Welcome to #divergED. We're honored to have Tom Hierck, @thierck - former teacher, principal, district administrator and current grandpa, father, husband - as our co-host today! Share your name & where you're from.
Jim Smith just got in. A1: Collaborative and Innovative at the same time, finding agreement, but accepting challenges, and a sense of humor is always good. #divergED
A1: Optimal assessment occurs when educators collaborate, students are involved, targets are clear, feedback is timely and specific, and information is used by students and teachers to continue the learning #divergED
Jim Smith just got in. A1: Collaborative and Innovative at the same time, finding agreement, but accepting challenges, and a sense of humor is always good. #divergED
A1: I think that takes significant time and investment in building the trust of your students in you, each other, and the assessments you intend to use. Specifically, making use of assessments that STUDENTS can use as feedback to grow and build from. #divergED
A1: I spend time with students and teachers helping them to create a classroom culture where error is welcome and expected. Students feel safe and when they feel safe they become brave. #safeplacebraveplace#divergED
Assessment practice must take into account the context of the students AND must be accessible to ALL students, showing growth and supporting next steps. #divergED
In reply to
@thierck, @WeberEducation, @lauriesmcintosh
A1: I think that takes significant time and investment in building the trust of your students in you, each other, and the assessments you intend to use. Specifically, making use of assessments that STUDENTS can use as feedback to grow and build from. #divergED
A1: I spend time with students and teachers helping them to create a classroom culture where error is welcome and expected. Students feel safe and when they feel safe they become brave. #safeplacebraveplace#divergED
Assessment practice must take into account the context of the students AND must be accessible to ALL students, showing growth and supporting next steps. #divergED
In reply to
@thierck, @WeberEducation, @lauriesmcintosh
A2: Assessment becomes evidence-gatething, in part, when we are concerned less about the number of points earned and more about what has been learned #divergED
Is it wrong I interpret the ? as negative. Assessment shouldn't be about evidence gathering, but rather evaluation of growth and performance. It's a mentality change. We need to evaluate, not assess, and use the data we collect to engage our students to grow. #divergED
This is why I keep adding the sense of humor piece. We frown and take VERY seriously the work of assessing and testing. We need to lighten up, encourage risk-taking, AND make the learning environment one that responds to risk-taking in a positive and joyful manner #divergED
Q1: #DivergEd Optimal environments occurs when students are motivated and held accountable. This allows students to feel powerful in a positive environment which creates productive results...
Is it wrong I interpret the ? as negative. Assessment shouldn't be about evidence gathering, but rather evaluation of growth and performance. It's a mentality change. We need to evaluate, not assess, and use the data we collect to engage our students to grow. #divergED
A2 When every student has a significant adult (teacher) at school, the conversation shifts from "rank and sort" to all achieving the bar or better. Purpose liberates the dialogue. #divergED
With frequent reps that allow educators to become quick and fluent with feedback, while students can become fluent and confident in the evidence gathering process. Lock in to a small handful of quality evaluations and then hit it over and over like stepping on a scale. #divergED
That's the frame we should be pursuing, driven by the notion that ALL students can achieve. The shift from data (numbers) to evidence (as you have defined above) is the logical progression in ensuring ALL learn. #divergED
A2: The traditional use has been to gather evidence. We know know there are better and deeper uses - the greatest of which is helping students "own" their learning #diverged
A2: honoring the whole child and their ability to show mastery in varying ways that support their strengths and interests. student led teaching, and more collaboration opportunities. Asking Ss how they’d like to “show what they know” #divergED
RtQ2: #DivergEd Traditional Assessment has created the data that we use to drive Instruction. And yes I believe we need data and effective instruction, I don’t believe traditional assessment allow us to see the full potential of our students growth or knowledge
A3: Clear purposes make data analysis effective: What has and hasn't been learned? Who has and hasn't learned it? What will we do next, to serve all students and to continuously improve #divergED
A3 Being vulnerable is part of the process. Feeling part of a team, driven by the belief that all will achieve allows the conversation to be about "OUR" students not yours and mine. #divergED
You got it Crystal! Not every indicator needs to be a paper and pen activity. Let Ss show what they know in a way that plays to their strengths. #divergED
A3 Being vulnerable is part of the process. Feeling part of a team, driven by the belief that all will achieve allows the conversation to be about "OUR" students not yours and mine. #divergED
Q3: #DivergEd 🙋🏾♀️before analyzing data some need to learn how to understand data that it is used to a tool.Effective ways of analyzing data allows us to focus on areas of weaknesses and build a foundation for growth... #targetbytarget
A4: Make the data relatable through visuals, stories, and common connections. Then model how to utilize that data to develop solutions and strategies for students and teachers to use in the classroom. As with teaching kids, make it real! #divergED
And as students analyze, it becomes about “US” not me. I love to hear students talking to each other about their data and encouraging each other.#divergED
and we need to convert that data to the evidence that drives our work. As @DouglasReeves suggests, "schools and districts are drowning in data but thirsty for evidence". #divergED
A3: I have always found that after a more traditional once over of whole group and individual data in a “numbers” way, data discussions with peers help me not to get stuck in a routine or rubric of what to look for but push me to ask different questions? #divergED
A4: Make the data relatable through visuals, stories, and common connections. Then model how to utilize that data to develop solutions and strategies for students and teachers to use in the classroom. As with teaching kids, make it real! #divergED
#divergED Evidence is part of instruction. Taking time to go over evidence with students, strengths and weaknesses, goal setting and looking at their own growth.
#divergED Evidence is part of instruction. Taking time to go over evidence with students, strengths and weaknesses, goal setting and looking at their own growth.
Wow, that went by in a heartbeat! Thanks everyone for being a part of this tonight. And thanks to my buddy @WeberEducation for inviting me to be a part of this 30 minutes of brilliance. #divergED
No matter what evidence used time is the limiting factor, yet having said this, the more you use it, the easier it gets. Use the one-third two-thirds rule. One-third looking at the data and the rest of the time forming an instructional response. #divergED
Starting a project this summer that will hopefully involve a lot of excited teachers looking to rethink culture and engagement in the classroom. Take a look at my new blog for more info and message me with ?s! https://t.co/bFWdFHWAcH#TnEdChat#DivergED#TeacherMyth#cultured
A4: In my experience consistent weekly gathering and sharing of data in collaborative meetings formal, informal, and everything inbetween aligns all working supports for a student and that allows for some beautiful progress #divergED
#divergED we must find ways to make data Relatable and relevant...my answer may seem common but it’s NOT! Teachers are sometimes like students and loose interest quickly... how to we make educators accountable when it comes to data??
