Hi all! Phil Bell here—learning sciences prof at U of WA Seattle. I work on multiple NGSS equity projects & help lead @AcesseProject hosting tonight. Excited to discuss formative assessment & equity with #NGSSchat! It was great to see some of you at #NSTA18 Reno last week :)
Hello #NGSSchat ! I’m Heather from Oklahoma, & I’m a PK-12 #OKSci Coordinator for an urban district of about 20,000 Ss. Excited for this conversation tonight!
Throughout tonight's chat, we’ll be following resources from the @ACESSEProject developed in collaboration with education leaders from 13 different states, funded by the @NSF. You can follow us on Twitter and read more about the project at https://t.co/0b4f0FYhbl#NGSSChat
Please remember to include #NGSSchat in your tweets! We’ll be following a Q1/A1 format. Please respond to the question asked with an “A” and the number. Here comes question 1!
Diana Lennon from NYC checking in! I teach 9th gr Living Environment and SUNY-ESF in the High School Environmental Science course! and #MfAProud@MathforAmerica Master Teacher #NGSSchat
It can be helpful to follow folks in the thread as well... both to keep up with the discussion and to make new friends. (Lookin' at you, @richbacolor ...) #NGSSchat
A1: There are many different models of formative assessment in districts. Not all of them are consistent with the NGSS. See more in @ACESSEProject Resource A: https://t.co/yqD7iJRp2N#NGSSChat
Good evening from NJ. I am Jess Monaghan, K-12 Supervisor of Science #NBPS after teaching in-district for the last 5 years. I am also a trained #NGSS ambassador, and @SENCERnet member/advocate. #NGSSChat
Hi all, Jeanne Norris from @wustlisp returning from a @100Kin10 workshop in NYC on STEM teacher leadership. Chaotic day that began w lox in the Upper West Side and tucking my kid into bed late 5 minutes ago! #NGSSchat
A1: A resource the @ACESSEProject developed that can help people think about how traditional science assessments differ from 3D assessments can be found here: https://t.co/5v6vb6NrR5#NGSSChat
A2. I’m fascinated with Ss providing initial explanations through sketch model drawings & revising models as they gain new information & understandings. #ngsschat
A1 We build different kinds of formative assessments into our curriculum units that get used (exit tickets, conversations, short assessments, self-docs) to guide instruction. #NGSSchat
A1: I try to help Ts use the student work of modeling, argumentation, and explanation as formative assessment throughout the instructional cycle. #ngsschat
A1: I have used popsicle sticks gto call on Ss and track participation by ICT, gender, and trying to add some of these https://t.co/0BMy7Z63d2#NGSSChat
A1 It’s all the things! But truly, my favorite is LISTENING. Always be on the roam in the room so you can listen to Ss, especially for what questions they come up with “next” – it often reveals a lot about what they do an do not understand. #NGSSChat#GetUpFromBehindTheDesk
It's not too bad - only 9 pm. I volunteered to be observed tomorrow, so I figured if I was going to be up, I might as well join in on the fun here! #NGSSchat
A1: The companion educator guide on assessment, @theNASEM’s “Seeing Students Learn Science” is a great introduction to 3D assessment and is available free online: https://t.co/ssx6MfbH5p#NGSSChat
A1: I use formative assessments in the form of iterative models. An example is how you start with a conceptual model and have students incorporate academic discourse and then revise their models. It supports the inquiry and reflective process of the NGSS. #NGSSchat
A1 It’s all the things! But truly, my favorite is LISTENING. Always be on the roam in the room so you can listen to Ss, especially for what questions they come up with “next” – it often reveals a lot about what they do an do not understand. #NGSSChat#GetUpFromBehindTheDesk
A1: I try to use all types of formative assessments. If I'm bored, the students must be bored. I try a lot of different things to see where they're at. #NGSSchat
A1: I like to think of formative assessment as intellectual empathy - an idea from the Becoming a Responsive Science Teacher book. Really trying to understand where students are coming from, getting inside their head. #ngsschat
Hi, I am Autumn former MS/HS ELA/SS teacher now working with teachers at @Turnitin. Writing in assessments across all academic disciplines #respectthereserach#ngsschat
