Welcome #G2Great friends. Mad dash home from the airport and had to reboot wifi with 60 whole seconds to spare. Nothing like a last minute rush (literally) to make chatting with friends even more exciting! ❤️
A1. Students are the alpha, the omega, and the center!
Students,
Students,
Students!
All decisions!
All actions!
All planning!
All expenditures!
#G2Great
A1 When we stray from Ss needs we are making our work about other priorities. I do believe we can meet standards/curriculum AND be Ss centered it's about development & readiness learning & growth. @franmcveigh@DrMaryHoward@brennanamy#G2Great
A1 Kids would be the singular WHY. We do what we do to ensure the success of every child we are lucky enough to have in our care. They give us the energy to keep working in their honor day after day. #G2Great
A1. Students are the alpha, the omega, and the center!
Students,
Students,
Students!
All decisions!
All actions!
All planning!
All expenditures!
#G2Great
A1 Agreed! Gotta get to know each S on a personal level. 1:1 conferences are a great time to do this. Also, personalized learning is another focus. ☀️#G2Great
#g2great#LitBankStreet because they are the force of their own learning! We are all in the classroom but students become their own teachers and learners!
A1: If students aren’t our focus, we make teaching and learning hard and without purpose! Anyone can read a script; it takes a teacher to transform learning. #G2Great
A1: Without the students at the heart of our teaching, we have nothing. Student engagement and choice gives kids authentic reasons to learn new skills and strategies. Their passions and curiosities ignite their learning.
#g2great
#g2great#LitBankStreet because they are the force of their own learning! We are all in the classroom but students become their own teachers and learners!
A1 Every child who walks in our door deserves the very best we have to give. We don’t allow perceived labels to cloud our view. We keep our sights on our responsibility – the success of whatever child happens to be in front of us! #G2Great
A1 Some children will come into our learning spaces who baffle and confuse us. But the truth is that those are the children who have the most to teach us. Glean all you can from them because you will be better for it! #G2Great
A1: The better we know our students and know what they want to learn and how they learn, the more they will enjoy and value their educations. Make it about them! #g2great#LitBankStreet
A2, The heart and soul is the
partnership and collaboration
between Ss and Ts.
Voice and Choice
Not being told/required to do endless task after task.
Student - Centered
#G2Great
A 2 Listening, trusting, seeing class as ours and giving students choice and voice! Self-selecting books for instructional & independent reading. Collaborative projects, discussions. Negotiating expectations, room arrangement, etc. #g2great
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
A2 Student-centered learning means knowing kids deeply based on day to day formative assessments. Through this we celebrate who that child is TODAY while working toward who they WILL become with our gentle nudging. #G2Great
A2 When my Ss bring their lives to their learning in school. When they connect to texts and have authentic responses in discussion, writing, and mostly motivation. @franmcveigh@DrMaryHoward@brennanamy#G2Great
I love the way you said Alyssa. “attentive listening and active silences” with space. Beautiful Susie I think this is a wall quote @suzrolander#G2Great
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
#g2great@franmcveigh I so agree Fran. This past weekend at the Cotsen Conference- so much of it was about inquiry and curiosity. Keeping these things alive keep learning alive.
A2, The heart and soul is the
partnership and collaboration
between Ss and Ts.
Voice and Choice
Not being told/required to do endless task after task.
Student - Centered
#G2Great
I love the way you said Alyssa. “attentive listening and active silences” with space. Beautiful Susie I think this is a wall quote @suzrolander#G2Great
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
A2: When writing, students need choice beyond topic choice. In different writing units of study they need choice of genre, choice of how they structure their writing, and choice of audience. #G2Great
A2 Conversation. Reader-to-reader and writer-to-writer conversations between teacher and student and among students create an environment where everyone can articulate their learning needs and find the supports to meet them. #G2Great
A2 VOLUME. We know the significant role that increasing reading volume plays in student success for the most striving readers. Our first goal is to raise daily volume up to 500% for those kids (Guthrie) #G2Great
A2: Giving students agency over the classroom. What they want to learn, how they want to arrange the classroom, allowing them to pick their writing prompts.
Trusting they know what's best and holding them accountable for their goals.
