#txeduchat Archive
An informal learning community for educators worldwide. Our passion for learning and connected learning experiences help us to improve our teaching practices. #txeduchat features guest moderators every week.
Sunday June 19, 2016
Hi all! Helen from Houston here! 4th grade math & science
Welcome to w/ our host, ! Tell us who you are/what you do!
We are honored to have you here sir, thank you for adding to our conversation & learning!
First time guest ... Hope to learn from TX folks - Sylvia from Tampa, FL - HS Writing Coach / ENG dept head
It's been a while. I'm Princess and I teach 2nd grade.
Hey ! Kimberly, Reading specialist from north TX.
Make sure to use the hashtag so we can all "hear" your thoughts!
Howdy from Katy, Tx! Ready to get my inspiration on.
Ohhhhhhhhhhhhhhhhh I love Meredith from Florida ready to learn with you!
Thank you again for hosting Michelle, we are honored to have you lead tonight!
I'm Alana from TX, 6th grade math teacher.
Thank you Tom for the opportunity to share!
Hi! Ro, elementary school librarian for Mesquite ISD. Happy Fathers' Day to all the great dads here at ! https://t.co/RpEXHdFPHl
Great to have you back! Thanks for adding to the conversation/learning this evening!
Hello Everyone! Steven a Middle School Assistant Principal from Missouri
Following you had helped me learn and connect π Thank you! π https://t.co/WcnRf4bibG
Hi all! Helen from Houston here! 4th grade math & science
Hello, ters! Nikki from TX.
2nd grade Spanish Immersion T Hello fellows!
Good evening -I'm a business teacher from Katy.
Thanks! Hoping to get some screenshots of the convo and tweets tonight for a future blog post on using Twitter.
North TX lifelong learner passionate about
Teri from Texas, instructional coach
My daughters might agree w/ the Darth part Ro..... !
Jess, Teacher Librarian, Ontario, Canada
Long lost sir, long lost!
HI all, 4th grade teacher from CA
We will be using the Q1: A1 format for the chat. Please respond to your questions with A:1, A:2, etc.
we can also access this conversation later on in the archives?
Aww, I'm blushing. Glad to help you!
Misconception #2 and Nathan script out funny comments before each chat. This would be helpful but not true
Glad you are here! Lived in TX for 2 years-- I don't know how you make it through the summer heat!!!
Hi everyone! Liz here, GT Specialist from Coppell,but tweeting from Philippines today.Might be in & out. Not sure about the wifi.
urbie, instructional designer from Arizona
Jessica, elem asst principal from Central TX joining tonight
A1: I think it is when we jumble our "schema". As a child I always confused Columbus and the Mayflower.
A1)Misconception:
and only talk about Tacos.
A1. Misconception - "it" happened the same way for 10 of the 26 years I was a principal and then it changed? = shocked
Don't miss this amazing gathering of educators folks!
A:1 def: preconceived idea that is wrong: all new tchrs have to pay their dues with the reg classes https://t.co/Umg95OHPbJ
A1: An incorrect view or opinion. Misconception: Those who can't do, teach.
Hello everyone....Shana from metro Atlanta MS Tech Coordinator.
Jana Knight 1st year IC from Katy, TX
Tony Hancock, Bellville, TX
I think we talk about fake a lot
A1: Where we have a preconviced notion. 1 is where those are not my kids, (sorry but all Ss at my school are my kids)
A1) Misconception: More experienced teachers make better teachers.
A1: A misconception to me is something that is believed based on the evidence/perception that you have.
A1 a false truth; misconceptions are often believed in. Ex. "I'm not a reading T why do I have to sit through reading PD?"
A1 A misconception is a misunderstanding of content! Common: their-belonging to someone/ there-place!
Monica, Special Education teacher, Texas (Late to the party!)
Faige retired kinder teacher from sweltering Los Angeles a1 Misconception: even dry heat is still HOT!
A1: A perceived "reality". Often seen with how schools are defined as "good" or "bad".
There is the misconception that we are all sitting back in the sun and unplugged from Edu all summer.
A1) Misconception: Older teachers are not learners. There are many that strive to make themselves better daily.
who knows since we make so many chats look bad when we hold a fake one that is soooo much better
A1: def: the way something appears, but not reality. example: teachers have to know everything!
absolutely, but people really believe it!