A1 FA is for learning and should be embedded throughout the Unit. It helps Ts and Ss know where they are in their learning. I loved “What Stuck w/you” Ss write a snippet to a question, all placed their sticky note on a board & we could quickly assess where we were! #NGSSchat
A1: love listening to them arguing over what the right answer is for their whiteboards but we also use Exit/entrance tickets with Google Forms #NGSSchat
A1: Loving Flipgrid or other video platforms for Ss to record their thinking. 1-on-1 interviews can hard to handle in ES, so thankful we can have the Ss share through video. #ngsschat
A1: Teacher use of Talk Moves to guide discussion, drawing models, writing, though this is most difficult from my observations. A tough alignment to ngss for curriculum development is guiding Ts to know what to do next depending on S answers in the form.assess. #ngsschat
A1: Last year, I wanted to improve my use of CCCs to develop formative assessing questions. Below is an example from my second round of attempts. It was really transformative in finding out what my Ss were learning, we met and discussed their answers. #NGSSChat
A1 It’s all the things! But truly, my favorite is LISTENING. Always be on the roam in the room so you can listen to Ss, especially for what questions they come up with “next” – it often reveals a lot about what they do an do not understand. #NGSSChat#GetUpFromBehindTheDesk
A2: Formative Assessment in science happens all the time and is shown in many ways. Sense-making notebooks have been my go-to as a way to see my Ss thinking. I love seeing their models, explanations, and even misconceptions! #CANGSS#NGSS#NGSSchat
I am a middle school (formerly high school) integrated science teacher in my 12th year of teaching. Working on my masters in STEM Leadership and hoping to help re-emphasize science education district wide. #NGSSChat
A1: Formative Assessment in science happens all the time and is shown in many ways. Sense-making notebooks have been my go-to as a way to see my Ss thinking. I love seeing their models, explanations, and even misconceptions! #CANGSS#NGSS#NGSSchat
This is a deeply felt problem in science education—where the content to understand is so beautiful, broad and detailed. It is really hard for passionate science people to make time for others to make sense of the natural phenomena THEY care about. It is a hard struggle. #NGSSchat
I like that idea. Instead of getting in their heads though, I wonder if it's more about creating space and culture where Ss feel good about making their thinking public and open to commentary? #ngsschat
A1 Today was a great day of listening to students having discussions during a gallery walk of models discussing patterns-- Ss thought about-what is similar in other's representations? What's different? What Q's do I have? Visible student thinking to inform next steps #NGSSchat
A2: We know building on prior knowledge is important, but building on students’ prior interests, experiences, and identities is, too! @ACESSEProject’s Resource C can help you and your colleagues learn how to do so: https://t.co/rXb4roIIWk#NGSSChat
This. Ts can feel like they need to teach a unit step-by-step, rather than trusting the data they receive to let them skip forward, hang back, or change course in another way. #NGSSchat
A2: Eliciting interests and experiences can in fact be seen as a form of formative assessment, according to the @theNASEM report, Developing Assessments for the Next Generation Science Standards https://t.co/qIFkuiV1P0#NGSSChat
#NGSSchat@MTU_MiSTAR units have 3D embedded assessments midunit that are truly learning opportunities for students. Didn't believe kids could learn from an assessment til I experienced it. Works cuz they are 3D!
A2: best thing about nature journaling is three questions: What do I see? I wonder... It reminds me of... that facillitate Ss reflecting on their own itnerests and what draws them to various aspects of nature #NGSSchat
Hi #NGSSchat—It is worth saying that all of the @AcesseProject resources we share tonight are created in collaboration with @CSSSupervisors & shared through @STEMTeachTools using your tax dollars. You've already paid for them in that sense. They are OER resources for broad use!
