A2: Allow Ss to use their #uniqueness to display what it is that they understand. Whether it be through a drawing, recording or writing with some guidance from Ts. #formativechat@davidwkwan@goformative
A1-1: I use @goformative to create self-paced playlists for my students. This puts the learning back into their hands. They are more engaged because they are working at their own pace. #formativechat
A1 Students should have choices in creating their own activities to practice the content, work together, be creative, when they have a voice in how to learn, attach more meaning, more engaged #formativechat
Sorry to barge in, but we just did a training on Formative Assessments. Check out some highlights here = Math: Seesaw Formative Assessments https://t.co/vyzeSjfSxt#formativechat
A1: i think the best way to get students more actively engaged is hands on activities where they get to move around and interact with the materials #formativechat
A1-2 Also, by providing instant feedback with @goformative I can be more efficient with the students that I help. This allows for more one on one conversations with the students that really need help. Also, I can spend the found time on more hands on projects #formativechat
A1: Ss become more actively engaged in their learning when it becomes a game in some way. I have done Tic-Tac-Toe hyperdocs, game boards, and digital breakouts with total engagement. #formativechat
A1-1: I use @goformative to create self-paced playlists for my students. This puts the learning back into their hands. They are more engaged because they are working at their own pace. #formativechat
A1: Student voice and choice gets them more engaged. Give them an opportunity to contribute to the creation of an assignment, and they will work hard for its success. #formativechat
A1: Facilitate collaboration in learning, #PBL is a way for Ss to start together with a goal, seek information in multiple ways, produce a variety of authentic products of their learning & connect to their world! #formativechat
#formativechat Not been here for a while introductions..... Heulwen here from bonny Melbourne on a lovely autumnal day. Taking a break from planning for TESOL and glad to look on in. Just in time is an old favourite for clock reading.
A1: assessments are@part of the every day, very lesson. They are done frequently to check understanding and assess if Ss get it and are ready for next steps. Assessments blends fluidly w/ all parts of lesson. #formativechat
A1: Ss become more engaged with global lessons that apply to their world. @Flipgrid has #gridpals that would help with the global engagement with a time difference. Blogging also gets Ss connecting and engaged as well. #formativechat
A1; Providing them with clear expectations and lots of choice - what exactly they learn, how to learn it and how to show what they know. Even better if it is gamified :) #formativechat
A1 I may sound like a broken record but you need to let them help create the activities. When the experience is part of them they will be more engaged #formativechat
A1: I would have to say that the most effective way is to make sure content /curriculum fits students and not the other way around.
Learning must be compelling in order for them to be engaged.
#formativechat
A1: About an hour ago on @goformative community, an educator made me think of one to really engage Ss - Blind formatives! Ts make a formative or Kahoot with questions Ss donโt know. After they play, you give them the material for them to find out the answers. #formativechat
A1: The best learning is through doing. Giving open challenges that require hands-on #PBL help adapt for struggling students while asking more of high-achieving students #formativechathttps://t.co/iGcVOmULlH
A1 - First thing is having them enjoy the content and topic. Give them options. Beyond that, I love Flipgrid, gofotmative, Hyperdocs, padlet, etc.. #formativechat
Though I just got an e-mail from a parent upset that their student's blog is public and that he is getting visitors from "Gd knows where". Breathe, patient reply :) #formativechat
#formativechat a1 As you might know big fan of moving in learning. Using the baseball principle. Ss can run to a base when they "hit" a fact. Getting to home gets a point but more importantly they are listening to others and engaging #teachlikefinland
A1: Allowing students choice and voice whether in assessment type or with a choice board, gives students ownership of their learning. This keeps them engaged because they chose their learning path. #formativechat
#formativechat A1 my students really struggle when I give them choices in class. They have been too conditioned to do as they are told. In my class they get a lot of choices to customize their learning. After the initial shock, they do great
Yeah for games! Learning through play and and creating are the best-even better when students are challenging each other with games they built. #formativechat
Totally my opinion: I think games have this effect because we learn through games when we are young and it makes the learning less serious and more exploratory. #formativechat
A2 Use brainstorm activities, ask questions, sometimes give students categories and ask them to compare/contrast, or draw analogies, become more vocal in sharing ideas #formativechat
A1b - Avoid grades! While people think they incentivize students, in reality they close down creativity and box kids into a corner. We want learning for learning! #formativechat
