A1 #formativechat Students need to see and interact with their progress. Have them chart their growth and quantify it with rubric based feedback. Teach them to look for trends and growth.
A1: Start with what was done well, being very specific. Then move on to one or two areas that could use improvement. Allow for multiple revisions and acknlowledge the growth #formativechat
A1: Ts can give students feedback as an entire class through flipped learning and then Ss can take the initiative to watch the feedback and correct accordingly. #formativechat
A1-Don't focus on the negative/incorrect work. Focus on the positives and build from there. Ss are more likely to continue convs if they feel they are not starting at the bottom. #formativechat
A1: I think it's important that feedback to Ss is a loop. Not just T giving feedback, but Ss having a chance to respond, ask Qs, explain their answer and work, make changes and get additional feedback. #formativechat
A1: Feedback must be timely so students have an opportunity to grow and improve. Too often feedback comes too late for Ss to make connections. #formativechat
A1 I begin comments by saying what seemed important to the student in the content of the piece, since writing is first and foremost expressive. Then I frame critique in terms of strategies they could try next time as opposed to what went wrong this time.
#formativechat
A1: now that Iโm using workshops, I hold mini-conferences/chats with various students each day on their reading and writing to clarify or challenge them, recording notes in Google. This becomes personal and students are continually working instead of being passive. #formativechat
A1: I think it's important that feedback to Ss is a loop. Not just T giving feedback, but Ss having a chance to respond, ask Qs, explain their answer and work, make changes and get additional feedback. #formativechat
A1: Start with what was done well, being very specific. Then move on to one or two areas that could use improvement. Allow for multiple revisions and acknlowledge the growth #formativechat
a1| As a P, sometimes in lower grades, kids may not really understand the numerical part or the letter grades. #formativechat It may be more meaningful to communicate with them more, simplistic rubrics.
A1 Make sure that it is close to the assignment, ask them to give a self-assessment, do it frequently in the process and not all at once. Maket he feedback specific #formativechat
A1: I give my students verbal feedback. A chat which includes what worked and what didn't (from both our sides) and suggestions and discussion for next time #formativechat
A1: I like having the student do a self-scored rubric first, then I try to connect my feedback to the feedback he/she already gave him/herself. #formativechat
A1 Feedback needs to be specific, constructive, timely and collaborative. We need to move away from strict written feedback and focus on having one-on-one conversations. We need to build relationships around feedback. Be there for students. #formativechat
A1: We set goals together & track data for them. The goals are based on our TEKS and Ss are able to see what areas they struggle/thrive in. Ss give themselves a cardinal direction (N = help, W = I can teach others). We are all trying to get to the same destination. #formativechat
Thatโs an awesome idea! I like that they score their own work first and then you see how they view their work before you start commenting. #formativechat
A1: I like having the student do a self-scored rubric first, then I try to connect my feedback to the feedback he/she already gave him/herself. #formativechat
Showing them the data so they can see what you see will help them understand their progress and allow them to set goals. Often times, students don't understand where/how we get data. It needs to not be a mystery anymore. #formativechat
Having them assess on their own work first helps them gain a perspective prior to the feedbck. Builds ownership and allows for reflection. #formativechat
A1: I like having the student do a self-scored rubric first, then I try to connect my feedback to the feedback he/she already gave him/herself. #formativechat
I agree, but I have 140 Ss over 5 classes, can be difficult to give each feedback. Groups tasks & conversations help me get to as many as possible #formativechat
A1) Making the feedback personal and timely is the key. It takes building your classroom culture to make it really work, but that takes time. Don't wait for that to happen. Feedback is what best guides the growth process #formativechat
A1: Provide feedback that encourages growth and dialogue between T and S. having students keep a journal or pictorial representation of growth could build buy-in and encourage accountability. #whitmanwtps@masso_jodi
A1: one way I give feedback is after running essay metrics (Sheets add-on) I show them the data and the students and I interpret it and then they set goals. Takes something that was very subjective and gives them power over it. #formativechat
A1: Share learning targets w/ Ss upfront! Align them with the feedback you give so students can see connections across learning activities and lesson! #formativechat
I do something very similar after my summative assmnts. Have Ss self-assess, point out their strengths & areas for growth, reflect on their learning. Very valuable and a great way to keep the feedback loop a loop and not a dead end. #formativechat
It can be...thatโs why it needs to be a recursive process, so Ss can return to feedback on previous work when theyโre doing the next assignment and can apply what they learned. #formativechat
I agree, but I have 140 Ss over 5 classes, can be difficult to give each feedback. Groups tasks & conversations help me get to as many as possible #formativechat
#formativechat@OkemaForever you're so right and this thought process needs to transcend to the secondary levels as well. Good assessment is good assessment regardless of age.
