#ECEchat Archive
We chat every Tuesday night at 8:30-9:30 pm CST. All are welcome, especially EarlyEd teachers, leaders & experts. Co-founded & moderated by @techwnancy @JessicaCabeen & @VealHeidi
Tuesday February 16, 2016
I missed my glad I am back. I am a GT teacher in TX.
Welcome to . Please share your name, where you are from & what you do.
Just for fun: What’s your weather like where you are?
Hello PLN my name is Nancy. I am an AP on a bilingual early childhood school in N. TX. Looking forward to the learning tonight.
Hey what is going on? Justin here from Baltimore. 4th grade teacher ready to learn!
Excited to join you all tonight! I am an elementary principal in Texas gearing up to learn more about EC -
Rossana Garcia, pre-k teacher, Farias❤️
Hi ! My name is Sara. This year I'm a vol in my friend's 5th grade class in Lake Tahoe, NV. Today was sunny - hoping for snow tom
Remember to include the hashtag so everyone can follow along.
And yes we had off today for ICE. I want to teach!
Hi friends! Heidi here, AP at a bilingual early childhood school in North Texas. I love & !!!
is in a Q/A format with Q1, Q2, etc. Mark responses w/ A1, A2, A3,...etc
Danielle K Tchr in AZ and the weather it too warm too soon. 81 here today!
Hey friends! I'm a Literacy Specialist from Texas ready to talk about extending the learning!! :)
I'm Juliana, I am originally from Colombia and I teach GT in Texas. Weather is great in Dallas.
Hi! This is Gabby checking in. I'm s first year teacher , so nice to meet everyone. I hope to learn from everyone. 😊😊😊😊
Heidi Mozoki, KGN Teacher from Baltimore. Today we did not have school due to extreme icy conditions in the am. Sun was out at 3.
Susie- Principal Bilingual Early Childhood School
Greetings from Austin Minnesota-I am a K Principal and it is beautiful here-almost 30 degrees today!
Welcome to tonight. I’m so glad you can join. ; )
Gracye McCoy MEd, NBCT EC Gen it's actually been unseasonably warm lately
Jessica, instructional coach for public Montessori (PK-3rd grade)...weather's nice, clear 60 degrees
Hello Victor from houston, Dual Language teacher
Hello Reba here from Dallas, TX Educ. Consultant with Houghton-Mifflin-Harcourt. Glad to be here!
Hi Justin! Welcome to tonight! So glad to learn with you tonight!
Rizza here from philippines K-3 T
I am excited to learn from you! So much you can bring to the table! :)
My friend, my mentor ; ) Welcome Ryan!
Hey Bridget!!!! https://t.co/Fwn92N3FN0
Hey friends! I'm a Literacy Specialist from Texas ready to talk about extending the learning!! :)
Tonight's is about "Extending the Learning" & is the 2nd chat in a series about Meeting the Diverse Needs of Students!
Hi John Fitzmaurice from SE MI. 30's and pretty balmy
Hello ! Bethany K teacher from Idaho
is here too!!!! How have I not been on this chat?! https://t.co/VS9i6OGtfM
Jessica, instructional coach for public Montessori (PK-3rd grade)...weather's nice, clear 60 degrees
Hey Ryan!! How's it going up there in your world?! Great to see you tonight!
So excited to see so many DL teachers! We started a DL program 3 years ago and now have 6 classes (k-2) in our school of about 900
Hello, Laura Balderas Houston Tx. Farias ECC
Teri Oliver wishing Indiana was closer to the great minds that participate in this chat. Looking forward to this topic tonight.
Hi Margarita & Sandra! I miss you two! Can we have again next week?
Lauren Scott here from McKinney, Texas! I'm a first-grade teacher feeling fine in this beautiful warm weather we've been enjoying!
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/f2hfzPGDHS
I was about to say how exited I am to add to my PLN tonight - but so far I already follow everyone - pretty awesome! So exited!
Jess Lahey, edu/parenting/child welfare writer @ NYTimes & Atlantic, English teacher. New Hampshire. My first !
Counselor and former preschool administrator
Hi, I’m Karen Nemeth - author/professional development consultant focusing on ELLs/DLLs in .
