#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday May 30, 2016
7:00 PM EDT
-
Happy memorial day everyone! starts now!
-
Welcome to everyone and happy memorial day! Please start by introducing yourself!
-
Mark Schlaudt 3rd grade teacher in Mi
-
Angela from SC, author and consultant, happy that the rain from Bonnie has finally stopped.
-
HS career and tech ed. & reading VA
-
We are going to be using the Q1, A1, Q2, A2 format today!
-
Hi Patti. We seem to be in the same chats! Nice to see you.
-
Welcome Patti! How's your memorial day going?
-
Hey Angela! Welcome back!
-
Hey Mark! How's the end of the school year going?
-
-
Very well, thank you. Relaxing.
-
Q1 is coming up soon in !
-
I'm looking forward to networking with educators new to me. TY.
-
Hello I’m Cheryl from Colorado. I’ve taught for 25+ years and now help teachers be the best they can be.
-
Brenda McPherson Fry, a teacher librarian in elementary school hoping to learn more about this topic
-
-
that's awesome to hear! What's your specific role?
-
Yes! Miss my colleagues and kids in NY!
-
hi, happy memorial day frm Pittsburgh, I teach span & Fr hummingbird robots
-
Q1: How can you help Ss gain a deeper understanding of learning objectives as they progress through the learning process?
-
Jeremy from Waverly HS Math Dept in Lansing Mi. I've been using for over a year now and love it.
-
Hey there Rachelle! Just saw you are presenting at ISTE! awesome!
-
Aloha! I'm Sean from NC. Happy Memorial Day everyone.
-
A1 stating the purpose several times makes sure that the Ss don't lose sight of the goal of the lesson.
-
that awesome! I'd love to check out any web resources you have!
-
A1: give them "I Can statements" for everything so they know exactly what they're doing!
-
Welcome Sean! Happy Memorial Day to you as well!
-
A1) I've moved my math classes this year to a more personalized level. Each student tracks their progress through the unit
-
A1: Tell them before you begin. We don't start a recipe for an unknown dessert w/out first seeing the picture.
-
A1 When the Ss clearly know what they are to do they are more likely to stay on task and enjoy the learning.
-
A1: personalized math class--allowing Ss to work at their level. They know their content & objective
-
That's excellent - abundant research shows that monitoring your own progress increases achievement!
-
A1: As they progress, remind them, connect w/real life skills, ideas they are already comfortable with.
-
my concern is that especially younger Ss don't understand learning obj. if we just write them on the board
-
Do you ever see that "I can" statements become rote and meaningless? I see this in some elem classrooms.
-
A1) Ss need to understand the objective and take ownership. Ts help Ss by posting, discussing and having students discuss.
-
A1 reinforce throughout, keep Ss going support them, facilitate and show meaning
-
differentiation is a HUGE first step to helping Ss understand what they are learning and why! https://t.co/ZjWjs5dJdK
-
-
A1: personalized math class--allowing Ss to work at their level. They know their content & objective
-
I used to ask my students to translate them into their own words - w my help if needed.
-
Def, which is why I wrote the Q :) sometimes language isn't kid friendly
-
A1:Teach.2 often Ts give Ss hw w/chapter 2 read & Qs 2 answer B4 having been taught. Have them view lecture at home. Flip it.
-
sometimes a question or aim is more engaging and relatable
-
I agree, but like anything you have to train them to understand why you write them. and limit them.
-
Yep! And even when Ts think they've written a S-friendly objective, it may still not understood!
-
A1: I found that posing overarching Q's that they can relate to in place of obj. can be more effective upfront
-
I think Essential Q's or adaptations of that idea can be helpful.
-
I like to have the purpose post for each content area. It's also a great way to pull out vocab https://t.co/y2kGaI6t9i
-
definitely agree! it's then about unpacking that objective
-
My Ss R shown state's objectives.Then, Ss help me create strategies/curriculum that make it happen.
-
-
A1:Student centered & lead, I'm the facilitator. They talk more, I listen more. They learn more.
-
having Ss input is so valuable
-
I like that idea of showing them the req'd objective and OWN it
-
Great way to unpack learning objectives so we are all on the same page! https://t.co/WmiAv6xVuD
-
-
My Ss R shown state's objectives.Then, Ss help me create strategies/curriculum that make it happen.
-
I also think it's great to bridge the academic language and content objective together. Helps all students and levels.
-
that's awesome! how do they make sense of more estoric learning objectives?
-
-
A1: Also, adding in the answer 2 the Q: why? Ss need 2 know why they R being taught things. If they don't ask,= not engaged.
-
A1(con): definitely! sometimes it makes sense to connect more to real-world why's and other times academic ones
-
Yes! Why is so impt. And "why" does NOT mean "because you need to know it next year."
-
Q2: How can you leverage what you know about specific students to personalize feedback and make sure they act on it?
-
A1: Select a student to read the lesson objs. on board and then we begin a KWL chart to begin making connections
-
A2 By relating the content to things they know and understand to help scaffold the new info
-
Along with learning obj/Q on board, I'd have Ss work together on problem in real-world context
-
-
I still think that may be insufficient. College and career seem distant & intangible to them.
-
And have Ss discuss why within that isolated relatable context before expanding context
-
A2:When u know Ss life goal, u approach weakness w/concern,no judgement. If they think, "U don't know me" ur wds not credible
-
A2) I can use prior student data to make further connections to the new unit. If missed we can reteach using those obj
-
Darn, yes, we need a sarcasm font!
-
A2) Providing just the right amount of feedback; not too much, not too little, but bite sized chunks to help reach next goal
-
I teach high school students, some of whom are taking college level classes.
