#innov8dmps Archive
Run by Des Moines Public School Instructional Technology Coordinators and moderated by them and educators from the district every Tuesday from 8-9pm CST during the school year. We take occasional breaks for the Holidays, but we are consistently trying to reach out to our 60 plus schools and programs to collaborate and tell their stories.
Tuesday October 18, 2016
Q1 Please tell us who you are, where you are, and what you do? And Cubs or Dodgers?
A1: Melanie Gildharry, Instructional Tech Coordinator, Fleur building!
Q2: What are some accommodations/modifications that you have provided for below average/exceptional/all learners?
A1:Cherry-Anne Gildharry, Lincoln & East and ELL Math
A1 Nadia Drake first grade teacher at River Woods
Providing (blendspace) lessons so ss can do some differentiated learning. We do this every Wednesday for now.
Grew up watching the Braves!!!
Q2 just in case you are missing it! https://t.co/OxIlReA3D6
Q2: What are some accommodations/modifications that you have provided for below average/exceptional/all learners?
A2: giving sts some choice in how to show learning. Helps take the pressure off to write allows higher sts to get creative.
A2 providing (blendspace) lessons so ss can do some differentiated learning. We do this every Wednesday for now.
A2: working on reaching all kids as much as I can though differentiated lessons, work, and skills we're dealing with
A2: Provide step-by-step handouts to backfill but not spend time covering info that all don't need
A2: Extra time, restating information and providing additional visuals etc
Q3: How do you give your Ss multiple opportunities to demonstrate proficiency?
learned good stuff about Blendspace from , by including learning targets and goals on it
And I grew up in NC! We didn't have a MLB team so Braves it was!!! Chipper Jones is the man!!! Loved the socks!
A3: want some answers on this one. With new grade lvl I'm trying to wrap my head around how to organize it.
A3 Ss can correct prior evidence or choose a new piece. Can do this electronically or paper/pencil. Multiple platforms
A1 Sara, 4th, Findley, first time with tweetdeck up and going to try this.
A3: Ss need to know their score and understand what it means first. Then provide opps for them to set goals and achieve them.
I think allows an awesome way to do this!
Q3: Loving seesaw for my ELL s, speak answers after trying to write. Drawing/ labeling, making power points. Making a test.
A3: w/ the younger kids we have lots of conversation and observation happening. They have lots of chances to show their learning
A3: Have them create numerous artifacts to synthesize and reflect what they learned!!
A3: By being less prescriptive and more flexible in expectations. Let the learner choose what best fits their needs!
Q5: When a parent asks, “Why aren’t we using grades anymore?” what would your response be?
A4: A BOE is something to show growth, something to be proud of and something to show off the unique learning style of each st
A5 explain it is better way to asses where the S is, what they actually know
A5: Because grades suck (jk but not really) bc grades are not an accurate measure of a student's understanding
A5 at conferences we discussed that it is a better way for Ss to know and show exactly what they can do.
A5: The focus is on the learning and attaining growth to reach an extending level in learning. Grades don't always measure this!
Q6-B: What changes, if any, do you make to the scales to make them easier for Ss to interpret w/o changing the rigor/target?
Q6 A: How do you display standards that are accessible to all Ss to create a roadmap for their learning?
I am an example of that - I was not a good HS student. I almost didn't make it to college - my ACT score saved me
A5b grades were about how much work you could produce. Scales are about the Ss actual knowledge.
A5: Grades are based on numbers, not necessarily the depth of what a student knows. Cubs GET SOME RUNS!
A6-A students have a "brain binder" that houses their scales and they refer to it constantly. Also have them posted in room.
A6 have them posted in the room, BOE binders, and in the lesson in smart notebook/whatever I'm using
A6-b I have put the learning targets onto a "staircase" so Ss see how they all build on one another to reach the goal
A6: Grades ought not be calculated - let the numbers be the starting point and use professional judgment. Dave in Ankeny BTW
A6a: I put these on Blendspace and create checklists for students to understand and self monitor!
great way to explain, others need to b able to articulate this
that was my big take-away today thanks for sharing!
A6b: My Ss main focus is to reach the extending level,so they keep their eyes on that goal! I start a unit with the end in mind!
A:5/6 I teach to the standard and make the scale fit. Scales are the baby step to teaching full Iowa Common Core. Part 1
Q7:What are some ways Ss define the learning that takes place within each of the scale levels?What does level1 mean to them?2?3?
A7 Ss view them as stair steps to get to the goal, gotta be able to do 2 to get to 2.5 and 3 etc.
A7. Ss say- 1 is where some start, a 2 helps get us to our goal, and a 3 is the goal. We talk about what it means to them often
A7 pt 2: Also we talk A LOT about how a 1 is "I don't have this...yet."
Do you use .5s? How do you determine those levels?
Q7: I have created a picture rubric with the lotus flower going through its stages of growth from beginning .... to extending!
a .5 in DMPS is if a S has 1 of the 2 bullet points that are in the 3 or they can do part of the std. on the 3.
Q7 Continued.. Students connect these stages with actions relating to the various learning levels!!
A7: My ss would say level 2 vocab in Academic notebook, first lesson at level 2 target write on desk, level 3 has evidence
when middle schools started few years ago, I saw it as a bridge for Ts (me) to bide time to gain understanding
A7: I like to remind 2nd graders that you can improve with their will. "We will because we have will."
A7: ss write target on desk, we make actions, or chants
Q8:What opportunities r created for Ss to engage in self-regulated practice 2 reach higher levels of proficiency w/in the scale
that looks similar to a proficiency scale - DMPS works with from Marzano, right?
A8 my Wednesday routine. It is 100% personalized learning. Ss choice and interpretation of evidence drives their learning
A8 also working on this, going to structure it into my Wednesday schedule, hopefully!
A8b I would love to build up more resources for each scale, to make it easier to give sts choice to prove learning
Q8: Make them understand that the most important part of learning is to apply their knowledge to new and real world situations!
Home stretch time 2 more questions and little over 12 mins left keep sharing and we are listening and w… https://t.co/3gCY9KOVIv
A8: ss have "work time", menu boards of choice tasks to help them reach their goals.
Q9: What types of questioning strategies do Ss use to take ownership in their engagement and learning?
Love that!!! Can you email me/snap a photo of an example?
Snap heck need to share on Twitter https://t.co/diPNbwZ41h
Love that!!! Can you email me/snap a photo of an example?
A9: My focus right now is on students giving feedback to each other and using target language.
A9 a TON of reflecting. Usually on a specific piece of evidence or their progress on a scale. Soon looking at others evidence
A9: Working on adding in reflection on scales w/help from TLC Coach, hoping sts will begin to reflect/ask automatically w/out me
A9: I have my students do peer-tutoring where the tutor and tutee ask each other questions!
keeping an eye on always getting better! Having that "grit" or struggle to make them better learners!
Q10: How do students demonstrate retention of mastered standards over the course of the year?
A9: I have been using "What other questions do you have about__ and I've noticed students asking each other in the same manner.
A10 that is where my question currently lies! Right now want to plan a scope and sequence to bring scales back
A10: In reading the curriculum spirals, in Math...I'm looking for suggestions.
A10: Math, DMR, Lit. read alouds & small group, vocab through a game called walk a mile every friday, ss love it.
model the behavior Ss will do! Good example!
