. #formativechat
A2 #formativechat the ability of teachers to train students how to use a rubric to spark discussion and self-assess makes failure not finite but a model for growth and goal setting.
Yes, reflection is key. Ss must be able to think about how they’ve grown and what they need to do to grow further as a learner. It’s a life skill for later. #formativechat
A2: Personalized feedback can have many forms including text, chats, video (i.e. @Flipgrid), screencasts, comments (i.e. #GoogleDocs#GSuiteEdu), and more. The key is for feedback to be both timely and meaningful.
#formativechat
A2: Rubrics are a start (though they need to have comments). Conferences, talking to students, and even providing video feedback, for example on @flipgrid can make all the difference. #formativechat
#formativechat I sit down 1-1 in one minute check ins and have intentional, purposeful conversations about their progress & strengths and areas for growth
A2. I used gamified feedback in my classroom. I tell Ss that feedback is the cheat-code to get the next level. They have to choose to use it if they want to level-up #formativechat
A2: it's based on success criteria - clearly identify what they did well and what they need to work on - focus on the work not the student - don't judge. #formativechat
A2 After responding to the content of the writing—so the student knows I care about their ideas—I suggest strategies for future writing so next time can be even better.
#formativechat
A2: I use a workshop model, so I hold mini-conferences daily (about 5 Ss/class/day) to coach Ss on their work and hold conversations. We talk about what they’re reading and sentence structure and level of analysis. We’re working on their work, not whole-class stuff #formativechat
Something great to do as well is to make the Ss be part of the conversation on the comments. Don’t just have Ss read them, but respond to them. #formativechat
A2: As a pre-service T, I am not doing this yet, but I think a way that I can implement it in the future would be to write comments, as if I were talking to the S about their work, instead of just scoring it. #gccedu#formativechat#pstpln
A2: It has to be made meaningful to the student. Personalized feedback, suggestions for next steps and student feedback. "We don't know what we don't know" therefore we have to discover together #formativechat
I have small classes which helps. I also co-teach one section of English so we can split our larger class and conference with all students in one class period. #formativechat#eda655
#formativechat Failure is a part of life- if we learn to grow and reflect on our mistakes and seek feedback in order to improve- then assessments will just be another tool to measure our progress- assessments should be mile markers not flags planted in the dirt
Yes that way they don't just read them and forget them, but it would help them really understand the comments and learn from them. #formativechat#gccedu#pstpln
A2. I used gamified feedback in my classroom. I tell Ss that feedback is the cheat-code to get the next level. They have to choose to use it if they want to level-up #formativechat
It’s important for them to see how you’ve learned. Since I wasn’t the most stellar student all my life, I can relate to those who struggle as well. I talk about how I learn to have them start to see how they learn. #formativechat
It’s important for them to see how you’ve learned. Since I wasn’t the most stellar student all my life, I can relate to those who struggle as well. I talk about how I learn to have them start to see how they learn. #formativechat
A2 #formativechat Feedback can be appreciation, coaching or evaluation- it is important to focus on the most appropriate approach- then it will be more helpful and meaningful
ELA Grades 9-10. They find it useful because it’s as we write, not just after I score it. It is very timely. I do this with my regular and Honors students. More details on my blog: https://t.co/CwOXs0KtIC#formativechat
Yes! It's so important to differentiate the medium of feedback! Some students respond better to different kinds for different activities. #formativechat
A2: showing students failure is part of learning. Adjust feedback to chunks that student can handle in a positive way. Some students can accept only a little "failure" or they shut down. Self reflection & conferences also. #formativechat
Important for Ss to understand value of failure and to recover from it. Must dwell in an environment that celebrates risk taking rather than risk avoidance. #formativechat
I try and model it every time something doesn’t work out (especially with lessons...because we all know how those can go awry)! Trying to be flexible and showing students that mindset of trying again and staying positive is key. #formativechat
A3: I always share with Ss how I failed the Google Educator 1 and 2 exams the first time I took them because I wasn’t familiar with the format. Let them see Ts fail, so they can learn. #formativechat
A3: I think this is hard to do, but I think we as Ts need to admit that we made a mistake, and take the time to brainstorm how we can learn from it, instead of just being frustrated that the mistake was made. #gccedu#formativechat#pstpln
A3 #formativechat I think the teacher needs to be a learner with the students and be willing to call an audible to recalibrate the lesson based on feedback from the students. Teachers need to model recovery from a failed lesson.