-
A2: Recognize Ss strengths & provide suggestions for improvement = let Ss know how to take strengths and build upon them
-
me too! does this happen at beginning of year
-
A2 we learn abt Ss, can address needs, know learning styles, help, give suggestns, reinforce, fdbk
-
I have all of the I Can Statements. Just need to layout the board.
-
THIS! Honest feedback on strengths motivates and helps move learning forward! https://t.co/69h4qRF6HP
-
-
A2: Recognize Ss strengths & provide suggestions for improvement = let Ss know how to take strengths and build upon them
-
A2 By knowing what drives the Ss we can better motivate them.
-
nice that kind of differentiation extends to my questioning!
-
Not 1st wk, they R too nervous 2 digest it. yes, earlyon. I get so much buyin this way.
-
A2: Knowing Ss allowed me to decide in advance how much I wanted Ss to unpack a Q I asked them
-
-
A2: When u know the Ss, you make ur curriculum culturally relevant. They must know, you know them. Relationships first.
-
definitely! Teachers act as constants as they move from class to class and subject to subject
-
Relationships always 1st. No one learns from someone they don't like.
-
A3: What are the benefits of having Ss look inwards as opposed to outwards when they self-assess? How can you encourage this?
-
Q3: What are the benefits of having Ss look inwards as opposed to outwards when they self-assess? How can you encourage this?
-
definitely! and I'd add, help them find other motivations in this process!
-
evidence of past performance is key! It helps students see forest for trees! https://t.co/1D3icp9kBi
-
-
A2) I can use prior student data to make further connections to the new unit. If missed we can reteach using those obj
-
A3 to help foster self-reflec with the ss behavior I use , ss can set goals, see how they are doing daily/ weekly
-
-
Feel free to post multiple times! Q3 is BIG!
-
A3teach problem solve explicitly,& throughout yr. help lrn 2 identify problems. paraphrase their excuse 2 reflect their pwr
-
A2: Sometimes students don't know what they don't know or what they SHOULD know. That's where teachers come in.
-
A3: When they see its okay to own it, then we work on strategies 2 remedy issue. They know they can later do this w/out me.
-
A3) Ss have a growth mindset about themselves, they will be looking inward to see what they need to know, understand & do.
-
A3: Ss help create rubric by which they focus their chosen weakness.revisit & chk bck 2 see strategies work, if not, they fix,
-
A3 They learn abt themselvesm can self-direct, learn their needs, interests, how to focus on growth
-
So much of getting Ss to honestly self-reflect is seeing what they need in a positive light https://t.co/9cOdgoVxSQ
-
-
A3: When they see its okay to own it, then we work on strategies 2 remedy issue. They know they can later do this w/out me.
-
yes, b4 me it was middle schl, every1 did for them. its scary to have to do for themselves.
-
How can you encourage this growth mindset? Looking inwards takes bravery!
-
-
-
That's what it's all about. It takes a little time, but so worth every minute! https://t.co/NyFvsDicuA
-
-
A3: Ss help create rubric by which they focus their chosen weakness.revisit & chk bck 2 see strategies work, if not, they fix,
-
Q4: How can you encourage all Ss to fully participate in taking a formative assessment?
-
Great! All Ss @ my school write goals & responses weekly. MOST IMPORTANT, Ts read goals & give encouragement
-
Yes, used 2 being forced 2 recite weakness only2B lectured. I make it feeling-less, matter-of-fact, no lecture.
-
Create that risk-taking, failing forward classroom from day one. Help kids understand it's about them, not others
-
Definitely! I think building 1-1 learning relationships w/ students is a theme for this
-
-
A4) Make it a part of the process all of the time and I NEVER put the grade of the formative assessment in the grade book.
-
A4: tell grades r over rated but need to get in book. Always explain that i need 2 know if I've done my job. tsts R about me
-
A4: through modeling Ss know that's how they demonstrate their understanding. Ss are free to work with T or independently
-
. We had a little notebook we wrote daily academic and social goals. We checked at the end of the day https://t.co/vw5AIrtgqi
-
-
Great! All Ss @ my school write goals & responses weekly. MOST IMPORTANT, Ts read goals & give encouragement
-
A4: never take it for a grade and make it part of their everyday class work.
-
Learning is not linear but connections come w/context! https://t.co/RhVVFj7Ypm
-
-
A2: Sometimes students don't know what they don't know or what they SHOULD know. That's where teachers come in.
-
A3: It's easy to do, but using candy/ rewards as praise can undermine Ss intrinsic motivation
-
A4: they know if Flynn doesn't know what they know, she can't plan next lesson. It takes a month or so, but they "get" it.
-
definitely! Formative assessment from DAY 1 is such an important norm and can lead !
-
I liked to give side bonuses but agree that they shouldn't be confused with the reward of learning!
-
A4 allow ss to resubmit and learn fomr their mistakes instead of a one shot and done. helps take pressure off of testing
-
Yep! Our Ss aren't limited to just writing academic goals. In fact, we encourage Ss to write nonacademic goals
-
My 3rds really dug in2 writing probs 4 classmates 2solve. Ss focused on multiple correct ans & analyzed wrong
-
A4: i so wish the state would allow us 2 give 2 grades, 1 based on self improvement (growth) and the other to show relativity.
-
The grade they earn for the course is only reflective of the knowledge they've demonstrated, not how much work was turned in.
-
Awesome formative assessment technique! Student ownership, engagement, and peer assessment! https://t.co/PnHLnntuVT
-
-
My 3rds really dug in2 writing probs 4 classmates 2solve. Ss focused on multiple correct ans & analyzed wrong
-
absolutely I have kiddos who have told me how much it helps them "see what they understand"
-
A4: I teach to mastery up until the quarterly grades close. They shud be able to re-learn, re-assess.
-
A4 assessment tools like allow for more creative test that better show Ss knowledge and are less threatening.
