Intros: Tell us who you are, where you're from, and one non-school related thing you enjoy in the winter months. Be sure to add #EDpiper to all of your tweets and replies!
Dan, Business teacher from St. Louis. Non-school related thing I enjoy in the winter are some of the various cooking shows and time to catch up on other TV. #edpiper
Hey hey #EDpiper family! Jessica, Ed Specialist for Digital Innovation & Social Studies at ESC Region 12...I love making soups and stews during the winter...so comforting! 🍵 #eatreadlead
R1: I think Ss feel intimidated by their peers. They don’t want to seem like their idea is stupid or that they are brown nosing with their teacher. #EdPiper
A1: Who Shares? Ss who feel confident abt the topic, Ss who feel their voice is valued, Ss who feel safe enough to fail, the Ss given support and wait time #EDpiper
Howard from Silicon Valley. In the winter I'm into hating cold (meaning anything below 68 degrees F). I could add more, but they're year round things like eating steak. #edpiper
A1: Kids may hesitate to speak up in class because they are afraid of being wrong, judged by their peers, or maybe even judged by the teacher if there isn’t a relationship there. #EDpiper
I LOVE to grow stuff! These little plants came from seeds I took out of fruit that I picked up in a parking lot at Hutto ISD admin a few weeks ago. Someday they will be big strong pineapple guava trees! #edpiper#botanynerd
Hey #EDpiper friends! Running a bit late!
A1: Students that are comfortable with their teacher and class, know the content, and are encouraged to share ideas.
Holiday baking Championship, Good Eats reloaded, worst cooks in America. At least those that re on currently in season. We are Food Network junkies. #edpiper
A1: Kids needed to feel connection and safety in order to share their voice. Just knowing someone wants to hear what they have do say is huge! #edpiper
A1: Is your room a safe space to both succeed AND fail? Do they see themselves as a valued member of the community? Are you giving them the opportunity to share in different sized groups? Not every Ss likes sharing full class - peer-to-peer counts too! #edpiper
R2: Reasons for not—grade is for all students in the group. Some Ss will do all the work and others won’t. I have Ss work together, but they are responsible for turning in their own work. #EDpiper
Many factors may limit students from sharing:
1. Too much teacher talk
2. Intimidating environment
3. Frequent tasks given to work on in isolation
4. Activities are not meaningful to Ss.
These are just a few. #EDpiper
A2: Students don't work together because they haven't been exposed to it early and often, or personality conflict, or general lack of understanding. #edpiper
A2: Allow for various ways to share - small group, journals, 1:1 partners, online, etc. Make sure to add a variety of ways to share so all students have a voice. #edpiper
A2: Ss have to feel safe when sharing their work. I think that morning meetings are a good place to start. Students have a safe place to share and once that is cultivated, there may be no stopping. #EDpiper
A2: Collaboration requires trust, so there’s consistent relational work to be done. Also, teaching students how to collaborate through future-ready leveled rubrics with tracking can prove beneficial, too. #EdPiper
A2: I'm full inclusion so I have to be sensitive to some Ss not doing this under 'all' circumstances.I smiled & sed it was ok for 8th gr's to cry in Sci class cuz I was gonna destroy them in robot wars. They teamed up, beat me, delivered a box of kleenex w/ the bot. #edpiper
A2: Love the perspective from this article...tching Ss as a whole group first and then moving to smaller partnerships...especially fond of sentence stems #EDpiperhttps://t.co/F4AOMUOcd5
Reasons students will-won’t participate: relationship w teacher, peer pressure, nerves, trying to impress a boy or girl, interest in the lesson, comfort level, class atmosphere, background knowledge, someone made them feel stupid last time they spoke up #edpiper
A2: Ss are reluctant to work with others bc many times, the way we facilitate group work is broken - it doesn’t even model what they’ll do in the real world! We use Scrum for group projects so that EVERY S has ownership, buy in, and a way to meaningfully contribute. #edpiper
Some of my Ss are still rigid. They have a model in head & can't deviate from it. It changes w/time but I'm dealing w/various development delays. Some are quite invisible. #edpiper