Great way to frame it Jessica, I think we all have preconceptions at times
A1 A misconception is an interpretation of facts colored by your beliefs or experience. Something you always believed to be so.
A1: Misconception=having a wrong understanding about something/someone. Ex: Ts thinking they do not need to keep on learning.
A1: "It's okay to be bad at math." A misconception I'm trying to change.
Melynda, MS Interventionist popping over late for
A1. Misconception Ts should teach only and Ss should learn only! Both do both in every class as the best way to grow!
A1: mistaken idea/thought/belief. Example "Having ESE students in my classroom will distract others and bring down my scores"
Why would one want to be bad at anything? We're just not good yet! https://t.co/KtCGZrCrnJ
A1: "It's okay to be bad at math." A misconception I'm trying to change.
A1- A misconception is something we believe to be true without fact checking. Ex, if you're tall your good at sports.
A1 Something widely believed but not correct. All rectangles have 2 long sides & 2 short sides. Misconception
A1 For kids,misconception often lies in the why behind what they are seeing.They know what is happening, but not why.?
A1: Also the reverse can be said seasoned teachers are not willing to try new things. This is a big misconception.
Thanks! I'm just happy we had options. Others don't. Reminder to check on family + elderly during the heat wave.
that would be me. Not sure why people are surprised that I love tech!
A1: A misconception can be something that is a belief of many, but because of incorrect information or lack of knowledge.
A1 misconception that homework builds responsibility.
So much better if we are ALL learning in my classroom! Especially me!
Misconception: "I can't do math" Horrible attitude - too contagious https://t.co/ysfF6R8PMW
A1: "It's okay to be bad at math." A misconception I'm trying to change.
A1: I agree with that. We should all be learning.
A1) The longer I've been an educator I've learned that test scores don't necessarily equate to REAL learning.
A1: a view/opinion that is incorrect because it is based on lack of info. Misconception: People get into teaching for the "perks"
Yes you can teach an old dog new tricks! I'm learning (trying to get it) all the time https://t.co/2PHai9RhRz
A1) Misconception: Older teachers are not learners. There are many that strive to make themselves better daily.
I don't know. But I hear that statement more times than I care to admit.
Sounds like a lively, prosperous and fun class Ss would love! https://t.co/sJY9FGNaFb
So much better if we are ALL learning in my classroom! Especially me!
What about..."That's not how we do it here."
great meaning! Example: I'm not good at math so my child will not be good at math.
A1: misunderstanding based on faulty thinking. common misconception is with understanding relative magnitude
That's why it is a bad misconception ... Makes it false, right? π€ https://t.co/LWh4GaXpCU
Why would one want to be bad at anything? We're just not good yet! https://t.co/KtCGZrCrnJ
A1: "It's okay to be bad at math." A misconception I'm trying to change.
A1: There is a misconception by many that homework should be given for the sake of teaching kids responsibility. It doesn't.
A1 S misconception "I can't correct the teacher because....she's the teacher!" We are all learners!
A1: A misconception is, in the end, a way to discover the truth.
That has to be one of my all time least favorite quote from learners, thoughts on how we can move them past it?
A1 A misconception is being right for all the wrong reasons for vice versa.. Or a deeply held belief that βjust ainβt so.β
A1: def-knowledge built on false understanding; ex-Donald Trump's hair is styled well.
A1- The more homework..the more learning..???
Another one...we have to "fit tech in"
Make sure to grow your PLN by following the amazing educators in So much more we can do for kids/education together!
A1: I have lots of misconceptions...until I allow in other perceptions; until I experience; until I allow myself to learn
A1: There is a misconception by some that failure is not an option. We actually learn more from our mistakes than our success.
Yes! https://t.co/zxwmjSHmEu
A1) Misconception: Older teachers are not learners. There are many that strive to make themselves better daily.
Yikes! Who says that!? lol
is there a dislike button for this one.
A: Misconception that Ts need to know everything in order to educate Ss. We learn from Ss and !
Yes, just toss another worksheet across their desk. Same difference. https://t.co/q17vsaxwgR
A1- The more homework..the more learning..???
Any thoughts on how we can help educators see this? Volume vs quality?
Amen or that you're either smart in math or you're not
or because U don't speak English means if I shout & speak slower U will understand what I'm saying
a great point! I don't think the author would agree.
Yes! Misconceptions provide opportunities for learning. https://t.co/5QdLw7ZKuq
A1: A misconception is, in the end, a way to discover the truth.
