A1: Student growth is very individualized in my classroom. Ss work on a lot of project-based learning and hyperdocs that allow them to demonstrate their understanding in a variety of ways. Learning and growth is fluid in my classroom and individualized. #formativechat
A1: My classroom is quite individualized. Students work on different projects and activities, at their own pace, based on interest. That is why I love #PBL#formativechat
A1 I teach English, so growth in my class means making more sophisticated annotations, using more specific imagery, experimenting with new literary devices, giving more helpful feedback—and knowing when to use which strategies. #formativechat
A1: #formativechat For me, student growth is something over time to see students really interact with the learning target. Flipping the idea of "getting a grade in" to "watching a student's grade develop"...Grade and growth aren't necessarily the same.
A1 Student growth takes on many forms in my ELL classes. For some SS is is simply using a few words while for others it is communicating in oral and written form. Each student's level of determines what growth looks like. #formativechat
Love these as options, great ways to have time to work w Ss as they progress, and definitely helps with personalizing their learning too #formativechat
A1 – It involves being engaged in the process and risk taking. It can look different whether it is verbal, written, or pictorial. It can have different looks depending on the Ss. Lots of relationship building. #formativechat
A1: Growth also lends itself to a student-centered classroom, more focus on Ss learning rather than teaching, and more personalized learning. #formativechat
A1. This year, I have adopted Seesaw as an online digital portfolio to see student growth throughout the year. As the year comes to a close, I'm going to have the students take a look at their work, make a goal for the remainder of the year and forge forward. #formativechat
A1: Am a big of empowered Ss -- individual learners who are in control of their learning. Agency to such a degree that the instructor is no longer necessary. #formativechat
A1: My classroom is quite individualized. Students work on different projects and activities, at their own pace, based on interest. That is why I love #PBL#formativechat
A1: I encourage my Ss to revise their assignments to show growth. In workshop, we can trouble-shoot (not copy-edit), and I’m implementing a new rubric to better show growth (check yesterday’s blog). Ss also chart progress on our Grammar Quiz Friday quizzes.
#formativechat
#formativechat@vendi55 so right. You can't have growth without relationships. Students don't grow with out someone believing in them like flowers can't grow without water.
A1 – It involves being engaged in the process and risk taking. It can look different whether it is verbal, written, or pictorial. It can have different looks depending on the Ss. Lots of relationship building. #formativechat
A1 Wow great question right off the bat. Now I know I am in the right place.
Growth is pushing through in the toughest circumstances till you see the light. Even the smallest tree roots can break rocks over time. #formativechat
On Friday, I used formative results to show the students growth from formative to summative- as a team, as a class, as a student; they did cheer and give fists bumps. #formativechat
A1. Since it’s science, writing better and better lab conclusions that use terminology, explanations. It means retaking summative assessments when standards aren’t fully realized. #formativechat
@DMooreSpanish#formativechat . for me, I look over their ongoing progress in diff areas, we do diff assmts and also with blogging, I use stations to interact more and have Ss look at and make some reflections #formativechat
A1: Student growth is most evident in project completion. When students can synthesize and apply content in a cross curricular setting, students are displaying college and career ready work #formativechat
Greetings to #formativechat and #engsschat tonight. Please join us for the very first #APTeach chat on 4/4 at 8PM CST. This chat will be the first nationwide chat to bring those inside and out of the AP community together!
#TLAP#LearnLAP#LeadLAP
Craig from PA - Students who ask questions without prompts. Students who think about their learning, not about a grade. Students who come into class and leave class smiling. #formativechat
A1. Ss growth is evident in that my Ss are much more independent. They are learning to take ownership of their learning. Ss are teaching each other using and giving feedback and understand where they are as learners #formativechat
Great tool, lots of ways to use it and the digital portfolio is awesome, when my Ss looked back over their work on @edmodo they were really proud of their growth #formativechat
Growth is a relative term in the best sense. An individual learner may not learn and grow at same pace as others. Does not mean growth is not present, just at a different point of progress. #formativechat
Q2! What criteria do you use to measure student growth? (Exs: a percent, a mastery level, a standard, skill, learning target, curriculum strand...) #formativechat
A2 – I will uses data from a variety of assessment tools and methods including @goformative but main one is to just ask straight up are they enjoying the class and feeling welcomed. To me if that’s in place student growth will follow in other areas as well. #formativechat
Q2! What criteria do you use to measure student growth? (Exs: a percent, a mastery level, a standard, skill, learning target, curriculum strand...) #formativechat
#formativechat Growth comes from self-advocacy, reflection and trying new things. Taking risks, no matter the outcome. Problem-solving and being willing to collaborate and venture away from the barriers put in place. Student-driven learning.