a1| As a P, sometimes in lower grades, kids may not really understand the numerical part or the letter grades. #formativechat It may be more meaningful to communicate with them more, simplistic rubrics.
#formativechat@OkemaForever you're so right and this thought process needs to transcend to the secondary levels as well. Good assessment is good assessment regardless of age.
a1| As a P, sometimes in lower grades, kids may not really understand the numerical part or the letter grades. #formativechat It may be more meaningful to communicate with them more, simplistic rubrics.
A2: Ss can give Ts feedback through reflection slides, docs, or forms that make Ss and Ts pause and think of what was or wasnโt effective. #formativechat
A2: Ss give me feedback consistently because I am transparent with them. I ask them to take risks, because I take risks. I ask them to fail, because I fail. Ss should be seeing their feedback in a reflection of yours. #formativechat
A2 #formativechat Students can give teacher feedback regarding how they can showcase mastery of learning target whether it is scheduling a time after school for a retake or during PBL groups, indiv conferencing with the teacher about how and why something was successful for them.
A2 Make the classroom climate safe for Ss to give Ts feedback If you make it safe & welcome they will provide it...Ss are our best source of feedback #formativechat
a2| As a P, I'm not sure, when I did TA assignments though, ASK. Those end of class surveys are too late, ask, it's essential to improve learning environments. #formativechat
A2 I make sure to spend time with them and have conversations. I want to have open and honest relationships with my students so they feel comfortable telling me when things arenโt working in class or in life. They can tell me when a lesson just doesnโt cut it. #formativechat
A2: I ask questions all the time about how things are going (sometimes verbally, sometimes with heads down and fingers in the air on how we feel about the progression of class, sometimes an exit card of what works or not or what theyโd like changed) #formativechat
A2 People will only feedback to people they trust.
You need to create an environment where this is the case. You can do all the forms you like but without trust you just get "the right answer" #formativechat
Most definitely. Also, you gave me an idea here. What if they comment to each other with emojis? Ts and Ss could come up with a standard set to use and then add comment after. #formativechat
A2: I've asked kids to "grade" me every year. Have used the same Google Form every year to build data over time. Keep it anonymous, so they tend to be more honest. #formativechat
A2 Students arenโt always honest in their feedback: they might tell us whatever they think will get them a better grade or keep them out of trouble. #formativechat
A2 I hold weekly round table discussions for Ss to offer feedback about the classroom. I have become a better teacher by asking them regularly what they need #formativechat
A2 By having a relationship established first, they will trust in giving you honest feedback, but like anything, they will need to practice the skill. #formativechat
A2: It's important for Ts to actively open themselves up to feedback. Give students your work as examples and let them score it and offer feedback. They get a better idea of what they need to do but also get in the habit of offering feedback to you. #formativechat
A2: Ss can give Ts feedback through reflection slides, docs, or forms that make Ss and Ts pause and think of what was or wasnโt effective. #formativechat
A2: I constantly asked my Ss for feedback on various assignments, classroom procedures, reflecting on their success or failure, or even just how I could improve as a T. It was so powerful when their feedback initiated change. It's always about what's best for them! #formativechat
A2 Make it possible through a regular/iterative process as part of every lesson or lesson cycle. Share their feedback and changes or growth you have had based on their ideas #formativechat
#formativechat A2 Tou encourage feedback when you take the time to listen to Ss and their perspective on a skil. At times, it might not be exactly right, however, outlook the fact that theyโve grasped and build on that skill! Donโt shut them down. @katyisd#geinspires
A2) Sometimes it's as simple as asking for it. I like to use digital tools like @padlet or @google Forms for such. This gives me an idea to add to the awesome new @goformative Discussion Community for a new feature. Having something like this built in. #formativechat
A2: A quick ticket out the door at the end of the week asking the class for one thing you can start doing in class, one thing to keep doing, and one thing to stop doing. #formativechat
A2.2 I also instill the importance of effective feedback with Ss. You can totally not like the way we approached a concept or an assignment, but there also needs to be a suggestion for improvement. Ss need to think about the end game & goal before giving feedback. #formativechat
A2.2 While I do ask students how I might improve, I also look for evidence that theyโre using the class as an opportunity to explore what matters to them. What are they writing about? What are they asking questions about? How do they treat themselves & each other?