Great example of how formative assessment tasks "follow the contours of the practice" -- by having students do peer and self-assessment in the context of evaluating and revising models #NGSSChat
A1 Today was a great day of listening to students having discussions during a gallery walk of models discussing patterns-- Ss thought about-what is similar in other's representations? What's different? What Q's do I have? Visible student thinking to inform next steps #NGSSchat
A2: Ss doing project work and finding a biome, or organism behavior they are interested in for Ecology adn Evolution Units. So many ways to let them integrate what they like into learning! #NGSSchat
A2: Though I believe face to face convos are the most effective, I don’t always have time within a class period. I love using google classroom and the associated apps because it gives me a chance to provide individualized feedback for each student. #NGSSChat
A1: The companion educator guide on assessment, @theNASEM’s “Seeing Students Learn Science” is a great introduction to 3D assessment and is available free online: https://t.co/ssx6MfbH5p#NGSSChat
I love using this protocol even when presenting phenomenon. The students know that there is no right or wrong and the connections to the "reminds me of" helps them connect to the concept. #ngsschat
A2: best thing about nature journaling is three questions: What do I see? I wonder... It reminds me of... that facillitate Ss reflecting on their own itnerests and what draws them to various aspects of nature #NGSSchat
A2: I used standards-based grading to assess Ss, which meant they picked which task/model/writing piece demonstrated their ability to meet the performance expectation or the dimensions within it (with scaffolds up and down). They picked their mode of communicating ideas #NGSSChat
Hi #NGSSchat—It is worth saying that all of the @AcesseProject resources we share tonight are created in collaboration with @CSSSupervisors & shared through @STEMTeachTools using your tax dollars. You've already paid for them in that sense. They are OER resources for broad use!
A2: A chunk of my time is developing assessments with Ts, and one of our protocol Qs is "What might get in the way of Ss showing their competency?" Factoring in what could get in their way (writing, reading, comm skills, etc) helps find ways for all Ss to succeed. #NGSSchat
A2: I have a "sharing section" at the end of each @EDpuzzle I do, so students can ask me questions or share what they are having trouble with. Student self assessment is super important and helps build relationships #NGSSchat
A2 I am spending a lot of time thinking about discipline specific probes-- getting at students thinking about the connection between data + science ideas and concepts #NGSSchat
A2. “What if we have misconceptions about student misconceptions?” “What if we appreciated the range of student thinking before we judged it?” These two ?s 4ever changed how I approached student thinking & helped me see how much Ss bring to every learning experience. #ngsschat
Especially when making sense of a phenomenon! Reminds me of sharing related phenomena in the @nextgenstoryli1 routine. Makes for a great window into students initial ideas #NGSSChat
A2: What we need to do is to STOP using assessments, formative or summative as a tracking tool for honors classes in our elementary and middle schools. #NGSSchat
A2: I love using #MakingThinkingVisible routines in science. And I really appreciate seeing students analyze their peers work. There’s so much authentic synthesizing that happens. The feedback they provide or inquiries they pose help me understand of their sense-making. #NGSSchat
A3: Guiding instruction based on students’ interests and identities requires phenomena and design challenges chosen to connect to those interests and identities. @ACESSEProject Resource E presents a process for that https://t.co/BfDCtkEB7b#NGSSChat
A1: using Keeley probes and structures such as 4corners @CTSKeeley has shown our Ss misconceptions from the very beginning of each concept #NGSSChat#LISDsci
A2 Through transcribing rehearsal episodes w preservice Ts, we r seeing how effective talk moves r 4 eliciting extended turns n Ss talk and range of ideas! #NGSSChat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
A3: With gentle guidance, our kindergarteners identify a need in our community based on what we are studying, and embark on a service learning project of their choosing. This creates so much enthusiasm and student ownership. THIS is where our most powerful work happens! #NGSSchat
A3: To promote equity, students need a talk about how their own knowledge and experiences can help a class make progress on figuring out anchoring phenomena. The Anchoring Phenomenon Tool from @nextgenstoryli1 provides one way to do this: https://t.co/6Z9TXwupy9#NGSSChat
There were some great moments today-- such great conversations. Teachers are really doing such an amazing job trying new things, asking great questions themselves. It is such a treat to visit classrooms #NGSSchat
A2 students are allowed to use a range of modalities in order to demonstrate understandings. This is especially useful in our co-taught and EL classes #ngsschat
👋 all! I’m Alyssa Nemeckova. I teach 4/5 Gate combinin Palm Springs. I’m currently the Upper Elementary Director for CSTA. Stopping for a little bit tonight before I head to get my ankle looked at! #NGSSChat
#NGSSchat A3: Asking students is the best way to let their interests guide instruction— they are an expert on what interests them :) Do this through one to one conversations, community building activities, and interest projects!