#g2great#LitBankStreet
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
After an incredible day of subbing in 1st grade, chatting w/ #G2Great & #whatisschool taking a back seat. Sharing how 6th graders lead “Families” a community building forum. Kids from kinder to 6th stay in their group & meet each month. Students lead:
A2, The heart and soul is the
partnership and collaboration
between Ss and Ts.
Voice and Choice
Not being told/required to do endless task after task.
Student - Centered
#G2Great
After an incredible day of subbing in 1st grade, chatting w/ #G2Great & #whatisschool taking a back seat. Sharing how 6th graders lead “Families” a community building forum. Kids from kinder to 6th stay in their group & meet each month. Students lead:
A2 Student-centered learning is evident in a classroom where students have a voice, choice and are engaged in their learning because THEY want to know the topic or skill or subject. #g2great
A3. Time is more appropriately used when Teacher modeling of work then after Gradual Release becomes S choice. As Ss take on more responsibility for their learning, it's more time effective!
#G2Great
A 3 the question to reflect on regarding time is, Are you helping children learn & find their passions or are you covering curriculum & marching on whether or not students get it? #g2great
A 3 the question to reflect on regarding time is, Are you helping children learn & find their passions or are you covering curriculum & marching on whether or not students get it? #g2great
A3 We alleviate fears by alleviating what won’t maximize their success. Student-centered teaching is our responsibility. We are not defined by the grade we teach but by the way we support every child within that classroom. #G2Great
A 3 the question to reflect on regarding time is, Are you helping children learn & find their passions or are you covering curriculum & marching on whether or not students get it? #g2great
A3: When students are NOT at the heart of instruction, we may get proficient readers and writers, but they may NOT be passionate readers and writers. What good are skills and strategies if a student never wants to use them again? #g2great
A3. Time is more appropriately used when Teacher modeling of work then after Gradual Release becomes S choice. As Ss take on more responsibility for their learning, it's more time effective!
#G2Great
A3: Something I'm thinking a lot about since I'm in a class of 31 and each student has individual needs. How do you support every child and give each one the special attention they deserve? Need some help answering this one bc I just don't know yet!
#g2great#LitBankStreet
My favorite question, since I feel so strongly that “covering curriculum” is often not about students learning but accountability https://t.co/TzujGGHzbp#g2great
A3 We offer teachers support to become more student centered. We’ve focused on grade centered for so long that we must now shift the conversations we have in schools: what we do for THIS grade vs. what we do for THIS child. #G2Great
A3: Teachers have to see themselves as facilitators of learning as opposed to the deliverers of information. That mindset shift helps the student-centeredness. #G2Great
A3: When students are NOT at the heart of instruction, we may get proficient readers and writers, but they may NOT be passionate readers and writers. What good are skills and strategies if a student never wants to use them again? #g2great
A2: Giving students agency over the classroom. What they want to learn, how they want to arrange the classroom, allowing them to pick their writing prompts.
Trusting they know what's best and holding them accountable for their goals.
#g2great#LitBankStreet
A2: Giving students agency over the classroom. What they want to learn, how they want to arrange the classroom, allowing them to pick their writing prompts.
Trusting they know what's best and holding them accountable for their goals.
#g2great#LitBankStreet
A3 I think that the first step is supporting teachers in using daily formative assessment in their instruction. We can’t expect student centered teaching teachers don’t know the students in the first place. We have to start there. #G2Great
A3 No one ever learns anything without doing the work themselves. Kids must try their hand at reading and they need ample time daily to engage in that work. #g2great
A3: A key point in Student centred classes, mine at least, is that students are taking responsibility for their learning where they can. It frees me up to help those not quite ready for that move. #G2Great Back from the walk.
It is challenging Tina… but even with mandates and dictates we have to make choices how how we expend time. We may not have the pool of time we’d like but we can seize blocks of time! #G2Great
A3 there are always Ss who are naturally proficient or wonderfully prepared to center they’re learning. Learning to allow it to spread to those who are unfamiliar is the challenge. Working at it is the key along with being able to identify it as it happens. #G2Great
A4. Small group
Put Ss in leadership position. They learn the task and then teach to others.