#formativechat
A2: Ss give us feedback every day, we "just" need to pay attention. Read the room, look at their faces and willingness to work for you. Build teh relationship and ask them in private. #formativechat
We have a formal evaluation students do of all classes each year and it is used in developing our goals for next year. However I feel the questions are too foreign to the students. #formativechat
Great point Ashley! I think that this act of modeling makes students more comfortable to give you the honest feedback that you need. I think it also teaches humility #formativechat
SO TRUE! Body lang is too often overlooked. When a S says "I understand" with their mouth but their body lang says otherwise, don't ignore it. Ask a better question. #formativechat
A2: Informal conversations are the best kind of feedback-conversations at the lunch table outside at recess capture the kids when they're candid and honest. #formativechat
A2: Ss give me feedback consistently because I am transparent with them. I ask them to take risks, because I take risks. I ask them to fail, because I fail. Ss should be seeing their feedback in a reflection of yours. #formativechat
Super important! These conversations lead to lowering the affective filter and grow a relationship built on respect and trust! @katyisd#geinspires#formativechat
A1. Giving feedback to Ss making it personal to each Ss so they can track their own growth on charts in classroom and record questions and comments they would like to ask regarding their growth. #formativechat
A2 Nearly every day, I have a few students frustrated at the very beginning of class, as they have not attempted the activity and I won't hold their hand to get going. Then they will start, and at the end, they say it really wasn't that hard. I call this feedback. #formativechat
A1. Giving feedback to Ss making it personal to each Ss so they can track their own growth on charts in classroom and record questions and comments they would like to ask regarding their growth. #formativechat
A2 I always have a 2 times a year survey to solicit changes to projects or style or things Ss likes or dislikes to keep informed on how I could improve. #formativechat
Yes! Students give effective feedback by simply putting care and effort into their work! It's important to create the environment for them to do this in. #formativechat
A3 #formativechat Student led assmโts provide an opportunity for engagement and ways to demonstrate learning for various modalities. Giving students a skill to showcase and autonomy to do that empowers their learning.
A3: Ts can help Ss create assessments through docs, slides, forms, etc. through question stems and grouping of learning vs. mastery groups. #formativechat
A2 Start with something informal...Explain how and why we should listen to each other and give feedback...Then agree together that helping each other serves everyone better in the end #formativechat
A3 Model, model, model! When Ss are part of the a'ment process they are more engaged & look for details not just big picture pieces of their work #formativechat
A3: We can help Ss by helping them understand standards. Standards can get wordy and kids have a wonderful way of simplifying what it is asking them to do. The benefits? Ss are no longer regurgitating information- they are now the designers of that information. #formativechat
A3 having Ss create assessments shows if they can comprehend/ analyze the content you are teaching. Itโs much harder to ask the questions then it is to answer them #formativechat
I agree with @CoachJonCraig - Padlet. Or, try Todayโs Meet, Exit Slips on paper, etc.. All that matters is that you are asking for them to reflect and think about their learning. #formativechat
A3)
Step 1 engage Ss in a conversation to tease out their interests
Step 2 find interests common to curriculum goal
Step 3 Send Ss off to find something out for you #formativechat
A2. Ss can give their feedback through many frms in classroom, verbally through Ss voice, survey, rubic, comment sheet with leads. Make it a safe environment for all Ss.#formativechat
A3 I love having students create assessments. It helps all students because it puts it in their language and they have to study to find good questions. I usually split a unit into parts and have Ss create questions on it. Always โค๏ธ the group who tries to outdo me #formativechat
A3 We can teach students how to develop assessment tasks that demonstrate what they know or can do. They can find their own models of excellence and create rubrics. Theyโre learning to think critically and creatively in designing and refining the task itself.