A2. “What if we have misconceptions about student misconceptions?” “What if we appreciated the range of student thinking before we judged it?” These two ?s 4ever changed how I approached student thinking & helped me see how much Ss bring to every learning experience. #ngsschat
THIS is a beautiful example of why SERVICE-LEARNING focused education is so so so important... not just for our communities, but for student empowerment! #NGSSchat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
The first couple of weeks of school are spent getting to know my students; if I know them as people, I will have a better chance of connecting with them. I also try to think of things that I find interesting - they probably will find it interesting too! #NGSSchat
Since I said something similar to the official project twitter account, I must be right.
Giving the same answer as the teacher is all that counts, right?
#sarcasm#NGSSChat
A3 It is also important to help students develop science-related interests about things outside of their lifeworlds. Some anchor / everyday phenomena should focus on socially important global concerns. This is a diff way to promote connections to interests & identities. #NGSSchat
A1 & A2 This year we’re building a base of knowledge to solve a problem at the end of the year. My 6th graders do a lot of self-evaluation regarding what they know & tell me what they need to know more about; then I design learning experiences around those concepts.#NGSSchat
A2: There are so many differentiation strategies to help reach every student. With the new #NGSS what happens when their writing is not where it should be when students are explaining their findings? @ThinkCERCAhttps://t.co/aY1fg7sVYL#ngsschat
Also having roles that highlight both all types of personalities and learning styles. Social status is the "popular" person and academic status is the "smart" person. Having students name this creates awareness when having constructive conversations with students. #ngsschat
A3:I often ask guiding questions using google forms target students interest. We recently did an engineering project based on students’ future career interests. #NGSSChat
A3: Ask Ss about themselves and their interests, identify problems or phenomena that would be relevant, real world, and engaging. One of my favorites is getting “hangry”... I would kick it off with a @SNICKERS commercial #NGSSChat
A3) I'm gonna defer to @wandabryant for more expertise on this, but I think the #DQB and #QFT routines help use student questions to draw interest and identity out from the very beginning of phenomena-based instruction. #ngsschat
Loving the A2 responses. I can add that models paired with asking for an explanation allows students to express understanding in a way that's comfortable for them #NGSSChat
A3: Connecting it to something relevant/ current. I am doing Stanford's SCALE project with my 7th Graders with the final product being their own Hunger Games Arena. I wasn't sure if Hunger Games was still relevant, but it is! #ngsschat
A3 Real life teachers can't remodel an entire unit for individuals BUT we can tap dance and sell connections to student interests if we give lots of time to listen to their thoughts and questions carefully. #NGSSchat
I love the idea of focusing on developing interests, not just aligning with current interests students. Science should be a place where students grow! #NGSSchat
Anytime Ss connect the ideas they are having about a phenomenon we are exploring in class to an analogous phenomenon in their lives, it affirms for me why we all work so hard to bring the vision of the Framework for K12 #sciEd to Classrooms across the country! #NGSSChat
A3 LISTEN to Ss and give opportunities to ask questions. This needs to start by putting students first when planning for instruction and choosing locally relevant phenomena for the Ss. That will foster their questions. I think Max says it best https://t.co/9pFOy5l7B3#NGSSChat
A3: Agreed here. One example we use is to have Ss document their day via writing, photos, or videos to ID ways their school community could reduce negative human impacts. #ngsschat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
Welp, I think we should all be using it? Ts. Ss. I recently asked a group of curriculum directors to use this to compare the practices listed by NGSS, ISTE, and CCMath. It was a great discussion too! Let's all do more of this routine. #ngsschat
In reply to
@KerriWingert, @frizzlerichard, @sciresSoehl
A3: Morning meetings and closing circles are a great time to find out more about Ss, and get input into what they are curious/enthusiastic about. #NGSSchat
A2. “What if we have misconceptions about student misconceptions?” “What if we appreciated the range of student thinking before we judged it?” These two ?s 4ever changed how I approached student thinking & helped me see how much Ss bring to every learning experience. #ngsschat
Ahhh but the trick is accurately predicting what a diverse group will care about. Takes some trial and error and some intuitive and experienced Ts writing units. #NGSSChat
A3: #NGSS is about the 3 dimensionality & phenomena driven units. Relevant & meaningful anchor phenomena needs to be carefully selected to pique students’ interests & spark curiosities. The inquiries lead to guiding ?s for investigative phenomena & learning sequences. #NGSSchat
A3: Look to @Newsela text sets on Earth & Space Science: How Is The Earth's Surface Changing? or even Exploring Careers to think of the student's interest https://t.co/TteaOBaMMX#ngsschat
A3: I love how a Driving Question Board can be used in a classroom to get Ss to ask the questions and it really allows the T to see what Ss have experienced and what they're interested in! #NGSSChat
A4: It helps to have a variety of talk formats to promote equity and elicit all students’ ideas -- not just whole class discussion. Think and wait time is a formative assessment strategy; think-pair-share gives learners more time to think #NGSSChat
#ngsschat A3 this is the first year we have no honors classes. As compromise to sell parents on idea we said Ss could do extension activities for "honors" on transcript. So many Ss interested in side investigations! Best part is not all would have been placed in honors! Win!