A1 Appropriately challenging Ss is the key to active engagement!
A1: All S's learn at a different pace, it is important to recognize those levels in order to teach.
I keep telling myself, "I’m going to make one of these cool intro images so I can be a cool kid like you too!”
Hey all!! Reading Recovery teacher and Instructional coach from snow covered Cleveland!
A1: All Ss need to grow..I need to know where all Ss are to help them extend their learning
Debby 1st grade teacher from NY joining . Approx. 17" of snow from last evening through today.
Did I already ask you where in NH you are? I grew up in Bennington VT and lived in Jackson/Bartlett for 5 years.
A1: We have to keep them motivated to learn while their minds are open.
Welcome to tonight. I’m so glad you are here Danielle. I always learn so much from you.
Girl I don't even know how you have all these GIFs ready, but I love them!
A1 Because learning is not “one size fits all” - and I wish we didn’t still have to keep making that case!
A1 Students need to be challenged! If they arn't they can become bored & disengaged in school.
My name is Erica & I'm an early childhood STEM educator. Teach at museums, preschools, daycares, libraries, & community centers.
A1. i think it is super important to advance those kids in need of more knowledge.Identify them by keeping close data
A1: To help Ss reach their highest potential.
A1 to guide the Ts as well as to keep learning interesting and engaging for the Ss
A1 we want all students to grow if we don't know where they are how can we support their growth. Everyone has a next step!
A1: ALL Ss deserve to be challenged! ALL Ss deserve for us to meet them where they are & excel! We want ALL Ss to crave learning!
A1: Students deserve an education which is as individualized as possible. In this fashion we need to ID their grows and glows early
yay New England! Nice to connect with you. :)
Hey Heidi! So glad I joined this group! LOVE my friends!! So many passionate, smart educators in here!
Hi Tara! So glad you could join tonight!! We are enjoying sunny/warm days too!
A1: So often in schools we have a tendency to focus on those well below, we MUST push those on target as well, all means ALL
A1. We need to meet all Ss where they are. Value what they know & guide them in their growth. Value their learning early on.
A1 If a child already knows the core curriculum, they should continue to be challenged & enriched in every way!
Teaching is ❌ about equality where all ss get same instruction,it's about equity.Give ss what they deserve. https://t.co/uyHN6aaURP
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/f2hfzPGDHS
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/SLDkt7wSOJ
LOVE! Even if Ss are meeting standards... Ts need to remember standards are the floor not the ceiling! https://t.co/80BkYBcur4
A1 we want all students to grow if we don't know where they are how can we support their growth. Everyone has a next step!
A1 I want every student to grow as much as possible in the time I have them at my school !
Operium, K teacher joining in late
A1: Ss need to be challenged at all time to never limit themselves and keep on wanting to learn more https://t.co/oOZyquEPfp
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/f2hfzPGDHS
. A1 Challenge, challenge, challenge! Always teach to their level and challenge them beyond...
Welcome Susie! So glad you joined tonight! ; )
I agree with you! Ss young, medium, and old all deserve to grow and have Ts who care about them! https://t.co/P7bnhC2HkF
A1: ALL Ss deserve to be challenged! ALL Ss deserve for us to meet them where they are & excel! We want ALL Ss to crave learning!
A1: So that they don't plateau! They also need value added
A1. Is important to motivate Ss and do not limit them.
A1:Meet Ss were they are. Expectations should always align w/ Ss readiness level Enrichment opportunities provide differentiation
I love that phrasing, the floor not the ceiling!
If only someone wrote a blog post about that...hmmm any suggestions?? https://t.co/y7PLQlPNbs
A1: So often in schools we have a tendency to focus on those well below, we MUST push those on target as well, all means ALL
Yes. Enough with the bubble children! https://t.co/MiPKNBn5SX
A1: So often in schools we have a tendency to focus on those well below, we MUST push those on target as well, all means ALL
When Ss aren't challenged behavior can change. You can prevent the unwanted behaviors w/ preparation & differentiation.
A1 Also important to identify in which area each student is ready for next step. Within each individual, one size doesn’t fit all!