We use @KidblogDotOrg and I have a variety of prompts, Ss choose and write and I give feedback, the choice of topic is theirs and they can build comfort as far a vocab/verbs go #formativechat
In reply to
@khart_espanol, @DMooreSpanish, @KidblogDotOrg
A1: I encourage my Ss to revise their assignments to show growth. In workshop, we can trouble-shoot (not copy-edit), and I’m implementing a new rubric to better show growth (check yesterday’s blog). Ss also chart progress on our Grammar Quiz Friday quizzes.
#formativechat
A2: Student growth is best measured in my classroom by thinking about the level to which I would like to see Ss achieve and then looking at what they accomplish on their own. Did they meet or exceed the expectations? If not, how can Ss get where they need to be? #formativechat
A2 I have moved away from percents and am starting to focus more on looking at each learning objective as a separate criteria. Next year I want to set my gradebook with LOs instead of just assignments. #formativechat
A2 We use standards-based rubrics—our department’s, based on what actual writers do as opposed to the three artificial categories of writing in the CCSS (argument, narrative, information). #formativechat
A2: I let my Ss revise assignments by reflecting. 1. I got this partially incorrect because...2. I now know... then they do the problem again. #formativechat
A2 - I use a combination of personal discussions without notes, Flipgrid, other apps and most importantly reflection from students in their work. Rarely is it tests and quizzes. #formativechat
So true- Ss look at growth from pretest to formative to summative and other checks along the way. Ss see learning as more of an ongoing process when growth and not grades are a focus- looking at grades in isolation is end game to them. #formativechat
A2.2 We also recognize that growth isn’t linear. A student attempting a more sophisticated thesis might use less imagery. A student using a new poetic device might not proofread. Just b/c you’ve mastered juggling doesn’t mean you can do it while riding a unicycle. #formativechat
A2. Depends on content...sometimes compare earlier work to current work...sometimes Ss explain learning orally or on flipgrid...sometimes test #formativechat
Yes! The feedback culture is oriented toward growth! Never finished. @CoachJonCraig shared this with us today: "I'm giving this feedback because I care about you." I've experienced feedback allowing my students to pursue growth and improvement. #formativechat
#formativechat I measure growth not by mastery but by understanding and recognizing the need for remediation or enrichment. Talking to them 1-1 in one minute check ins and listening to them collaborating. A test or quiz is a snap shot- observation & personal chats are movies
Q2! What criteria do you use to measure student growth? (Exs: a percent, a mastery level, a standard, skill, learning target, curriculum strand...) #formativechat
A2: learning goals, success criteria, and 'look fors' - use the same ones throughout and track their progress using a spreadsheet - did they use the DF to improve on the success criteria? How? Why? #formativechat
#formativechat Student growth doesn’t have to be be just about academics. It can be learning SEL skills and emerging as a leader. All learning is growth!