This is a fantastic list. Very specific. I’ve seen students who were amazingly engaged in one room and completely disengaged in the next class. #edpiper
A2: We use Kagan Cooperative Learning in our classroom on almost a daily basis. The kids learn how to talk to each other, how to share ideas, how to truly collaborate, and how to be respectful towards each other. #edpiper
A3: You avoid what you may fail at...Ss who fear writing or oral presentations need scaffolded supports to help get them to a goal point...slow progress is better than no progress #EDpiper
A3: So many reasons! But, in order to help, we have to understand each S’s individual situation. In order to help, we have to ask. Then, have the S help to brainstorm solutions and supports they need to be successful. And provide them! #edpiper
I've said this before tonight, but so much collaboration between students is about being right or best because that's what school facilitates as a largely individualist enterprise. We need to work to make school more collective: how do we make meaning together? #edpiper
A3 A lot of students struggle with oral or written collaboration because they may not know what they don’t know. Directly teaching how to collaborate and ways to help one another can be helpful. #edpiper
A3: Many avoid oral communication/presentations because they don't like speaking to crowds. Presentations terrify them. Written communication because they feel they don't write well enough. #edpiper
R3: so many of our Ss type, write, and speak in text language. They don’t have a grasp on grammar. There isn’t a huge emphasis with proper grammar in ELA classes. They will text all day, but writing a 5 paragraph essay is impossible. #EDpiper
A3: If they feel uncomfortable with one or both, or have a deficit in one or both, might cause refusal to complete tasks. Giving kids a choice in how they show their learning might help ease their mind, helping out later when they need to practice in one of those areas. #EdPiper
A1: if Ss-teacher trust is in place and there is a sense of family in the classroom, even the quietest of students are able to become engaged. #EDpiper
Some students are afraid of what others made think of them. I think it goes back to your classroom community. Students need to know they can share and feel comfortable doing so. #EDpiper
And recognizing that the emphasis on individual achievement is a largely white middle class value - expanding to include more collaborative learning opportunities is a way to increase equity (and builds Level 5 Leaders ala Jim Collins’ Good to Great). #edpiper
A3: Many avoid oral and written communication because they are limited in knowing how to share ideas. It is important for us to give students multiple ways to participate and support them in doing so! #EDpiper
A3: Anxiety (clouds the frontal lobe). Executive functioning, can't put knowledge in sequence. Visual motor integration - handwriting is like lifting weights. Voice to text, video record w/o being in the vid, sit 1:1 & interview them, simply submit a slide show. #edpiper
A3: This goes back to comfort level. If the student does well with oral/written presentations, it is not a problem. It’s reaching the students that are not as skilled, providing explicit instruction and supports. #EDpiper
That’s a really big deal to kids! The don’t want to be viewed negatively by peers; that’s worse than just about anything they can think of in high school. Hard to break through & build a culture of sharing ideas. #edpiper
A3: Anxiety (clouds the frontal lobe). Executive functioning, can't put knowledge in sequence. Visual motor integration - handwriting is like lifting weights. Voice to text, video record w/o being in the vid, sit 1:1 & interview them, simply submit a slide show. #edpiper
I use Kagan strategies with adults because they can be hard to engage at times, too. They work for all kinds of students from all backgrounds and ages. #edpiper
How do we meaningfully encourage students to build working discourse communities where all voices can be considered + inclusive? I use the student-led, student-centered Harkness Discussion model in my class, which, over time, has led to more inclusive discussion. #edpiper
When we have Socratic Seminars, I'm always careful to have two backchannels: one using a notecard where students can respond to anything they hear + one on Twitter using our class hashtag. This reduces anxiety + lets them more fully participate. #edpiper
A4: I think we start by giving Ss a multitude of presentation modes...during #NCTE this past year I witnessed a Ss with speech difficulties/anxieties give a keynote using an iPad text to speech app #EDpiper
