#TEDEdChat Archive
Sparked by the enthusiasm of teachers in the TED-Ed community, TED-Ed hosts #TEDEdChat on Twitter every Tuesday from 6-7pm ET.
Tuesday March 29, 2016
6:00 PM EDT
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Academic choice always worked well for me when I taught
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Setting goals with the curriculum and then letting students choose a path to learning it
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Give Ss problems based on standards to solve that have real world impact; give Ss primary source docs https://t.co/pQATqpakCU
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TED_ED: Q1 How do we blend rigorous instruction and student generated inquiry based learning? https://t.co/etuRWcstxK …
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Q1: students become teachers Socratic Seminar = high level questioning by students to students. Teacher just moderates.
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A1: Ts must allow questions time to breathe, to be comfortable in silence, & call Ss to the table to defend their thinking.
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become content experts and support student inquiry that guides them towards becoming content experts
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A1: a few grade levels have started genius hour which has let students generate questions, research, implement ideas and present
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yes! Use discussion & reading protocols w kids to engage n rigorous experiences
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Student created historical questions to facilitate debates using socratic seminars
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I would love to include that in my classroom!
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A1: provide a framework and tools but provide time for reflection and exploration on own learning journey to outcome
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A1 Allow students to make mistakes, but have them reflect on them and help each other find answers to their own questions
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A1: Ask questions that inspire individual inquiry and exploration...and further questioning. https://t.co/qlrTUdhih9
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I love the idea of "genius hour"
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I agree. S reflection is important. How do I make this happen n ur room?
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We ask questions that allow students to explore, reflect, question and research.
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A1 definitely encourage discussion but moderation doesn't just mean supervision; it means some participation
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so true-modeling is key. I like the book They Say, I Say as a resources for teaching academic questions
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I think we can be really bad at embracing silence. We try and bombard with 'talk' rather than allowing processing time
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I agree! It's important to provide some framework, but encourage them to explore & question
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what does a genius hour look in ur school?
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Silence can be so much louder than words. Encourage students to sit and ponder https://t.co/gkIyBAuqf8
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I think we can be really bad at embracing silence. We try and bombard with 'talk' rather than allowing processing time
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Q2 coming up in a moment!
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TED_ED: Q2 coming up in a moment!
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A1 have students create special topic/directed study projects as indv
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TED_ED: Q2 How can instructors blend student curiosity and mandated standardized testing? https://t.co/MwS0KRHojg …
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always let Ss ask questions during the lesson,give more freedom when it comes to the answers in the tests
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give the Ss the standard and then let them create the assessment with self reflection along the way
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A2 At the end of the day, you're teaching to students not to a test. Provide kids with resources and encourage discussion
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let Ss express their ideas instead of expecting a specific answer,add Qs in the test that had previously been asked by Ss
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A1 Ts have purposeful, consistent planning structures to plan lessons that embrace inquiry & allow struggles
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A2 Maybe teacher could introduce topic need for testing, students come up with questions they've always wondered about topic
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Q1:have student create/encourage the learning
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2 blend what is considered "standard/need to know" within media instructio of the subject...field trips...hands on
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This is always a good way to start and end a lesson. Always provide a safe space for questions https://t.co/CdxGZ73hNm
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A2 Maybe teacher could introduce topic need for testing, students come up with questions they've always wondered about topic
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are these two different skill sets? Grit to pull through standardized testing and protecting curiosity.
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what kind of planning / learning structures help this?
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Q2: have the students explore and self create curiosity in standardized testing
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A2 The test isn't the issue. It's all of the mandates because of testing that get in the way. https://t.co/UCuz0ylWnw
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Agree!! Especially for introverts who need more time to internally process.
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The test is partially the issue. The tests tend to be biased based off race and socioeconomic class https://t.co/iP1XpsPRnd
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A2 The test isn't the issue. It's all of the mandates because of testing that get in the way. https://t.co/UCuz0ylWnw
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very interesting chat at . Several of you have been thinking in these terms.
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teach necessary skill sets but give students the choice of how to demonstrate mastery A2
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A2 Through the planning process, Ts bring standards to the table & let them discover authentic learning.
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Use standard testing format but test over what is of interest to kids.
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use mentor texts to model what mastery of a skill looks like. Let students decide how to approach their own mastery.
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I am fully aware but it is possible to have a curiosity driven class in spite of a single test, mandates aside
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A2 - Tests/standards should be guides. Goal of lessons is to cover material, get Ss interested, and practice learning strategies
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I agree but you stated the mandates get in the way. Yeah, there might be obstacles but they can be overcome
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Yeah, not when those mandates dictate what and how teachers teach. This is reality
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A2: the barrier to curiosity is fear. if students are taught not to fear tests, then they are free to be curious.
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A2: Turn things on their head. Don't frame it as a 'standardised test'. Inspire exploration and inquisitive enquiry
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support Ts with daily planning time that focus on student data, standards, and authentic PBL units
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Mentor texts are key but have to be intentional and picked with students in mind, not just what Ts like.
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I don't know how you're teaching but it's fully possible
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A2: Promote and champion many different journeys to get to the same endpoint from the onset
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great thinking group! Energizing to think about keeping student curiosity at the center of my instruction!
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You need to experience a few places where it is nearly impossible because of dedicated time to remediation
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A4 Empower students and teach to their strengths. Use real life experiences.
