#divergED co-host is Jim Smith @MrDataGuy, a former teacher, administrator, and current presenter, trainer and consultant through No Limits Learning LLC. He co-moderates the #ATAssess Twitter chat and is a Solution Tree associate
Good evening everyone and thanks for joining us tonight. Jim Smith or @MrDataGuy here - either works, living in Minnesota. Here is a picture of myself and my blue friend when I am not on Twitter #divergED
Good evening everyone and thanks for joining us tonight. Jim Smith or @MrDataGuy here - either works, living in Minnesota. Here is a picture of myself and my blue friend when I am not on Twitter #divergED
This chat is guided by the 4 driving questions of PLCs, representing the teacher perspective of the learning foundation of a PLC. For tonight's chat, the questions will be rewritten to represent, and focus upon, the student's perspective. This is a critical #divergED topic.
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: Every decision we make as humans is driven by some kind of why. Our job is to invite students into new whys and help them connect these new whys to their whys to being meaning to their learning. #investment#divergED
A1: The skills of learning are built as a collaborative process. Too often school is a place of compliance, not a place of searching for innovations moving ALL students to high levels of learning. This is the first step helping Ss to become owners of their own learning. #divergED
A1: Ss are equally driven by the WHY- Ss that connect to learning invest in learning. ASK them why... They'll share amazing insights. Just have to be ready to learn FROM them #divergED
A1: I started sharing the outcomes more with each assignment we are doing. Explaining what they mean. I have added letting my students tell me the "why" they think their plans to show that outcome might be better for them than mine. #divergED
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
RTQ1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: What always strikes me with young students is their curiosity to learn, as they get older and more thoughtful the why increases in importance. #divergED
A1: The skills of learning are built as a collaborative process. Too often school is a place of compliance, not a place of searching for innovations moving ALL students to high levels of learning. This is the first step helping Ss to become owners of their own learning. #divergED
A1: Relationships, relevance, and rigor are keys to our "why" and to a student's why. Focus on the 3 Rs and students will be more likely to find their why and to feel honored #divergED
A1: I started sharing the outcomes more with each assignment we are doing. Explaining what they mean. I have added letting my students tell me the "why" they think their plans to show that outcome might be better for them than mine. #divergED
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: I started sharing the outcomes more with each assignment we are doing. Explaining what they mean. I have added letting my students tell me the "why" they think their plans to show that outcome might be better for them than mine. #divergED
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: What always strikes me with young students is their curiosity to learn, as they get older and more thoughtful the why increases in importance. #divergED
As with adults, the “why” provides clarity, purpose, and drive. It’s important to understand our student’s “why” as it creates connection and understanding about Learning. The learner/teacher role is reciprocal. #DivergEd
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
Yes, it moves past an immediate why with little ones (because this seems fun; because I want to be near my teacher), into whys with importance over time (because this matters to my world; because this means something to my life) #divergED
A1: What always strikes me with young students is their curiosity to learn, as they get older and more thoughtful the why increases in importance. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
As with adults, the “why” provides clarity, purpose, and drive. It’s important to understand our student’s “why” as it creates connection and understanding about Learning. The learner/teacher role is reciprocal. #DivergEd
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: The skills of learning are built as a collaborative process. Too often school is a place of compliance, not a place of searching for innovations moving ALL students to high levels of learning. This is the first step helping Ss to become owners of their own learning. #divergED
As with adults, the “why” provides clarity, purpose, and drive. It’s important to understand our student’s “why” as it creates connection and understanding about Learning. The learner/teacher role is reciprocal. #DivergEd
Q1: As educators, our "WHY" drives all that we do. Why is it important that we help students to understand the "WHY" of their learning, and why is it important that we honor their reasons? How do we do this? #divergED
A1: The skills of learning are built as a collaborative process. Too often school is a place of compliance, not a place of searching for innovations moving ALL students to high levels of learning. This is the first step helping Ss to become owners of their own learning. #divergED
A2: Assessment plays a variety of roles in the learning process. In the past its primary use was accountability. As we have learned more we know that the embedded "learning" use of assessment is much more impactful for raising achievement. #divergED
A2 - Formative assessment should be a mainstay if the classroom...allows the student and teacher to know what students know/don’t know, and can be used as a focus of retrieval practice and review. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