#formativechat
A3 Students need to be empowered with their learning. They need to learn how to take ownership. To do so, we need to let them take their passion and turn it into learning. We need to support their learning journey. #formativechat
A3: If students create the assessment, they are letting you know what the success criteria should be. It's telling if they are on the same page as you! #formativechat
https://t.co/J7rLKJLEJB beginning with the end in mind, Ss are positioned to take control of their learning! It gives choice, which they โค๏ธ! #formativechat
A3: Much like @MrsGuerrero307 says, teach students to read the standards, transform them into "I can" statements and have them come up with questions/answers that are tied into them. #formativechat
A3: What a great goal: Student created assessments! It requires a deep understanding of what they know and clarity in demonstrating that understanding. There would be some trial and error involved but there is learning in that too! Allows Ss to create new meanings! #formativechat
@MrsDeHaan1 I would love to know more about that if you are willing to share. Here is a blog post I wrote a while back about how I use Google Forms and Autocrat to begin the conv w/my Ss after a summative... https://t.co/B1ndFHx1Jh#formativechat
In reply to
@MrsDeHaan1, @Rdene915, @SchleiderJustin, @katyisd, @MrsDeHaan1
Don't forget, if you have time #formativechat, I am co-leading #LearnLAP in 5 minutes on Transforming Student Learning Experiences with @mr_meighen Join in the fun!
Agreed. @quizizz is so fun! The kids ask to use it again after they try it once. Mixing up all the formative assessments helps the T gauge what they know, but also how and in which way is best for Ss to convey understanding. #formativechat
A3 So many online possibilities. At the very basic level it is not about the tools but he type of assessment. When they know how to assess for learning they can better undertsnaing the process of learning. It is a "vicious" cycle. #formativechat
A3: Simply start with having Ss identify goals. Where do we want to be? How do we get there? Great discussions to be had, Iโll bet. The Ss have such great ideas!!!!! #formativechat
A2: involving Ss in how the culture of the classroom evolves is a start. Asking their input in the learning process and when we give feedback, asking Ss if our comments were helpful in aiding their focus on and attainment of established learning goals. #formativechat #
A2) Sometimes it's as simple as asking for it. I like to use digital tools like @padlet or @google Forms for such. This gives me an idea to add to the awesome new @goformative Discussion Community for a new feature. Having something like this built in. #formativechat
A3. If Ss are creating their assessments, we are empowering them with learning and letting them voice what they feel the criteria should be to be graded on. This allows them to desgn or create their own learning! #formativechat
Thank you for the great chat. I feel invigorated for another week of doing what I love and knowing others are out there with me doing the same. Letโs make it happen! #formativechat
A2: A quick ticket out the door at the end of the week asking the class for one thing you can start doing in class, one thing to keep doing, and one thing to stop doing. #formativechat
#formativechat@katyisd#geinspires I donโt attend the chats as often as I use to, however, I have said once and Iโll say it again, โThis Chat is the fastest and deepest Chat there is on Twitter!โ I love my @goformative Family! Always so helpful and humble!
Thanks for a great chat! Heading back to school next week after a leave of absence. Cannot WAIT to get back in my classroom with my kids!!! Be well, all! ๐๐ฆ ๐๐ถ #formativechat
A2 again: part of what we do as educators to constantly be reflective and thereby strengthen our instruction requires vulnerability on our part. That means asking tough questions and being OK with feedback contrary to what we would like to hear #formativechat#whitmanwtps
Thank you for the great chat. I feel invigorated for another week of doing what I love and knowing others are out there with me doing the same. Letโs make it happen! #formativechat