Amen!! Differentiation is key! It will make the difference in a passionate, empowered Ss &a compliant one! https://t.co/mDOdUbYe6e
. A1 Challenge, challenge, challenge! Always teach to their level and challenge them beyond...
a1. To support enhancement and/or dig deeper into concepts and develop sparks at a young age.
Ryan, Jessica is huge here at We <3 her!!
A1: Ss must be challenged. It is important to individualize instruction to help all Ss to grow. One size does not fit all
there comes a point where students will do one of 3 things...continue to grow, plateau, or decline. We need the first!
Welcome to tonight. I’m so glad you joined in. ; )
A1 this is common mistake about DAP- developmentally appropriate means for individual - not for “all 6 year olds” or the like
I ❤️ this!! 😊 https://t.co/kHuHWEaLww
a1. To support enhancement and/or dig deeper into concepts and develop sparks at a young age.
A1 to make sure students' learning won't stagnate
Thank you. I'm so glad to be here with my friends 😄 https://t.co/GeOiDnN3ZT
Hi Operium! I'm glad you're here! I love to hear what you and your Ss are up to!
Yes yes! 👏🏽👏🏽 https://t.co/AqTNKomibO
A1 Also important to identify in which area each student is ready for next step. Within each individual, one size doesn’t fit all!
And also if they're not so strong in the core curri. Enrichment & alternatives might help them solidify https://t.co/ICEzC6mH0y
A1 If a child already knows the core curriculum, they should continue to be challenged & enriched in every way!
Hi Jessica! So glad you joined tonight!
Agree but as teachers we need to find their interests to motivate them to want to keep on learning https://t.co/0j0wwr8skJ
there comes a point where students will do one of 3 things...continue to grow, plateau, or decline. We need the first!
Yes, I agree. Those on target cannot be ignored.
Keeping Ss at the same level when they are ready to move on can make them lose excitement for learning https://t.co/Pk8A2GjaAm
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/SLDkt7wSOJ
hi everyone! Zherin from the Philippines . Joining in late.
Hi Julie! Welcome to tonight.
A1: Providing enrichment opportunities encourages critical thinking skills and inquiry. Meaningful learning.
Hi friends! Just joining..love all the comments that I'm catching up on!
Hi friends! Just joining..love all the comments that I'm catching up on!
Hi Karen. I always love learning with & from you at
A2: For our GT program, we use the NNAT and the CogAT starting in K.
Amen! https://t.co/u73sliIOg5
there comes a point where students will do one of 3 things...continue to grow, plateau, or decline. We need the first!
completely agree. Ts & Ss ensure growth by developing honest relationships based in understanding
A2 Formative Assessment. It should be "form"ing instruction. If not, why even have it?
Welcome Debbie. 17” is brutal. Glad you are staying warm with
A2: Ours is based on Ts observation and district assessments...more weight given to Ts input
Q2: Taking chances (when possible) at observing your own Ss and giving some great pre-assessments
great point! I love pedagogy! vygotsky has been dropped
yey! Another from philippines! Welcome to
Welcome Lauren to tonight. I’m so glad you are here ; )
a2. we use K Assessment for identifying readers for High Ability groups.
A2. I pay attention to what Ss do when you "aren't" looking. This tells you a lot about capabilities, interests & needs.
A2 authentic assessment! We use teaching strategies gold! Shows continuum of learning easy to see next step! Plan and reflect
A2: Progress Monitoring is a great way to identify Ss who may benefit from accelerated instruction. https://t.co/uBSPmi6Kub
A2: Constantly use formative assessments. USE data and create small groups around skills/interests/needs...
A2 - Know your students. If they can count to 30... Can they count to 100? If they know their letters/sounds. Can they read?
Ellis Enlow, Pre-K teacher from Los Angeles, late to the party tonight
It's important for us to keep pushing ss forward,if we don't we deprive them from what they are capable of. https://t.co/YnOxw7UAcW
Q1 Why is it important to identify those Ss that are on-track & ready for the next step in their learning? https://t.co/f2hfzPGDHS
A2 observations, results of assessment and the way they respond to the topic/lesson
A2. Pay attention to how Ss apply learning. Are they mimicking you or applying learning in their own way. Are they making conn.