A1: Ss become more engaged with global lessons that apply to their world. @Flipgrid has #gridpals that would help with the global engagement with a time difference. Blogging also gets Ss connecting and engaged as well. #formativechat
#formativechat a2 Also into the whole retrieval practice and I think a challenge board would be a great line of inquiry to link topics. Would look good in LOTE to get kids beyond rote recitation. I'm looking to go beyond teaching to the test
A2: Ss can forge connections between learning topics by showing their learning in a variety of settings so that strategies and skills can be transferred from multiple tasks. #formativechat
Think of the last meeting that totally wasted your time. Now imagine what Ss feel like for an entire semester when you waste theirs with unconnected academic activities. #formativechat
A2: I use the NGSS cross-cutting concepts as a reflection point to allow students to make connections. Where do you see patterns? How would this change at a different scale? How does this system mirror a different one? Same XCC can be applied across the curriculum #formativechat
A2 you have to allow students to be part of the process of design and use items that they have a relationship with to show content knowledge #formativechat
A2. Build curriculum in a spiral. Depending on the instructional method, it might be easier in some ways but everything is connected. Sometimes leaving breadcrumbs to get back to where you started is needed. #formativechat
A2: thatโs a crucial part of the โanticipatory setโ OR the โengageโ part of a lesson. It brings back previous learning to help w/ new connections #formativechat
A2: Make connections of new learning to Ss lives, from school, to their community and globally, build on what Ss know, help them forge their learning paths with V&C, relevance and interests, assess formatively along the path! ๐ #formativechat
A2: Ask students to come up with a connection to a book, class, current event, etc. Show them how all subjects relate by modelling how your subject matter relates to other courses in school, etc. The more you discuss it, the more naturally they'll make connections. #formativechat
I have really enjoyed getting the Ss to be the Ts in class, create lessons and lead, or thru #pbl have them teach, a very rewarding experience for everyone #formativechat
And even if you "fail", you get moved back to the last checkpoint to retry (formative assessment) using what you learned. Much better system than traditional summative. #formativechat
In reply to
@seanmarnold, @davidwkwan, @LScumpieru
A2: Think of it as providing the language to speak the purpose of the academy. For instance, I teach them the language of poetry analysis so that they can approach a poem and analyze it with that shared language. One feeds the other. #formativechat
A2: Ss can forge connections between learning topics also by making the learning their own - they can teach it to others and make their own way of showing what they know. #formativechat
I was so surprised when I read this earlier, also read a stat last year about the number of questions asked in certain age ranges, was interesting #formativechat
A2: Donโt segregate the topics to begin with. Real world learning is multi-subject. Provide an open challenge that requires reading, research, science, and math #formativechat
A2 Whenever introducing something new, make purposeful connections to things they have already learned. Retrieval practice & Brain Dumps are great ways to access prior knowledge to build bridges. #formativechat
A2 -I think creating relevance in Math is the most important way to help them connect the different topics. Hands on real word projects are always a good way to create relevance. I found a good resource for them recently: https://t.co/OvOIufd0Lj#formativechat
Sometimes I feel that the graphics I share time after time make an impact. After reading @E_Sheninger post I realized this is one shift that is extremely challenging but WAY necessary - and so ... the graphic :-) #formativechat
I was so surprised when I read this earlier, also read a stat last year about the number of questions asked in certain age ranges, was interesting #formativechat
A2: Scaled activities are great for making connections. Different stages that, when placed together, compose a learning product that the student creates (as opposed to regurgitates on an assessment). #formativechat
A1: Ss need to have voice and choice and they will be more actively engaged. They will then take ownership in their learning because Ts have shown that they care about what the Ss have to say. #formativechat#LoveLiteracyLearning
Asking a critical friend to come into your classroom, for even five minutes, and make tally marks of who is asking the questions. Then do it again and again ... over weeks to see if the shift is happening :-) Yes? #Formativechat
A2: Make connections of new learning to Ss lives, from school, to their community and globally, build on what Ss know, help them forge their learning paths with V&C, relevance and interests, assess formatively along the path! ๐ #formativechat
Love how you stated this. A great way for students to see how their learning transfers from one task to another. Skills are learned and remembered this way. #formativechat
A2: Scaled activities are great for making connections. Different stages that, when placed together, compose a learning product that the student creates (as opposed to regurgitates on an assessment). #formativechat
Just know that checking background knowledge and ACTIVATING knowledge is two different things during instruction!