I think it starts with new Tchr language like SMP#1 "make sense of prob & persevere in solving it"
Another misconception I disklike a lot: the Ss should already know the rules before they enter my class
It's worse than the zombie apocalypse. Forget the "Walking Dead." What's sad is that math is literally everywhere!
It's said that fear is a great motivator. But the fear of change leads to "that's the way it's always been done"
normally I am not bad at things. But that are a few things I really suck at
I've had this discussion several times. These are battling words for some Ts.
If that's the point, give them chores instead.
A2: Conceptual to me means that you've learned something and now must unlearn in it...too many unwilling to do this
A1: Ss with behavior problems don't want structure
A1- Y'all have defined misconception beautifully. Ex: that research-based intervention=pre-packaged prescriptive program.
Misconception #4 Grades actually tell us something and are useful in comparing students. This is soooooooo false
As long as it's not math, we're good. :-)
A2: Conceptual has layers. We need to go deeper than just correct. We need to change
And "no cell phones allowed in class - kids can't handle them" π truth> we need to tch dig citizenship https://t.co/gO37975SSB
Another one...we have to "fit tech in"
There are math people like there's a math gene or something. No there isn't. https://t.co/6hjSy0R9Am
Misconception: "I can't do math" Horrible attitude - too contagious https://t.co/ysfF6R8PMW
A1: "It's okay to be bad at math." A misconception I'm trying to change.
Agreed! Misconceptions drive you to reach clarity! Thank you!!
My students correct me ALL the time & I love it when they're on the ball.
Mike from MD. Joining in a little late.
A2: we have to peel back the layers of thinking to find the misconception. That takes time and individual/small group time
A2 Sometimes conceptual misunderstandings go unnoticed for too long and it becomes ingrained in Ss. https://t.co/GL3phyCNgf
do you think they are unwilling because it's easier to hold on the the misconception?
no but electrical physics is
A2:The misconception lives on when 1 S lives up to it.For some it is engrained and they refuse to change and fall back on habits
A2: I am going to go out on a limb and state that it would require T reflection and reteaching which is not always easy for some
we see this a lot especially in reading.
A2 First, you would have to know you were wrong. Problem w misconception is it's accepted as truth bc its been around a while.
Yes an no, unlearning something means admitting you were wrong...not an easy task
A2: Conceptual misunderstandings can mask themselves until they become habitual and kids have to unlearn them.
A1: misconceptions are often based on assumptions and are vague. Teachers love apples! π
A1 Laurie jumping in late from Maple Ridge BC A common misconception is that educators must do things "perfectly"=Lots of stress
A2 because of those misconceptions are cause by a teacher's bias toward something
A2 Perception is reality. Changing your conception or reality is asking a lot, especially if you have long-set beliefs.
Power trips ("don't invade my kingdom") or misconception ("can't tch old dog new tricks") π fixed mindset https://t.co/kmcUT0mqbn
Agreed, they may be using terminology/nodding yes but might not "get it" yet
Am a trained Rdg Recovery T and I have seen this too often. https://t.co/68DmaTULyr
we see this a lot especially in reading.
A2: Change requires the shift from what's safe and secure to the 'unknown'. Being uncomfortable lends itself to resistance
I never felt that way. LOL.
Marcia from Maryland (a little late - Happy Fathers' Day to Dads in the chat!)
Wow! This is a statement I have heard all too often. Great example!
A2) Conceptual misconceptions have developed over a longer period of time and are harder to unlearn.
A2: It's like Inception: an idea, once implanted, is a powerful force. Very difficult to change. And that in all disciplines.
A2 Wouldnβt misconceptions (or as described by author Robert Lynn Asprin mythconceptions) be closely held w/emotional components?
If there's a math gene, there's one for science, art, social studies, reading and ... Oh, wait. There is: Discipline
A2: Language is constantly changing. What might mean one thing one day can be completely different the next year.
A2 When home and school misconceptions collide. Ts role becomes a slippery slope in being sensitive to both
I agree!!! Great response!
A2 misconceptions are scary. People wonder how long they have been doing something "wrong". Hard to go there. Easier to defend.
Does getting frequent formative feedback help solve these types of issues in your opinion Craig?
Perhaps veteran educators send a silent message to new Ts that substantial change is not welcome? https://t.co/QrVhfE4gfF
A2) Conceptual misconceptions have developed over a longer period of time and are harder to unlearn.