A3: The biggest impression I get from listening to my students discuss understanding is their confidence level. It is fairly easy to intuitively gauge how confident a student is by how the enthusiasm and "knowingness" in their voice. #NGSSchat
A4: Talk Moves and Goals from @TERC’s Inquiry Project provide some things you can say to help build an inclusive culture of “figuring out together”: https://t.co/6zg6NsEfzK#NGSSChat
A4: It’s important to consider the language demands of emerging bilingual and emerging multilingual students when organizing for equitable talk: https://t.co/MfMUveWNvF#NGSSChat
Humble brag: recently had a teacher I've been coaching tell me how her Ss took a classroom forces lesson and were recreating it using their bodies on the playground slide at recess (safely of course). #whywedowhatwedo#ngsschat
Anytime Ss connect the ideas they are having about a phenomenon we are exploring in class to an analogous phenomenon in their lives, it affirms for me why we all work so hard to bring the vision of the Framework for K12 #sciEd to Classrooms across the country! #NGSSChat
A4: Remember that all talk draws on cultural ways of communicating, and is an important resource for science learning, in addition to helping you learn about what students know and can do: https://t.co/PaBgGJgQiK#NGSSChat
A4: This isn't actually an answer to the question, but highlighting a part of the question. It says "student talk" as opposed to "what students say". The focus is on the action/practice of the students and much if more so than the content of what they say. #NGSSChat
A4: The biggest impression I get from listening to my students discuss understanding is their confidence level. It is fairly easy to intuitively gauge how confident a student is by how the enthusiasm and "knowingness" in their voice. #NGSSchat
A4: Encourage students to use everyday language first while learning science ideas - Framework for K-12 Science Education, Chapter 11: https://t.co/FY7tAdjPFh#NGSSChat
Yes! Connecting classroom learning with something students see daily can make for a more meaningful experience. Or maybe they’ll take notice of it for the first time and begin to wonder more. Both are great results! #NGSSChat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
A3: if we are truly involved in inquiry with our Ss then Ss natural wonderings should be “lassoed” in by the T to capture the interests of Ss. #NGSSChat
A4: I think S talk is so vital to inform instruction, identify needs for differentiation, extension, or additional resources, but Ts need to carefully craft the right questions to elicit meaningful discussion. Design Q’s in advance & on the fly after listening. #NGSSChat
A great example of this is in the @nextgenstoryli1 sound unit. Ss were highly engaged with loud music making a window shake. They were not nearly as engaged with record player phenomena. #ngsschat
In reply to
@geererc, @philiplbell, @nextgenstoryli1
Senior project for enviro/civic action that is community based. It's great seeing what they find important/lacking/needed in community and how they go about creating solutions #ngsschat
A2: (and A3!) For me, an important thing to keep in mind was to aim to act as a facilitator. This discussion goals and teacher talk moves tool from #TERC and their #TalkSciencePrimer helped me to do that. #NGSSChathttps://t.co/3I1yYfynHl
Listening to how students are making sense of content is an essential part of practice. It is how I learn about student interests, relationship to instruction, where they are making progress or are struggling. And where I need to learn to connect to their world #NGSSChat
A4: I like listening for information about the pictures that are starting to form in students minds. The right answer isn’t as important as the thoughts behind it. #NGSSChat
Anytime Ss connect the ideas they are having about a phenomenon we are exploring in class to an analogous phenomenon in their lives, it affirms for me why we all work so hard to bring the vision of the Framework for K12 #sciEd to Classrooms across the country! #NGSSChat
A4: It all stems from oral language! The Ss might model, or write, or move their bodies, but their explanations connect back to can they talk about what they know. #NGSSchat
A4: From a curriculum dev. standpoint, talking to Ss helped me recognize a gap in my lesson plan. The S wasn’t walking away w the big idea I’d hoped the learning cycle would convey. Editing time! 😂 Really though, all developers should spend time seeing curr. in action. #ngsschat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