R5: I try to expose my Ss to different ways of presenting material. Writing is important, but speaking is important also. That’s where @Flipgrid can help tremendously. Doing presentations on @googleslides or on @WeVideo or @prezi are also important. #EDpiper
A4: Giving kid’s a choice in how to show their learning, like voice over video, apps like @DoInkTweets, @stopmotionmagic, @Flipgrid, and @Buncee help kids share their creativity in ways that are comfortable for them. #EdPiper
Right on! Part of me also wonders how much of this is because we're just not giving students enough processing time or teaching them multiple strategies for processing individually + with others. #edpiper
When we have Socratic Seminars, I'm always careful to have two backchannels: one using a notecard where students can respond to anything they hear + one on Twitter using our class hashtag. This reduces anxiety + lets them more fully participate. #edpiper
I think you hit the nail on the head when you wrote that the discourse communities happen "over time." For elementary students, it is something that you have to model and practice (Gradual Release Model) to get to a level where authentic learning occurs. #EDpiper
How do we meaningfully encourage students to build working discourse communities where all voices can be considered + inclusive? I use the student-led, student-centered Harkness Discussion model in my class, which, over time, has led to more inclusive discussion. #edpiper
A3: Anxiety (clouds the frontal lobe). Executive functioning, can't put knowledge in sequence. Visual motor integration - handwriting is like lifting weights. Voice to text, video record w/o being in the vid, sit 1:1 & interview them, simply submit a slide show. #edpiper
A4: Presentation and communication skills are critical. Helping students focus on what they are sharing with others is a challenge It’s not about the words on a slide.. it’s about sharing your ideas and relating to your audience! #EDpiper
A4: I try to hone in on the target. If it's Presenting then content doesn't have to matter. Once I assign'd Do Something You've Never Done for 2 wks, then report back: Hack iphone, food critic, photography, color nails. They present from an area of novelty yet choice. #edpiper
A5 The sky is the limit. Even having little ones be able to speak without interruption to complete a thought it vital for foundational skills. Being an audience member is just as valuable. #edpiper
Q5. What are some tools that help students learn to value and share their own ideas? What about when their ideas differ from their classmates' ideas? #EDpiper
I think more collectivist approaches can be beneficial in PBL + inquiry environments, which many of my classes are. I'm hoping students learn how to engage multiple perspectives + leverage others' funds of knowledge to engage at even deeper level. #edpiper
You are Sooo right, Jennifer. We have to reach each one, teach each one. It’s not so hard to get in their heads when they trust you and know you care. #edpiper
A4: exposing them to speaking out and giving them various opportunities to do so. I never force my kids to share but I always encourage them. In enough time they will be willing to speak up on their own. #EDpiper
Yep! It's definitely not going to happen instantly, so it's important to have a strong model, allow them practice, provide timely, usable growth-oriented feedback + let them practice again. #edpiper
A4: To start, don’t grade on pres. skills you haven’t explicitly taught/coached. There’s value in presenting work, but too often it impacts a S’s grade even when we haven’t taken time to teach them! We wouldn’t do that with a standard, we shouldn’t do it with a skill. #edpiper
R5: @tinkercad for creating 3D models, @WeVideo for creating videos that can be uploaded to @YouTube, @Flipgrid for short or longer explanations of concepts. Remember presentations are more than standing and speaking also. #EDpiper
A5: @price_steam has facilitated this through the utilization of @GoogleForEdu Applied Digital Skills for group-based and individualized DIYs. #EdPiper
A5: The best “tools” for Ss to learn to value/share voices is time to practice and teachers who effectively model/support student conversation. #EDpiper
Agreed!! Don’t set yourself and the Ss up for frustration by expecting something without first teaching/coaching...secondly do not hold the rubric back...expectations should be known up front #EDpiper