Imperative to understand the difference when serving #ELLs#formativechat
A2: Ask students to come up with a connection to a book, class, current event, etc. Show them how all subjects relate by modelling how your subject matter relates to other courses in school, etc. The more you discuss it, the more naturally they'll make connections. #formativechat
A2: Teaching using PBL or units show students through authentic learning that content is connected. Allowing them to make real world connections is key. #formativechat
A3: By teaching with the use of formative assessments in class, Ss are able to take the risks, redo and ask questions more so that when the summative assessment comes, they are more apt to do well. #formativechat
A2:We need to create activities that allow our Ss to make natural connections between new and previously learned material. We need to provide hands-on activities that require our Ss to think critically. #formativechat#LoveLiteracyLearning
Ah, but how can we change it? Do we honestly believe it should be changed? Is the skill of asking excellent questions one we hope students will have when they leave the school walls? #Formativechat
A3: The student that was given feedback as he'she progressed on their way to mastery has a better understanding of the content and can then turn around and apply what was learned in a variety of situations. Not just "on the test" #formativechat
A3: Yes! FA sets kids up for success, they see and process their success and failures, learn through them and grow forward, mastery increases, the more they interact with content and the learning process! #formativechat
A3: by using formative assessments along the way, Ts should provide descriptive specific feedback & then use the data/observations to guide the instruction. When formal assessments arrive, Ss have received necessary remediation to improve. #Formativechat#LoveLiteracyLearning
Yes involving students in doing things and thinking about the things they are doing, engages all SS to deepen their learning and connections. #formativechat
Yes! Through form assess, students & teachers are getting continued feedback on indiv student progress; teachers can plan to support gaps or diffuculties while students can monitor their own progress and target areas of need (the extent depends on st age) #formativechat
Knowing itโs about the learning versus the grade, Ss take more risks and expand their knowledge. So it helps on formal assessments. I also show them the formal assessment before hand so there are no surprises. #formativechat
A3: Yes! On top of providing Ts with opp. to act on student progress, FA can also afford Ss greater ownership over the learning process and learn on deeper level. #formativechat
A3: I assume formal means state tests-formative assessments lets you know where students stand, allows you to adjust, gives students regular feedback & opportunities to improve-so, yes #formativechat
A3 - I think formative assessment can address a whole spectrum of learning. From the use of technology to techniques like cold calling, this is where we can see the immediate learning that has happened. #Formativechat
#formativechat a3 We know that re-reading doesn't give impact. I like that #retrievalpractice can show that it can up to double output. And who doesn't want more output, good output from their students. It makes sense that ss are strengthening conceptual pathways doing this.
A3 If properly planned and processed, the gains of formative assessment will impact summative assessment results. Ss will learn and see assessment as learning. Imagine breaking test anxiety. #formativechat
A3: Perhaps a small but important outcome of FA is that it helps Ss tolerate error and ambiguity. Having this tolerance, Ss are more confident approaching the summative assessments. #formativechat
A3 - Well, basically, everything the Ss do in class could be considered a formative assessment if you're constantly using data from @goformative to inform your practice and identify needs instantaneously. In turn, this should improve summative assessment scores. #formativechat
A3: By teaching with the use of formative assessments in class, Ss are able to take the risks, redo and ask questions more so that when the summative assessment comes, they are more apt to do well. #formativechat
#formativechat A3 Tough question. I teach @PLTWorg Biomed, which is project based. My Ss score great on the EoC without a lot of formative assessment beforehand. But everything they learn is very hands on and real world based.
A3: I believe it does because students understand they haven't mastered a topic YET based on formatives. They see where they are and where they need to go without fear of failure. They feel more prepared for the formal test. #formativechat
A3: What translates is INTENTIONALLY
If we asses and support their need with intentionality, you bet their formal assessment WILL demonstrate
#formativechat
#formativechat a3 We know that re-reading doesn't give impact. I like that #retrievalpractice can show that it can up to double output. And who doesn't want more output, good output from their students. It makes sense that ss are strengthening conceptual pathways doing this.
What's the analogy? FA is when the Ss taste-test the soup, and summative assessment is when they serve the soup to a larger audience. Not sure?#formativechat
Thank you for the wonderful chat. If anyone is going to @CommonGroundMD this week, Iโll see you there! Come by and see my @goformative and @flipgrid roundtable. Youโll be sure to walk away with some great ideas. If not, Iโll share my presentation next week during #formativechat
Give it up for our special guest host tonight, @DavidJLockett ๐๐๐๐ He did a fantastic job and we really appreciate that he is part of our #formativechat crew!
A3: What translates is INTENTIONALITY
If we asses and support their need with intentionality, you bet their formal assessment WILL demonstrate
#formativechat
A3: So many great responses here! Formative assessments can also be designed to mirror parts of summative assessments to prepare Ss for them over time. #formativechat
The curly but very effective whirly process of formative assessment via feedback. Gracias @MarianaGSerrato just the link I needed. Where is the original text do you know? #formativechat#feedback#zpd
Wasn't sure how much I could add to the chat this evening but I sure am glad I stopped by. @DavidJLockett and @Rdene915 great job moderating!! Way to go making everyone feel welcome and valued! #formativechat
Thanks for coming! This is an awesome group and an awesome chat #formativechat and so is #BookCampPD which everyone from Formativechat should join in on Sat at 9 am eastern!
Our Formative Educator of The Day is @SandersSci ! She uses #goformative to help her students gather information in stations and uses the data she gets to make sure that students get the support that they need!
#scichat#scied#formativechat
#formativechat thanks for a great chat @DavidJLockett! Challenging questions that really made me think. Thanks to all who participated for some awesome ideas.