Yes, shared this the other day and will share again, because that first line gets me every time, “Talking is integral to human learning”!!!! #ngsschat#studenttalk#learning
A4: Remember that all talk draws on cultural ways of communicating, and is an important resource for science learning, in addition to helping you learn about what students know and can do: https://t.co/PaBgGJgQiK#NGSSChat
A4 I love using S talk. A trick I learned from @tiffanyneill is using all S groups in whole class discussion by strategically selecting group orders to talk so that ideas build and now ALL Ss have contributed to understanding. #NGSSChat
A3: Those two extra dimensions, attending to interest and identity, are reflected in this criteria on the @AchieveInc Assessment Task Screener: "The task provides ways for students to make connections of meaningful local, global, or universal relevance" #NGSSChat
A4: I think S talk is so vital to inform instruction, identify needs for differentiation, extension, or additional resources, but Ts need to carefully craft the right questions to elicit meaningful discussion. Design Q’s in advance & on the fly after listening. #NGSSChat
A4: We need to provide 3D experiences for students to talk about. Communicating is one way in how people reason and gather or synthesize information. By tuning into discussions, teachers can change the trajectory of the lessons based on needs.#NGSSchat
A3: Those two extra dimensions, attending to interest and identity, are reflected in this criteria on the @AchieveInc Assessment Task Screener: "The task cultivates or explicitly builds upon students' interest in and confidence with science and engineering" #NGSSChat
Yes! Connecting classroom learning with something students see daily can make for a more meaningful experience. Or maybe they’ll take notice of it for the first time and begin to wonder more. Both are great results! #NGSSChat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
A4 that whole idea of "eavesdropping" when Ss working on project or I have started "consensus building" on HW Q's or "Given Go's" part of lesson where students work out content on their own--watching who takes lead, who's willing to debate and who sits back #NGSSchat
A4: Talk structures help to support Ss talk and are so valuable in hearing misconceptions, identifying acquisition of academic vocabulary and scaffolding ideas from peer perspectives #NGSSChat@LISDScience
A3: Implementing Gold Standard PBL with students provides a flexible structure where student voice and choice is the driver. Students or groups can pursue a pathway following their own scientific interests. #NGSSchat
A4: Student talk allows me to gauge a student’s understanding and determine if they have achieved the lesson target, if not, I know I need to adjust tomorrow’s lesson. Formative assessment. #NGSSChat
I feel this way too when I see my Ts doing the same thing. It’s a great feeling seeing Ts become more confident and doing more to shift their teaching. It makes me so proud of them! #NGSSChat
Anytime Ss connect the ideas they are having about a phenomenon we are exploring in class to an analogous phenomenon in their lives, it affirms for me why we all work so hard to bring the vision of the Framework for K12 #sciEd to Classrooms across the country! #NGSSChat
A4: Using the Talk Moves from Terc Inquiry project was my game changer. Essentially question sentence starters for me, the teacher, to break out of the IRE trap and open space for student ideas to come out. #formative#talk#ngsschat
It is challenging! And time consuming to design, and it takes multiple iterations to get better at it; but when we finally figure it out... those student discussions will blow you away. And what works with one group may not work with all! It’s still so worth it. #ngsschat
A3 We watched the failed Soyuz launch last week as an anchor phenomenon to get started on rockets and space. After seeing other launches students started asking about the Challenger Disaster. Awesome chance to use their interest to drive the learning. #NGSSchat
I have been thinking a lot about the point in the Bang et al equity chapter that all teaching & learning fundamentally rests on having an intellectual relationship. The connection to quiet students rests on being in relation to them. #NGSSchat
A4/. Have to say that facilitating "productive talk" has been the single biggest equity activity in my classroom..it has realigned my initial "assessment" of Ss abilities many times! #NGSSchat