A4: To start, don’t grade on pres. skills you haven’t explicitly taught/coached. There’s value in presenting work, but too often it impacts a S’s grade even when we haven’t taken time to teach them! We wouldn’t do that with a standard, we shouldn’t do it with a skill. #edpiper
A5: We've used Tribes as a foundation. Now we use Cloud9World with older Ss & Maria Garcia Winters materials with the younger Ss. Set aside time for it. Have it school-wide. #edpiper
If we want students to speak up & share their ideas with confidence, it’s important to be specific in coaching them up for this expectation. Articulate students go far in life. #edpiper Here’s a great resource: https://t.co/ac4A8trwux
A5: something I just started is a readers response as a discussion board. Students post their own response to a book they are reading. Classmates respond to them, ask them questions, and leave them feedback. #EDpiper
Q6. Final thoughts on getting students to open up to share ideas? Any links to resources? Any links to share student collaboration or presentation opportunities? Sharing is caring! #EDpiper
A5: Adobe spark for graphics (voice), online movie maker (there's a few) for longer message. I have a Ss working on an inclusoin video. Started last yr. Have to finish. #edpiper
A5: With Kagan structures students often have to coach a classmate and may disagree with them. As their teacher I coach them and give them sentence stems to use when they are trying to come to agreement. The hope is that they take those into their daily situations. #EDpiper
A5: It’s critical to build in time/space for students to develop and share opinions. I love Socratic Seminars for challenging ethical convos. If we want a society where people can have kind, tough convos, (even when they disagree!), we have to start in school. #edpiper
We should probably also mention that students should have the opportunity to reflect on the rubric + their performance in order to offer a self-assessment. We should also honor their reflection + self-assessment as valid. #edpiper
A6: @carleeteaches utilizes participation in contests to motivate, develop, and refine students’ skills in audio and visual technology. Students are challenged out of comfort zones as they work together to design, edit, and produce. #EDpiper
A6: continue to work on connections and leveraging student voice. Visit these often through interest inventories, icebreakers and team building excercises... the safer they feel the more they share! #EDpiper
R6: keep searching for ways that Ss can become a voice in your class. It isn’t always tech engagement either. Sometimes it’s just a drawing or a Venn diagram that can show knowledge. #EDpiper
Yes! Self-assessment is critical, and research shows that - when done intentionally - it has the largest impact on student growth. Self-assessment/reflection must also be taught, and has to exist in a place where Ss aren’t penalized for honest assessment. #edpiper
Yes, reflection is a key piece that is all too often omitted during the learning process for the sake of time...that small amount of time could gain so much ground though. #EDpiper
A5: It’s critical to build in time/space for students to develop and share opinions. I love Socratic Seminars for challenging ethical convos. If we want a society where people can have kind, tough convos, (even when they disagree!), we have to start in school. #edpiper
A6: Ss on autism spectrum had usb stick w/vid game & USB 1 controller. Kept asking, I said NO. Finally he offered to include other Ss. "I'll give [name] the controller & I'll use the keyboard". I said yes, then bought the class some controllers. Inclusion trumps rules. #edpiper
Right on! I use grading conferences + self-reported grades in my classes, but there's a ton of relationship + trust-building that has to be done prior. I have to earn their trust; they have to know that their voice really matters + that honest assessment is safe. #edpiper
Last week I had sixth graders discussing the ethics of information during war time and next week seventh graders are talking about the impacts of equity (or lack thereof) in internet access/censorship. Kids CRAVE these conversations, and they’re more than capable! #edpiper
Thank you to everyone who participated in #EDpiper tonight! Keep making a difference in the lives of school children everywhere. You are doing so much for others!
Final thought: When we intentionally help students learn to value & share ideas, we must also intentionally show them how and why to listen. The best speakers are first great listeners. #edpiper