Adjusting feedback to chunks is essential and that's why it's so important for students to clarify their learning targets and set own learning goals right in the beginning. #formativechat
A3: I don’t think it’s necessarily failure, but I model writing in front of my Ss so they see my process and frustrations and questions and hesitations. We stress the process and that we don’t often get it right on the first write #formativechat
A3: I'm very honest with my students and share personal/educational failures and how I overcame it. I also share "famous" failures to show students that everyone fails but how they handle it makes all the difference #formativechat#eda655
A3: Modeling “learning from failure” to me simply means not keeping it a secret. Ts openly sharing about failures and the growth the stems from them is powerful. It strengthens trust and relationships, both forming the foundation to meaningful classes.
#formativechat
A3: I model it every time something does not work, or go as planned. Being vocal about it and sharing your own experiences. As a byproduct is builds trust and relationships. "Remember that time when...?" #formativechat
I agree. Sometimes what we give them is evaluation when what they are seeking is appreciation. As well as we give evaluation when they desperately desire positive coaching. We have to slow our roll & understand what they need #formativechat
A3: I model "learning from failure" by participating in exercises. The value of doing sports is sometimes under valued. So much perseverance and resilience can be developed from the process. #formativechat
A3: Levels of mastery may be useful here. Model the stages of mastery that are necessary to complete a task or perfect a skill. Ex: drafting stages of a written product. Analyze the thinking involved. #formativechat
Would this be considered a think-aloud? Just learned this in one of my classes, so it is cool to see it being used in the classroom. #edfb4338#formativechat
Agreed! One of my most memorable teaching moments was talking with my student about failure and how we experience it and learn from it as teachers too! #formativechat
A3: We can also model by telling students who assessment strategies work and what don't work. And as a result, teachers have to change their strategies to help students move forward. #reflection#formativechat
A2: Personalizing feedback means making face-to-face contact with students so that the context can be a two-way conversation...formal and informal. #formativechat
#formativechat own your own mistakes- share your struggles- embrace adversity- the more we show our students our vulnerabilities- the more they trust us- but also the more they see us as role models of endurance and determination
Personal stories can be quite effective in discussion of failure and its lessons. When Ts present themselves as learners who are vulnerable, Ss are given license to be honest with themselves. #formativechat
Yes; I read, write, and think aloud so my HS ELA students hear and see how I address reading and writing prompts. I’ve been limiting this to 15-20 minutes a day until independent work #formativechat
Face-to-face communication helps. Conversations matters but I will also add that questions teachers ask are also vital. Feedback should be cognitive. #formativechat
I LOVE THIS! I have personally been learning a lot about looking at the positives and not negatives in life and this ties in perfectly with that. #formativechat#gccedu#pstpln
Thank you so much for joining us tonight for #formativechat. Want to guest-host a session? Hit up @davidwkwan at @goformative. Have an awesome week! 🎉🦅🏈 (And hang this picture up in your classroom)
If we give students greater ownership over their goals then they can take greater ownership over their failure and find steps to improve! #formativechat
A3: If something doesn't go as planned I am very intentional in my reaction. I model growth mindset whenever possible. If I make an error in an equation & a brave S points it out I am appreciative and say let me try again just for practice, gets them every time #formativechat
I don’t disagree...the conversation should include effective questioning...the best way to ‘deliver’ feedback, as it will challenge students to think more deeply. #formativechat
A3 #formativechat If we build a community of learners based on honesty & mindfulness- if we build strong supportive relationships with our students- if our classroom is a safe haven - feedback is expected & appreciated because it is integrated into the conversation
Great chat as always! I love the idea of making the positives outweigh the negatives in the classroom! Thank you for making the beginning of my week super positive. Have a wonderful week. #formativechat
To me, the most important feedback is the reflection we provide ourselves- getting students to truly ask themselves the right, meaningful questions is the best skill we can teach them #formativechat
Workshop model with 45-minutes of workshop out of an 80min block. I mini-conference with about 5 students/day. I coteach which also helps, but 5 a day is nearly each student once a week #formativechat
A3. I love using “my favorite mistake I saw today”. You can share a Ss example (without their name) and discuss their mathematical thinking. Even though a mistake was made they are more comfortable talking about it because it’s my favorite! #formativechat
A3: I think it's important to show students that we hold ourselves accountable for our mistakes and show them the steps we take to improve and the positive results #formativechat
I loved participating in my first twitter chat! I realized that @SFecich is right: they are a fantastic way to learn and grow your PLN! #formativechat#gccedu#pstpln