I LOVE that you mentioned this! I often ponder about our quiet ELs. How are they demonstrating their learning and as an educator, am I providing an equitable opportunity for them to share their insights? #NGSSchat
A4 I love using S talk. A trick I learned from @tiffanyneill is using all S groups in whole class discussion by strategically selecting group orders to talk so that ideas build and now ALL Ss have contributed to understanding. #NGSSChat
A4 I love using S talk. A trick I learned from @tiffanyneill is using all S groups in whole class discussion by strategically selecting group orders to talk so that ideas build and now ALL Ss have contributed to understanding. #NGSSChat
A4: Using the Talk Moves from Terc Inquiry project was my game changer. Essentially question sentence starters for me, the teacher, to break out of the IRE trap and open space for student ideas to come out. #formative#talk#ngsschat
A3 I think it is crucial to focus some anchor phenomena on compelling community endeavors that are locally meaningful. Students need to see science serving the interests of their community. This surfaces all sorts of personal connections to the science. #ngsschat
A4. Susan German coming in late from a Fellows meeting. One of the biggest proponents I have about student talk is the fact that after a discussion, students want to revise their work because the discussion brought up ideas they hadn't thought about. #ngsschat
A5: I like collecting video of how students engage in a lesson. Sometimes there isn't time during teaching to really unpack what students are thinking. Video where you can hear/see students is crucial, the teacher is less important #NGSSchat
A5: As a blatant plug, I will mention the importance of unpacking the three dimensions to make sure we understand the goals using NSTA Workshop tools adapted from the NGSA Project. #NGSSChat
And that Purple Book is helpful when you are doing the work. :-)
#NGSSChat
A4/. Have to say that facilitating "productive talk" has been the single biggest equity activity in my classroom..it has realigned my initial "assessment" of Ss abilities many times! #NGSSchat
A4 Really, it should drive the next T move. In a perfect world, Ts would have the freedom to adjust instruction based on S talk. Ss would understand that their learning, both what the "got" and still "need" matters. It's a shame when other pressures prevent this #NGSSchat
A5 All things @STEMTeachTools and I like using @CTSKeeley probes. The probes are great starting points for my Elem Ts that are not as familiar with science topics. #NGSSChat
A4: Using the Talk Moves from Terc Inquiry project was my game changer. Essentially question sentence starters for me, the teacher, to break out of the IRE trap and open space for student ideas to come out. #formative#talk#ngsschat
Right now a key challenge we face is how to support Ts who have never taught this content before. It is difficult to use formative assessment when you’re new to the material. It will get easier over time but many Ts get shifted around or leave the classroom. #ngsschat
A5: NGSS resources at the ES level are scarce. The frameworks give great guidance, but ideas or sparks are few and far between. I feel like the MS/HS community is more developed and is out there sharing. #NGSSchat
A5. Seriously in love with the STEM Teaching Tools. We discussed them tonight at the meeting. I believe we used 29 which is about writing 3-D assessments. That said, @CTSKeeley work can be made easily 3-D by asking for a CCC or using a FACT. #ngsschat
A3 cont. Students were amazed and confused by how calm the announcers were. "why are they not making a bigger deal out of this" "did anyone survive." "did anyone survive" "what went wrong" #ngsschat
A5 So many to list, but I have drawn from the examples in Ch4 of the NAP 'Assessment' book. And I love love love the 'Practices' book and the Stem Teaching Tools on assessment to name a few #ngsschat
A5: My PLC Team has used @STEMTeachTools to guide us through creating formative assessments, incorporating models, explanations and connections to Phenomenon. #NGSSChat
I totally understand your POV. I see so much power in lesson studies or PLCs where notebooks or student dialogues are discussed. Teachers are better together. 🤝 #NGSSChat
Q6: How do you work to make sure all FIVE dimensions (+Interest+Identity) of NGSS are incorporated in your formative assessments? (Share them!) #NGSSchat