Heidi, Grade 3 Teacher- A1 Student growth looks like students becoming more confident, willing to take risks & make mistakes, and becoming more independent. If these things happen, academic growth will follow. #formativechat
A2 #formativechat you have to go with the learning target and skill. That is something you can always loop back to and redo. The percentage fix is inflation. It's the learning target and skill that becomes long term application
Q2! What criteria do you use to measure student growth? (Exs: a percent, a mastery level, a standard, skill, learning target, curriculum strand...) #formativechat
A2. Schools uses percents but I use proficiency standards on a rubric with multiple reassessments. The new grade replaces the old when kids reassess. It’s fun trying to fit that into percents. #formativechat
A2: Perhaps the most impactful source of evidence of growth is the student. The learner who can articulate the evidence of mastery or the data related to progress -- this is the best form of personal growth. #formativechat
I’m headed in the same direction. I’ve found that realigning ir redesigning each assessment to a target 🎯 is a great start. I’m figuring it out so I can shift more to standards-based learning/grading in the future #formativechat
Is it the T or the S who best measures growth? If growth = a score then it is a T but if growth = understanding, application, thinking, showing evidence of learning, connections and action, confidence, agency, empowerment then it needs to be a team effort #formativechat
A2.. I measure Ss against the standards and track growth toward mastery. This is a tricky one for me because I’ve developed an asset lens over the years and try and find the growth in all Ss #formativechat
A2 I use the WIDA levels for both oral and writing to measure growth. These levels go from "Entering" to "Bridging" and show student growth in language acquisition. #formativechat
A2: As I'm reading the responses I notice that one content area mastery may very well be a skill in another, and definitely it varies by grade level. #formativechat
A2: Obviously the answer should be something objective. That said, I feel like the attitude, mindset, and disposition of student growth can be measured. Its just hard to quantify, but we can feel it and see it #formativechat
A2: So many layers to this question. Teaching ELA growth can be measured in consistency of use, growth can be measured in layers of application, growth can measured in moving along the process, moving from understanding to application to transfer of knowledge. . . #formativechat
You’ll be glad to make the switch. Assessment is easier to right/score and Ss have a clear picture of what content/skills they need to work on with rubrics. #formativechat
yes I am def intrigued by SBG principles. My school will never do it systemically, but I already tell my kids the LO so I think I can push it further to be transparent in my grading #formativechat
Growth can be incremental and should be celebrated as such. Some Ss will not have the great leap from non-mastery to mastery in the space of a course or term. But they're still progressing in learning. #formativechat
A2.2 We also recognize that growth isn’t linear. A student attempting a more sophisticated thesis might use less imagery. A student using a new poetic device might not proofread. Just b/c you’ve mastered juggling doesn’t mean you can do it while riding a unicycle. #formativechat
A1. My school would like me to measure growth in test scores and grades. I measure growth through feedback and reflection with students. If one scores 5 pts higher, but doesn't feel more confident or sure of WHY or HOW they did better, I dont call that growth. #formativechat
I think that this is what I treasure most... I have a student who never saw her self as a strong student because her grades were not all A's and B's, but she has shared that when she looks at her growth, she feels smart because she can see she is learning. #goformative
A3- Make a point to touch base with Ss often. Reflect on the academic and class goals they set at the beginning of the semester. Affirmation as much as possible and try to give positive feed’forward’ comments that recognize growth and encourage more risk taking. #formativechat
Growth can be minimal and seem insignificant but it is monumental. It may appear to be small and simplistic but growth tends to be slow and gradual. Any growth is important. #formativechat
I keep all tests in a folder to bring, but would love to start breaking the questions down by LO for Ss to analyze. Might try for last couple tests as a beta! #formativechat
Ah! That was the very first poster I bought as a new teacher.. so true! i.e. Rigor, Relevance... and must have the Relationships to meet & support the other 2! #formativechat
A3: Portfolios and reflection help Ss see their overall growth by having them to look back at where they were and giving them a sense of wonder and revelation of how far they have come. #formativechat
Yes! This is part of why checking for understanding/learning is so important. It gives you multiple data points to get a clearer picture of successes/growth areas. #formativechat
A3 Instead of putting feedback into the doc where the student wrote, we keep a running feedback doc so students can notice patterns, keep using strategies that worked in the past, and notice when to try a new strategy. #formativechat
A3 @SraSpanglish said something like practice practice practice and give feedback so it's almost impossible for them to fail. That's what I do. #formativechat
A3 celebrate the successes, and model risk taking, failure and reflection, keep pushing forward and show they how but they let them go and learn on their own too #formativechat
A3a Try to facilitate class with the idea that growth is like a 1500 meter run...not a 100 meter dash It does not matter when things kick in, just get to that point at Ss pace #formativechat
A3: That is what I love about my gamified structure. All things in there are additive and badges available as students progress. You may be at level 1 for something, but level 4 for something else. Ss choose their path. Once progress is shown it is always there. #formativechat