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LOVE this https://t.co/DxhG2cg006
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use mentor texts to model what mastery of a skill looks like. Let students decide how to approach their own mastery.
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A2 Attend to the standards/verbs of standards. What can students DO to show mastery of the standards? https://t.co/OAWBvET6XC
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TED_ED: Q2 How can instructors blend student curiosity and mandated standardized testing? https://t.co/MwS0KRHojg …
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A2 plan with standards, embed authentic PBL and tests will take care of themselves.
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I try to connect as my disciplines within a lesson that are not specifically my discipline-"the mess" is the fun:)
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letting students see that answers are messy is step 1. Clean answers don't allow for curiosity and innovation
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I love how we plan one thing for class but it goes a whole different direction. It's a beautiful mess to have called learning!
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A3 Cont. learning from others...marry what I have to do to what I love to do to maintain and spread joy https://t.co/W9S4CrAlUr
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A3 Find, focus on & create opportunities for kids that will last beyond single moments
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what are your go to resources for sorting through the mess?
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Embrace it. Learning should be a struggle. Too often we save our Ss. Leaders need to support messy learning
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A3 Allow opportunities for Ss & Ts to explore their own passions and marry to standards also
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Embrace the mess. Eliminating mess means eliminating real experiences for Ss as thinkers & creators https://t.co/RGCXCwzyJr
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3 present that question to the students. They know more than given credit 4. How to learn 'content' & 'analytically'
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When teachers are talking/doing more than students, learning stops.
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totally agree. Maybe we should even celebrate failure or at least the resilience behind overcoming it
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John Moran, Academic Tech Coach, San Antonio chiming in a little late!
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A3 - If I don't think I'd be interested, I'll do anything to engage Ss. Tons of games, songs, stories, videos etc. out there!
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Those who are doing the speaking, reading, writing are doing the learning.
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A3: embracing risk taking, and sometimes failure, growing from both!
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right answers doesn't mean clean simple answers. Complex answers doesn't mean wrong answers.
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YES - Prof. Dweck will tell you the brain comes alive when supported failure is part of learning.
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I find that some of my students view collaboration or revised real time thinking as disorganized
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Educators can always discuss-share opinions to find new ways to teach a subject and increase the creativity in class
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Right answers take time. Some Ss need more time than others and that's ok.
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you are right. Key is supported failure. How do u help@Ss and Ts do that?
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A3 Allow students to fail in no-risk zones - where it won't destroy their grade
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I think through role modeling
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Important to build relationships w Ss and between Ss so they are comfortable trying and struggling in learning process.
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TED_ED: Wrapping up Q3, on to Q4
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District must embrace failure. Failure is an option.D leaders need to speak about it & model it.
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I agree --connecting with others in and out of the academic arena can help us to prioritize. https://t.co/mNE9kCFJNg
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Educators can always discuss-share opinions to find new ways to teach a subject and increase the creativity in class
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Q4 What routines do you implement to promote reflection regarding your instruction and student growth? https://t.co/kgsG9kVjS9
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In my class failing is learning b/c students can redo as needed until mastery. Students should feel okay to "fail"
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A4. I used to think, and now I think, and other routines from Visible Thinking, from Harvard Grad Sch of Ed
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TED_ED: Q4 What routines do you implement to promote reflection regarding your instruction and student growth? …
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A4 Allow Ss to share thoughts in groups, or write reflection journals, or artistically portray what they've learned.
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A4 I'm a student in college studying TED. that is a great idea!
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ask Ss for feedback during the lesson+after it but also give feedback to Ss,in order to do better each time
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A4 -we ask students to self-assess each learning outcome privately-teacher sees/acts on feedback https://t.co/e4HV1CWE53
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Q4 What routines do you implement to promote reflection regarding your instruction and student growth? https://t.co/kgsG9kVjS9
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A4 ....turn and talk too https://t.co/3yrjJoZcT7
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TED_ED: Q4 What routines do you implement to promote reflection regarding your instruction and student growth? …
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A4Ts have to plan for reflection. It doesn't just happen. We have to let Ss practice reflection
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Q4: I try to include quiet time-even if it's a few minutes/day. Not always easy to achieve, but it works! https://t.co/X7CSj7RdtE
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Q4 What routines do you implement to promote reflection regarding your instruction and student growth? https://t.co/kgsG9kVjS9
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4 i.e.: 2day is VNam Day. Discussion btwen vet, leave usa, sis that los bro, protester, 1 w/no view. Details w/tears
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A4 a quick activity that shows whether the students acquired the set goal
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A4 as a T, I look back at conversations in class. What were S take aways? Does that align with objective? https://t.co/vn95gzk5Ut
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Q4 What routines do you implement to promote reflection regarding your instruction and student growth? https://t.co/kgsG9kVjS9
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A1: Sry I'm late. Ask questions that require higher order thinking, student interests, and exploration!
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A2: Incorporate standardized testing into the curriculum. Develop student interest in standardized tests, so the Ss explore.
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A3: Every day is a trial and error. A perfect lesson w/1 group is a catastrophe w/another. Admit mistakes, reflect, and fix them.
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A4: I utilize exit tickets, different formats each day, for comprehension, engagement, and Ss are required to "reflect" on each.