Time = stop rushing (less in curriculum)
And again - Choice & Voice in final product or method
#G2Great
Nothing is more powerful than the connection we have with our students. We all want to be seen and heard and known. There is no substitute. #G2Great#LitBankStreet
A1: The better we know our students and know what they want to learn and how they learn, the more they will enjoy and value their educations. Make it about them! #g2great#LitBankStreet
A2: Giving students agency over the classroom. What they want to learn, how they want to arrange the classroom, allowing them to pick their writing prompts.
Trusting they know what's best and holding them accountable for their goals.
#g2great#LitBankStreet
A4 Unfortunately, we tend to form small groups at the beginning of the year based on ONE assessment measure. We can get to know students within heterogenous grouping in those early stages. #G2Great
I love the way you said Alyssa. “attentive listening and active silences” with space. Beautiful Susie I think this is a wall quote @suzrolander#G2Great
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
A3 It's critical that we acknowledge that we improve with practice. Readers and writers grow by reading and writing. This is the best investment of time we can make. #G2Great
I love the way you said Alyssa. “attentive listening and active silences” with space. Beautiful Susie I think this is a wall quote @suzrolander#G2Great
A1: Student-centered learning requires attentive listening and active silences. Students tell you what they know and how they learn if you give them the space to do so. #g2great
A4: Turn and talk partners during small group lessons are powerful. We listen as students discuss, problem-solve and teach each other. When they talk we can collect valuable formative data. #g2great
.@donohoe_kitty let's talk about second grade, soon. Are you having the best time? They are a hoot and a half. What a lovely blend of early childhood playfulness heading into upper grade wisdom. I'm in heaven! #G2Great#LitBankStreet
A4: Small groups can be beneficial to certain Ss who like that setting. What about those that feel constrained by a partner and want to be independent? Or the S that feels dragged along by a partner and looses confidence? How to get all involved? #g2great#LitBankStreet
A4: Voluntary small groups also make a big difference. Ask kids for possible topics for small group instruction, let them sign up, and watch how ownership of learning changes #g2great
Nancie Atwell
"Educational policy decision-makers must begin to bring children's literature from the periphery of rdg instruc to the foreground.” #G2Great
ttps://www.telegraph.co.uk/education/educationopinion/11911578/Its-time-to-take-a-hard-look-at-how-we-teach-reading.html
A3 It's critical that we acknowledge that we improve with practice. Readers and writers grow by reading and writing. This is the best investment of time we can make. #G2Great
.@donohoe_kitty let's talk about second grade, soon. Are you having the best time? They are a hoot and a half. What a lovely blend of early childhood playfulness heading into upper grade wisdom. I'm in heaven! #G2Great#LitBankStreet
A4 Student-centered applies to small groups too. Instructional supports like guided reading are not instructional cattle calls (Next. Next...) but forming groups based on layered support (more for students who need it most) #G2Great
#LitBankStreet#g2great Hi Kara- that sounds lovely to chat soon. I adore second grade. They are adorable and curious and they are excited about EVERYTHING! It makes me so happy!!! Lovely to talk to you.
A5. Student Centered - teach the Ss & have an expectation for Ss to lead Read Alouds and Shared Reading. Can be with younger grades or peers!
Begin with helping choose texts!
( @MelanieMeehan1 )
#G2Great
A 3 the question to reflect on regarding time is, Are you helping children learn & find their passions or are you covering curriculum & marching on whether or not students get it? #g2great
With small groups, support a student in modelling a lesson. Students use precise and appropriate vocab and methods to connect with their peers. #G2great
A4: Create equitable learning environments. Understand that not all students need the same type of support at the same time. Meet Ss where they are and keep your delivery of instruction flexible. #g2great
A4 Clear, up-to-minute data that informs our instruction/intervention. So many times we're tempted to go with a "gut" reaction to what we think kids need. We MUST rely on data that drives instruction.