Yes, it moves past an immediate why with little ones (because this seems fun; because I want to be near my teacher), into whys with importance over time (because this matters to my world; because this means something to my life) #divergED
A1: What always strikes me with young students is their curiosity to learn, as they get older and more thoughtful the why increases in importance. #divergED
A2: It is important that educators have a clear purpose for the assessment and Ss know and understand the Success Criteria. This connects them to knowing if they are reaching proficiency and helps motivate Ss to care about the results. #divergED
RTQ2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A2: I hope we use assessment evidence as a catalyst for mutual and co-constructed understanding of learning now and in the future. Working together builds respectful relationships. #divergED
A2 - Formative assessment should be a mainstay if the classroom...allows the student and teacher to know what students know/don’t know, and can be used as a focus of retrieval practice and review. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A2 assessment is used to inform decision making... based on the feedback given/received what actions will lead to continuous growth? It acts as a compass that guides us forward in learning. #divergED
A2: Assessment can motivate learning when feedback from the assessment is timely and specific; when students are supported in doing something with the information; and when they have the chance to show what they now know #divergED
A1: The skills of learning are built as a collaborative process. Too often school is a place of compliance, not a place of searching for innovations moving ALL students to high levels of learning. This is the first step helping Ss to become owners of their own learning. #divergED
A2 Ss have to know where they are in the continuum to be able to navigate best next steps toward mastery. Assessment gives us insight on how to PARTNER with Ss to make that happen #divergED
A2: I hope we use assessment evidence as a catalyst for mutual and co-constructed understanding of learning now and in the future. Working together builds respectful relationships. #divergED
I think about it like a dance where sometimes we lead and sometimes we follow. Sometimes we follow pre-determined steps and sometimes we freestyle #divergED
A2: I look at assessment in the role of helping me to learn what I have not taught that S well enough. Even summative assessments are more a statement of where I have not helped that Student achieve. It informs my teaching. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A2: Assessment plays a variety of roles in the learning process. In the past its primary use was accountability. As we have learned more we know that the embedded "learning" use of assessment is much more impactful for raising achievement. #divergED
Formative assessment can also be used to work with students on assessing their own learning...a powerful tool in all classes at all levels of education. #divergED
Q3: Failure need not be forever. It's not a one-time occurrence; it's a trajectory. What can we do to change the direction of this trajectory? #divergED
YAASSS! It's the SUPPORT in moving forward that is missing from the traditional mindset of assessment. Gotta move beyond the "I taught it, they didn't learn it" to "where's our evidence of effectiveness?" #divergED
A2: Assessment can motivate learning when feedback from the assessment is timely and specific; when students are supported in doing something with the information; and when they have the chance to show what they now know #divergED
A2: I look at assessment in the role of helping me to learn what I have not taught that S well enough. Even summative assessments are more a statement of where I have not helped that Student achieve. It informs my teaching. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A2: Assessment can motivate learning when feedback from the assessment is timely and specific; when students are supported in doing something with the information; and when they have the chance to show what they now know #divergED
A2 - discuss with students proper study habits...getting away from rereading and highlighting and moving towards spaced retrieval practice of material. #divergED
Q3: Failure need not be forever. It's not a one-time occurrence; it's a trajectory. What can we do to change the direction of this trajectory? #divergED
A2: I look at assessment in the role of helping me to learn what I have not taught that S well enough. Even summative assessments are more a statement of where I have not helped that Student achieve. It informs my teaching. #divergED
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A2: Clear Targets/ Learning intentions and Success Criteria must be in place or Assessment is a waster. Assessment (preferably self) is next followed by feedback. #divergED
A3: Educators must know the impact of instruction. Students must know if their learning is successful and be able to identify their next steps in learning. Its about role reversal, who is the teacher - who is the learner? The tool? #formativeassessment#divergED
I think about it like a dance where sometimes we lead and sometimes we follow. Sometimes we follow pre-determined steps and sometimes we freestyle #divergED
RTQ3: Failure need not be forever. It's not a one-time occurrence; it's a trajectory. What can we do to change the direction of this trajectory? #divergED
A3: Make sure Ss know that failure is the first step in learning not the last. We all get things wrong and that is how new discoveries are made. S writing is not "due" they get feedback and resubmit until they feel it is good. No due dates aside from marking periods.