Thank you, Heidi. Great to be here!
a2. Also have an awesome team that looks at underrepresented Ss who might benefit from Young Scholars
We keep good track of data with interim assessments all year, this way we know who to advance
BINGO! Ts who know their Ss and have good relationships will know when/how to accelerate them https://t.co/hxFVoNnoJH
A2 - Know your students. If they can count to 30... Can they count to 100? If they know their letters/sounds. Can they read?
A2: T observation & district GT assessment
Q2: Questioning and dialogue with student. Feedback from parents. Experience. Testing/evaluating.
A2: I use...eeny meeny miney mo - kidding, start with the end in mind, always a fan of using end assessments to find those ready
A2 I spend time observing my Ss' creativity, interacting w/ them, playing w/ them (yes, I said play) & forma/informal assessments.
A2. Formal and informal observation.
Perfect! Copying a T doesn't show understanding! Can Ss manipulate info to fit different circumstances?
https://t.co/Ke7VYUREfq
A2. Pay attention to how Ss apply learning. Are they mimicking you or applying learning in their own way. Are they making conn.
A2: It seems simple, but sometimes you just know! Classroom data, test scores, your observations - but sometimes you just know!
A2 sometimes they're the squirreliest and paying attention the worst!
Thanks! So glad to join in always!
A2 If a S can independently do the work I am currently teaching I engage with enrichment opportunities https://t.co/kUHh73sMsB
A2 mostly through close observation in a variety of settings
A2 But what about the child that ASKS to be in a group that gets advanced lessons. Maybe desire/motivation is enough?
A2 And sometimes you don't know. You take the risk and pull back if/when you need to.
Ss need more abilities than simply letter recognition. Track rhyming and syllabication skills as well,you'd be surprised!
A2: constant data monitoring, checking for understanding, and challenging student learning.
A2: multiple multiple multiple data sources which are balanced between multiple educators and multiple modes. Multiple modalities!
Thankfully in there are so many who do get it. We are somewhat preaching to the choir here https://t.co/v0azJZgvwK
A1 Because learning is not “one size fits all” - and I wish we didn’t still have to keep making that case!
A2: We have a "getting to know you" day where Ss make fun stuff w/Parents and we do a TON of great assessments--1:1, all in 1 day!
A2: Here is where digital tools like or help to make most of time/SS/assessing. Can be very eye opening
A2 Regular evaluations and informal observations .
A2 I wonder if anybody has a way to identify children who struggle w/ new language but need advanced content?
Hi Erica! So glad you are here tonight.
Great point! Montessori encourages Ss to join a lesson that they are interested in...3 yr olds love this! https://t.co/MUtuF9eVvA
A2 But what about the child that ASKS to be in a group that gets advanced lessons. Maybe desire/motivation is enough?
Asynchronous behaviors https://t.co/JCGbEanP4B
A2 sometimes they're the squirreliest and paying attention the worst!
A2=Multiple types of assessments to meet the individual needs and learning styles of students.
A2: Agreed-observation, work samples, and assessments-look for strengths across all of the data https://t.co/ig1ffzlm2E
A2 mostly through close observation in a variety of settings
A2 and many times the Ss make themselves known simply by their interest level and insights - then it's up to us to up the ante
A2:Pre-assessments, formative assessments, observation and conferring w/ Ss is a great way to ID Ss ready for accelerated learning.
Say that three times fast!
Q3: Coming up in 1 minute
A2 My son has a horrible time with stndrd tests but I know his potential. His score didn't fit the high group but his potential did
1/2 Maybe similar to content areas? When u want 2 know if they know content, only look at concept not writing, etc.
What Spanish programs do you guys use for reading instruction in PK?
So true! Constant observations assessment is the key! https://t.co/V0H8ONNpet
A2 And sometimes you don't know. You take the risk and pull back if/when you need to.
2/2 I'm not sure what you mean by"identify"- like figure out if S gets it because the language is making it hard?
A2: more individualized, differentiate our teaching, easier to identify Ss ready to move on, i.e. writer's workshop, small group
Hey Ben-Remo NV jumping in late
True. High ability students don't often fit the mold.
A3: It is not about more worksheets, it is about meaningful activities.