#G2Great
A5 We could start by putting away the basal script that turns read-aloud into a question interrogation. Student centered read aloud means that we actually leave room for the child to lead the way. #G2Great
A4: Purposeful grouping and choices. It is about what the students need not what it might look like when you share the cute clip art groups on Instagram. #g2great
A4 Student-centered applies to small groups too. Instructional supports like guided reading are not instructional cattle calls (Next. Next...) but forming groups based on layered support (more for students who need it most) #G2Great
A3 I think that the first step is supporting teachers in using daily formative assessment in their instruction. We can’t expect student centered teaching teachers don’t know the students in the first place. We have to start there. #G2Great
A5: Simple things like involving students in the choice of the book to the more complicated scaffolding to success with Think Alouds and modelling. #g2great
We must have the same standards for choosing what we do on the whiteboard AND expensive technology as we would when we don’t use those things. Ido we reach for a book or do we reach for an iffy task. Big decision time but it should be an easy one! #G2Great
A5 let students share their wonders and encourage them to seek answers from other books and each other. Don’t let the learning stop with one book in one moment! #G2Great
A5 We typically think of read aloud/shared reading as a whole class experience but there can be great power in small group repeated opportunities (second chance) as well. #G2Great
A5: Let kids choose the ideas they track during interactive read aloud, have students lead discussions about their "big ideas." Ask students to lead the shared reading lesson. When we put students in the teacher role, learning grows exponentially #g2great
A5: Simple things like involving students in the choice of the book to the more complicated scaffolding to success with Think Alouds and modelling. #g2great
A5: I had a 5th grade teacher who read us a high level read aloud book and didn't expect us to take notes. Just listening. It was such a community building tool bc we all loved the book and loved talking amongst ourselves during the day!
#g2great#LitBankStreet
So impressed by a student yesterday as she planned her writing in a public conference @regieroutman. She said, “I’m a very good reader but not such a good writer” when I asked her how the conference had helped. Many kids know what they need if we listen! @titanchicklisa#G2Great
A5: Giving students some sort of responsibility/have them be in charge of something for or about the read aloud so that they can help teach their classmates! #G2great
A5 let students share their wonders and encourage them to seek answers from other books and each other. Don’t let the learning stop with one book in one moment! #G2Great
A5 Student-centered whole class means supporting kids in the context of the experience. Opportunities to turn and talk and forming collaborative discussion groups can support this process. #G2Great
A5 We typically think of read aloud/shared reading as a whole class experience but there can be great power in small group repeated opportunities (second chance) as well. #G2Great
With small groups, support a student in modelling a lesson. Students use precise and appropriate vocab and methods to connect with their peers. #G2great
I’ve decided that read alouds are the best underused “curriculum” package. You want math:get a read aloud, you want social studies: read, you want science: read, you want to build caring citizens: read #g2great There in a nut shell. You read, kids read. Mine for today
A6. Learning targets will be clear as accountability is handed to students. Deeper understanding. Really know content or process! Can name work, can extend work!
#G2Great
.@DrMaryHoward Of course students need to lead the way. It's their thinking we care about. We've already done the work. We have to leave the room open for their authentic responses and reactions. #G2Great#LitBankStreet
A5 We could start by putting away the basal script that turns read-aloud into a question interrogation. Student centered read aloud means that we actually leave room for the child to lead the way. #G2Great
A6 Daily assessment is everything! We can’t hope to offer student-centered support if we don’t really know students. Assessment helps us embed differentiated practices into our day to day teaching. #G2Great
A5: During read alouds, if a book inspires laughter or audible reactions, ask the group to turn and talk to their partner about which part was funny/enjoyable and why. Start cultivating preferences, analytical vocabulary, and metacognition. #G2great
I’ve decided that read alouds are the best underused “curriculum” package. You want math:get a read aloud, you want social studies: read, you want science: read, you want to build caring citizens: read #g2great There in a nut shell. You read, kids read. Mine for today
A5: During read alouds, if a book inspires laughter or audible reactions, ask the group to turn and talk to their partner about which part was funny/enjoyable and why. Start cultivating preferences, analytical vocabulary, and metacognition. #G2great
A6 Strive for authenticity in the ways we assess readers and writers. Ask: does this assessment reflect the ways we read and write outside of school? #G2Great