A3: We need to build time in for both staff and students to act on evidence from assessment. Bloom called this Buffer Time. If it's predictable, it's preventable. We can predict some will need more time - let's prevent frustration #divergED
A3: Create assessments that invite and encourage recovery from failure. The Ss response to failure is an incredible differentiator between surface and deep learning. #divergED
Your comments expose your commitment to and ownership of your kids learning - the teacher/learner relationship is one of the most impactful one in a child's life - well I guess parents are important too. #divergED
A3: We have to leverage formative assessment, self-assessment, feedback, mini-lessons that target needs to ensure a win after a loss. This is non-negotiable. Students need to believe that working through difficulty is worth it. #resilience#divergED
A2 the role of assessment is learning for both the student and teacher facilitator. The evidence allows us to set new targets for greater learning. Too often the assessment is seen as final, unchangeable #DivergEd
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A3: Create assessments that invite and encourage recovery from failure. The Ss response to failure is an incredible differentiator between surface and deep learning. #divergED
A3 If everyone embraces growth mindset - teacher and students... entire classroom community... becomes the culture - the way of doing and believing... wouldn't make sense to let a grade prevent the learning from continuing #divergED
Q4: Dylan Wiliam says that, "Motivation is not a cause but the consequence of achievement." How can we create learning spaces and experiences through which motivation is enhanced through the use of evidence and assessment? #divergED
A3: To change this trend, focus on a consistent daily instruction/assessment cycle. Stack solid daily lessons and verify progress and impact of instruction #divergED
A3: We have to leverage formative assessment, self-assessment, feedback, mini-lessons that target needs to ensure a win after a loss. This is non-negotiable. Students need to believe that working through difficulty is worth it. #resilience#divergED
A3: Ts complicit in Ss fear of failure when they assign one-and-done assessments. Must view failure from a different perspective -- one that celebrates the power of missing the mark but then making the necessary changes toward mastery. #DivergEd
A4: Responsive assessment practices makes visible the progression of learning, AND provides the feedback to correct misperceptions and errors as students explore learning. Confidence is enhanced when students "see" progress and relate it to their effort. #divergED
I would add to this that too often our society promotes avoiding difficulty as a solution to challenge, but instead, we need to teach students how to move through difficulty. This builds strength and efficacy. #divergED
Your comments expose your commitment to and ownership of your kids learning - the teacher/learner relationship is one of the most impactful one in a child's life - well I guess parents are important too. #divergED
A3: To change this trend, focus on a consistent daily instruction/assessment cycle. Stack solid daily lessons and verify progress and impact of instruction #divergED
A3: Ts complicit in Ss fear of failure when they assign one-and-done assessments. Must view failure from a different perspective -- one that celebrates the power of missing the mark but then making the necessary changes toward mastery. #DivergEd
A3: We need to build time in for both staff and students to act on evidence from assessment. Bloom called this Buffer Time. If it's predictable, it's preventable. We can predict some will need more time - let's prevent frustration #divergED
Here are some possible responses to the 4 Qs, the student view. Collaborate with your team to find your ways of incorporating them in your class - try them out - look for evidence they work - share on Twitter #divergED
RTQ4: Dylan Wiliam says that, "Motivation is not a cause but the consequence of achievement." How can we create learning spaces and experiences through which motivation is enhanced through the use of evidence and assessment? #divergED
A4: Stop assigning GRADES for everything that moves. Coach the learning process as a journey, not a destination. Feedback that promotes the spirit of possibility, not the assignation of a value is critical. #divergED
Q4: Dylan Wiliam says that, "Motivation is not a cause but the consequence of achievement." How can we create learning spaces and experiences through which motivation is enhanced through the use of evidence and assessment? #divergED
A3: We have to leverage formative assessment, self-assessment, feedback, mini-lessons that target needs to ensure a win after a loss. This is non-negotiable. Students need to believe that working through difficulty is worth it. #resilience#divergED
A4: I really feel this goes to mindset, when students know they have a chance to redo, the I can't do this...yet mentality I think we see motivation sky rocket.
A4: Students can hit any target that they can see and that holds still long enough - to paraphrase Stiggins. Make learning targets clear and give the time and support needed for mastery #divergED
A4: GREAT question! All Ss need to feel accomplished. Feedback is key, as is authenticity. Don't sugarcoat. High expectations for all. Pressure and support (thank you @tjvari again). #divergED
A3 If everyone embraces growth mindset - teacher and students... entire classroom community... becomes the culture - the way of doing and believing... wouldn't make sense to let a grade prevent the learning from continuing #divergED
Thanks for joining #divergED tonight and a special thanks to @WeberEducation for welcoming me to this great chat. If you ever want to connect about tonights topic, or anything "assessment" send me a DM. Full disclosure - that opening picture was Paul Bunyan, not me.
Q2: Assuming that clear learning targets have been crafted, what is the role of evidence of learning (assessment) and how do educators and students use evidence to inform continuous learning and nurture confident and successful learners? #divergED
A4 - Intentional design of authentic learning experiences... providing ongoing opportunities for success in learning and building upon learning to take place... gradual release #divergED
A4: In a writing class, I like to use low-stakes assignments early in course where Ss are free to exercise their emerging writing voices. Early successes lead to more engaged and motivated learners. But also establishes a non-threatening learning environment. #divergED
Yeah, this ties to the false belief we reinforce through social media that there is such a thing as perfect or happy lives. Life has ups and downs and we do best when we learn to navigate both (soap box put away) #divergED
A4: Self Assessment is so key in providing students opportunities to see their own progress and growth. We all need to see progress to feel confident moving forward #SelfEfficacy#divergED
A4: Evidence & assessment that are part of a learning journey & not the destination can help motivate learners (i.e. - true formative assessment). Also, healthy relationships are critical to motivation. #divergED
A1: What always strikes me with young students is their curiosity to learn, as they get older and more thoughtful the why increases in importance. #divergED