While I'm thinking about it I want to get more classes using twitter with my students -- check out - Create Classroom Connections on Twitter while Tweeting the Science and Engineering Practices: #StuScience#Sci4allSshttps://t.co/tEgaMsIZOZ#ngsschat
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
A5: I told you there were too many to list. I hope multiple responses to a ? Are allowed! If you haven’t seen the Science Talk Flow Diagram it is packed with dynamite stuff from @educatordeb@KerriWingerthttps://t.co/EKe5nEFtR0#NGSSChat
Not yet, but teachers I've worked with have suggested this type of thing. It uses video in a more reciprocal way with students. It would help students become a part of the videotaping process and not feel like they're under "surveillance" #NGSSchat
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
Q6: How do you work to make sure all FIVE dimensions (+Interest+Identity) of NGSS are incorporated in your formative assessments? (Share them!) #NGSSchat
Also in this series is a bit of webinar jedi magic by @bpenuel - his presentation goes from his laptop in a car on the way to the airport, to his phone, and back to his laptop in the airport. Like who does that? #ngsschat
Ss building rockets. Start with asking about modifications. Then ask about what they think those modifications will accomplish on next launch. Then ask about which forces they are trying to manipulate and why they think it will lead to desired outcomes. #NGSSChat
A6: 5 dimensions of #NGSS!!! So clever! 🤩I start with... I have to be interested... if it cannot spark MY interest, then it’s not good enough for the kids. #NGSSChat
Q6: How do you work to make sure all FIVE dimensions (+Interest+Identity) of NGSS are incorporated in your formative assessments? (Share them!) #NGSSchat
Ss building rockets. Start with asking about modifications. Then ask about what they think those modifications will accomplish on next launch. Then ask about which forces they are trying to manipulate and why they think it will lead to desired outcomes. #NGSSChat
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
A4: Student discourse is an invaluable lens into thinking. Posing intriguing questions illuminates preconceptions, mental models, and reasoning. Probing questions elicit deeper thinking as students defend and expand on ideas. Talk is powerful formative assessment! #NGSSchat
Imagine the world of education if every teacher & administrator saw this as their charge?!?! I’ve begun sharing this across the state & hope we all do the same in our respective work. It makes me thrilled about the profession I’m in!!! ##NGSSchat#oklaed
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
The chat tonight has made me think of this article a few times. “Teachers who find their kids’ ideas fascinating are just better teachers than teachers who find the subject matter fascinating” https://t.co/jZ9ZtMXOeM#NGSSChat
A6: I think I include all 5 in engineering and design projects, but I don’t think I squeeze them all into a formative. Looking for examples of those... #NGSSChat
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
Imagine the experience of every student in K-12 education if all took up this charge to make assessment a caring practice! Tell this story to others with concrete examples! #NGSSchat#oklaed
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
A6. Ask students, "Where else might you have seen something similar to ....... (insert phenomenon)?" Use their answers to build your storyline. Turns out, a lot of students have questions about science which don't get answered. I get a lot of thanks from students. #ngsschat
Ss self-assessing repsonses, conferencing with T, getting verbal or written feedback with no numeric quantifier. It becomes a back and forth of “where are you at?” and “how do I help you grow?” rather than a 👍👎 and no human or brain connection. It takes time. #ngsschat
#ngsschat— I've been reading critical feminist work & thinking a lot about how assessment can / should be a CARING practice. I would love to hear what people think about this idea…
A2: Lots of talk in PD with second grade teachers about redistributing power and status; not responding to "evaporation" differently than "goes away," continuing to ask for more voices. Consensus that silencing can happen early. #ngsschat late.
A6: I've done an ac tivity posted long agao in @NSTA publication on drawing a scientist (usually einstein) & then flipping it by encouraging students to find a scientist with similar gender, ethnicity, etc as themselves! Insightful and empowering! #NGSSchat