Reflection portfolios, Thinking Routine "I used to think... but now I...", student led conferences, mash up video of their learning over time. I'd LOVE for a class to use 1SE (1 second video) to record thoughts/ learning/ growth and reply every few months #formativechat
A2 - above all else, when we think about growth, mastery or assessing students it is never a one size fits all approach. Students learn at so many different levels, rates and motivations. It starts with relationships. Without a strong connection, forget it! #formativechat
A3 I took all the @flipgrid video responses that my Ss have done this year and put them side by side for each student. It was amazing to see the growth from Sept. to now. The Ss were amazed by the growth of others but didn't realize their personal growth. #formativechat
With long term standards tracking sheets. Looking at the test on day 1 of a unit and the day before it is given, comparing to a rubric allows Ss to plot where they have come and what they may need to prep more. #formativechat
A3: Perhaps a topic for another chat, but can't stress enough the importance of Ss setting learning GOALS. Thus, the focus becomes long-term, even if it extends to college and beyond! #formativechat
For those of you doing portfolios, consider asking your students to create them based on their own values. Read how: https://t.co/sQ9DwyrLJE#formativechat
A3 I use the phrase grapple and grow. As ts we know that learning is a journey. We need to remind Ss of that. Little steps towards the bigger goal #formativechat
Yes, it's so important to recognize this. Even if it's not quantifiable, you can still discuss it with students, celebrate it, and draw from it. #formativechat
#formativechat As a class we set goals, assess our objectives & essential questions. More importantly though, Ss reflect & self-assess. An A is a glimpse but on-going projects & collaboration is a continual path up to the summit. It is just as important to recognize the journey
A2. I use observational and student feedback data to determine mastery level of a skill to determine growth. I want to be sure students can articulate how and why they are now better at something. #formativechat
A3: Reflection of their learning strategies, the use of tools, their struggles and successes, their work and practice, reflection of their strenghts and needs.... Reflection! #formativechat
Opportunities for students to share their learning with others - beyond the teacher, beyond themselves. Widen the audience & increase their pride, voice, relevance.. help students see what they HAVE accomplished. #formativechat
I so love to do this. My Ss blog, and I have them for 4 years. Every so often I have them read their first posts, they all cringe, but readily see how far they've come. #formativechat
It's great that you discuss strategies that have worked and those that haven't! I also save student work samples, their questions and wonders and revisit later so Ss can see how far they've come. #formativechat
Our pupils forget most of what we teach them.They will however remember us their teachers forever.Lets be good and kind to them.A kind word can last forever #formativechat
A2. I use observational and student feedback data to determine mastery level of a skill to determine growth. I want to be sure students can articulate how and why they are now better at something. #formativechat
We have an exercise in chapter 3 of EMPOWER Your Students where students distinguish status goals from learning goals, identify sources of help in achieving their learning goals, and practice sending a help-seeking email. #formativechat
A3 #formativechat helping students to recognize overall growth is training them how to see it. If I want my athlete to run less than a 5 min mile, we do it over &over. The student sees the incremental growth & pines for that feeling of success. That's how winning is done.
A3- Make a point to touch base with Ss often. Reflect on the academic and class goals they set at the beginning of the semester. Affirmation as much as possible and try to give positive feed’forward’ comments that recognize growth and encourage more risk taking. #formativechat
A3: My Ss keep daily work logs and send biweekly emails home to parents (CCing me) to help reflect on learning and growth.
I detail my process at https://t.co/l5Acj1u5kh#formativechat
Perhaps the ups and downs can be as influential for an individual experiencing learning growth. These should not be discounted but rather used as motivation for the long-term journey. #formativechat
How I know I have grown- I see relationships I did not notice before- I listen more & talk less, absorbing new ideas (I like to talk) #formativechat I write & reflect a lot- I look for ways to improve constantly I am constantly climbing- when I look down on the scenic view- sigh
A2 - above all else, when we think about growth, mastery or assessing students it is never a one size fits all approach. Students learn at so many different levels, rates and motivations. It starts with relationships. Without a strong connection, forget it! #formativechat
Agreed, it is good to take time to look back over a period of the course and let them see how far they've come and also to plan for next steps #formativechat
The jobs our students will work in don't yet exist.We must teach beyond the book.Drop the textbook and teach students to think higher order #formativechat
A3. Google Classroom/docs allows students to easily create digital portfolios. Every few months, I ask students to read something they wrote from this year or years past and share observations. The growth is clear and often inspires them to improve a past story! #formativechat
A3. Google Classroom/docs allows students to easily create digital portfolios. Every few months, I ask students to read something they wrote from this year or years past and share observations. The growth is clear and often inspires them to improve a past story! #formativechat
Thank you #formativechat for such a great chat filled with ideas and validation! What a great way to start each week! Have a wonderful rest of the week and blessed spring break. :) #formativechat