A6: Fun question, today I got some assessment results. As a piece of the puzzle it informs my decisions for intervention support along with the data I have gathered from conferencing. I know who needs the support and who needs to be let free to run a bit without me. #G2Great
A6: Besides tons of books at our fingertips, listening and watching are two of our most important teaching tools - The more we understand the “whys” behind our students' actions, the better able we are to support their growth. #G2Great
A6 when we assess our students, we discover their strengths and needs. We learn their interests. Then we know what provide and make available for students to grow them as readers and writers. #G2Great
Yes! Love ❤️ interactive read alouds that give students voice and also teach teachers! Also, teachers can ask students to suggest books for reading aloud. #g2great
A6 Assessments inform our choices if we don’t let numbers become the loudest voices in the assessment choir. Spreadsheets are a narrow one-sided and often flawed picture. Used in isolations, they may move us in the wrong direction. #G2Great
A6 - knowing what they know so we know where to go. Building on the known means knowing/assessing what is known first. Assessment drives all my instruction. #g2great
A6 Strive for authenticity in the ways we assess readers and writers. Ask: does this assessment reflect the ways we read and write outside of school? #G2Great
A6 I think formative/summative assessment is critical. I also think we pay attention to anecdotal data that lets us see, really see the child. This allows us to provide environmental support, emotional support and also to make decisions based on student interests as well #G2Great
A6 We need to be sure to include self-assessment and peer supported assessment in this process. We can’t be the only source of student feedback so these are essential assessment additions. #G2Great
A6 - one of the biggest shifts in my own professional learning through Reading Recovery training was the power of the daily running record. The power of daily assessments to inform tomorrow's teaching. Not marks. Not evaluation. Assessment. #g2great
A6: The worst feeling as a student is doing an assessment you work hard on and study for and then never getting feedback and never seeing that assessment used to offer support. We Ss at any age crave feedback!
#g2great#LitBankStreet
A6 We need to be sure to include self-assessment and peer supported assessment in this process. We can’t be the only source of student feedback so these are essential assessment additions. #G2Great
A7 This conversation is much needed in schools. The current barrage of basals, packages, scripts, & computerized programs has led to a serious ‘one-size-fits-all-ING”’ Some serious soul-searching around the folly of this view is in order. #G2Great
A7: This is something that all teachers should think about. I want to ensure that students are being taught material that is relevant to them and their lives and of course have them involved in creative activities (that can also be used as assessment!) #G2great
A7: Taking the time to really research more tools to implement a student centered so that I can be prepared when I have my own classroom! Put in work now so that I can pick and choose and change and try ideas out later!!
Thank you everyone for the ideas!
#g2great#LitBankStreet
A7 How can I pay attention to Ss lives outside class and bring that into the classroom to engage. What do they love? What piques their curiosity? What engages their hearts and minds? #G2Great
A7 Many teachers don’t possess the knowledge background to understand the process of student-centered teaching. This should be a critical feature of our professional learning goals. #G2Great
Reflection is like looking in a mirror. Are you looking to make adjustments where needed or to validate your thinking that everything is fine?! #G2Great
A7 Today when a student wasn’t ready to share, she wanted “let me see what the teacher means by that time”, Next go around she raised her hand. Decided her voice had something to offer. Remembering the gift of time for our different learners . #G2Great
A7 my goal this year is to support my students with their wonders. We are starting a “wonder window” to write the wonders we want investigate. I’m excited to support the journey. #G2Great
A7 I love looking back on our after-the-chat WAKES. I always see something new I missed in our fast paced chat. Stay tuned #G2Great@www.wakelet.com/@DrMaryHoward
A7 Everyone has given me a lot to think about tonight. I have to reflect! I will let you know in my blog post! Thank you for helping me to learn and grow #G2Great@franmcveigh@DrMaryHoward@brennanamy
#G2Great continues our 5-part series, Maximizing our Potential. This week we look at independent application. Please help us consider how to actively & meaningfully engage students as they work on their own.
@franmcveigh@hayhurst3@brennanamy
ALERT: https://t.co/hQ4tKbu6Er
A4 - in guided literacy groups, DAILY small group sessions with our struggling readers and writers. Equitable time - each group getting the time THEY need, not the same amount. Our struggling little ones need daily support to accelerate their learning. #g2great
Thanks so much for participating in our #G2Great chat tonight about
Student-Centered Learning!
So much to think about in this Part 3 of 5! See you next week