Regularly formal and informal data assessments to check Ss understanding and mastery of objectives
Why use standardized testing if it just impacts school funding and numbers? Not really about the kid... https://t.co/3uHdRhdWvx
A2 My son has a horrible time with stndrd tests but I know his potential. His score didn't fit the high group but his potential did
A3 proves to be challenging in K, but I try not to give MORE work but MORE APPROPRIATE work. Ss stop trying if they have more work
A2:Regularly formal and informal data assessments to check Ss understanding and mastery of objectives
A3: Ss select passion projects, Montessori extensions, going deeper with content using vertical alignment
Right - that’s what I mean! https://t.co/jezV7jYNd1
2/2 I'm not sure what you mean by"identify"- like figure out if S gets it because the language is making it hard?
Yes! We did it in 1st couple weeks of 1st grade. Used psychs, rdg Ts, Int. Ts, Volunteers, Speech Ts. Talk about data!
A3 according to their mastery level. They have to be constantly challenged or they will waste learning time
A3: Conferring and observing in differentiated learning situations, gives feedback on when Ss ready to move forward
A3: Tricky question: Do we look at pace, content, rigor or D-All the above? Those ahead need a challenge, which challenge is the ?
A2 not always about standardized tests-who are those out of the box thinkers? provide challenges https://t.co/VK44cknXRo
A3: In the springtime we also have a lot of Ks that go work in the lower el (1-3) classrooms
Small group instruction is the best. This way you advance them but at the same time use whole group https://t.co/kdGKAyPCnH
A3: The pace may not change but the content might.
A3 Don't pile on more/busy wk. That stifles a child! Let S's go deep into a topic that ignites their curiosity
Welcome So honored that you are joining from another hemisphere! That’s the power of Twitter! https://t.co/p7MJHliVI0
yey! Another from philippines! Welcome to
A3: teach to the top 25% while scaffolding for the rest, small group pre teach or extend through centers https://t.co/feEus0FUuo
Project based learning lends itself beautifully to extension and fast finishers. Create, build, imagine, transform!
A3: After modeling & practice, Ss self pace through choice & must do/can do activities. Differentiated & challenging to mastery.
A3. Dig deeper-not a race to the end of the text level but develop critical thinking skills that can be applied across settings.
A3: Upping the rigor in the same activities can be an easy way for these ss to feel more challenged https://t.co/Gf0arFKCZr
A3: Agreed, it is putting the student at the center of the learning, in control, Ts become facilitator https://t.co/pJ2sT7E6yc
A3: It is not about more worksheets, it is about meaningful activities.
hey Justin-hoping I make the tomorrow! stoked to see you here
A3: Not about speeding up instruction but rather increasing the time and depth of the material. Apply, synthesize, create, evaluate
Learning faster does not mean students have the depth of knowledge.
A3: Provide them accelerated instruction, time to explore & time to go deep into a passion topic.
Anyone using for advanced learners? We have started using coding with the Ks.
A3 First step is letting go of traditional “lesson plans” to support more flexibility and responsiveness
A3: I let them know our goals for the day/lesson and long term as well.
I forgot to say I am Lauren from joined late.
Our Head Start teachers use the TS Gold assessment too. https://t.co/EXjbygsCHD
A2 authentic assessment! We use teaching strategies gold! Shows continuum of learning easy to see next step! Plan and reflect
A3 sadly in my school we are dictated by the pace but in my case I adjust the pace to accommodate my Ss need
Let them express in L1, offer non verbal options to respond, show knowledge https://t.co/fXrOlJqokC
Right - that’s what I mean! https://t.co/jezV7jYNd1
2/2 I'm not sure what you mean by"identify"- like figure out if S gets it because the language is making it hard?
A3. Provide opps to apply learning in new ways. Allow Ss to explore & create new learning. Advancement doesn't mean new content.
A3. Small group instruction differentiation in learning work stations.
Yes we must always be flexible! https://t.co/8Hp3Wpeov8
A3 First step is letting go of traditional “lesson plans” to support more flexibility and responsiveness
A3 - supply all the tools for fast passed learners to excel. Small group to differentiate for those fast paced learners