Misconception #5 Nathan and compete to see who is in the most chats every week. This is false but challenge accepted
A2 conceptual misconceptions often based on misinterpreted experiences.Hard to argue with experience. Soln-provide new experience
This is definitely true with math misconceptions. https://t.co/1vS4hJ7yoa
A2: we have to peel back the layers of thinking to find the misconception. That takes time and individual/small group time
A2: isn't it hard to articulate conceptions??
A2 Some learners observe&conclude internally, it's hard to differentiate misconception from truth when in the wrong env.
A2: difficult bc we have to unteach the misconception and then teach the concept. Depth of content knowledge needed too.
Ts need to be observant enough to catch the misunderstandings B4 they can correct or change.
I don't think so. I think new Ts hear a lot of negative things abt veteran Ts
A2: Certain misconceptions are like wet cement; once finished, it is very difficult to change.
I was thinking more along the lines of learners, but could apply to Ts too
A2 Not always apparent when a conceptual misconception occurs, esp when Ss are reluctant to participate actively.
A2: It's harder because change is not easy. Pluto is still a planet, right? ππ
Can I have a "running" gene? How about a "skinny" gene? Or "smart" gene? Lol π https://t.co/AT3Do79iuP
If there's a math gene, there's one for science, art, social studies, reading and ... Oh, wait. There is: Discipline
A2 It requires rewiring of the brain. Not as concrete as other two skills.
A1. Misconception. To lecture is to teach well. Ss retain 5% from talks & 90% from actions~
A2: I believe Ss & Ps have a self fulfilling prophecy mentality when it comes 2 misconceptions. Ts have 2 over come this mindset.
Veteran Ts can work toward changing this perception as - teamwork makes the dreamwork! https://t.co/3kmw9evcB3
I don't think so. I think new Ts hear a lot of negative things abt veteran Ts
A2: B/c Ss have learned those conceptual misconceptions; itβs hard to unlearn the learning.
I find that many misconceptions are amplified through the use of "tricks" designed to make math "easy."
A2: Ss trust Ps and Ts even if what's taught/said is false. Takes many repeated truths to rebuild trust https://t.co/CXWCtUQrlV
It should, so that we avoid the misconceptions in check during the formative process https://t.co/fVF0uMMBer
Does getting frequent formative feedback help solve these types of issues in your opinion Craig?
Sure. It's called discipline & well yeah, there are genes for that. Work with what you have. Motivated over smarts
A3: Misconceptions whether held by Ts or Ss lead to fixed mindsets limiting what can get in; what's allowed to be learned
My favorite thing for having the S help one another w/this is our accountable talk circles. https://t.co/IoPcUw02q8
A2: isn't it hard to articulate conceptions??
Hello! I'm Altamese, an 11th grade ELA teacher! Happy to be here! https://t.co/asgfA2V1Hq
Welcome to w/ our host, ! Tell us who you are/what you do!
Q3: Ss and Ps believe that they are always right which decreases the Ts credibility in the mind of those with misconceptions.
A2: Consistent effective feedback and communication is needed between Ts and Ss
Agree. Often see old Ts as being entrenched in "we've always done in that way" mindset yes & no
restrict the flow of new information
A2: Movements are successful because people were guided in a new direction. This commitment is what changes misconceptions
A2: Ss have believed & trusted their Ts when learning such conceptual misconceptions; hard to undo
A3 It's BK working against them! Finding misconceptions is 1 of the most valuable reasons why having the K-W-L time is worth it.
A3: It is not just students, but teachers. If teachers are unwilling, how can we except students to learn from misconceptions?
You're certainly right! π€
A:3 can cause sts to get in their own way "I'd rather you think I'm __, than stupid." So they don't try https://t.co/qSfdwRHyKD
A3: At times it will cause a disconnect. Often knowledge builds concept on concept. Throwing this in can cause a huge issue.
A3:Ss who feel that they struggle with a subject already walk in defeated, we have to build them up and praise their successes
A3: Ss tend to hold most faith in what they learned 1st. When it is challenged - they resist. https://t.co/rYlkby5xrV
A1: Something passed by word of ear or mouth so much that it is considered to be true, but really isn't.
A3: Misconceptions have lead Ss to believe they 'know' or understand concept, thus no need to learn.
A1: A concept that is misunderstood. E.g., Evolution happens at the level of the organism, like Pokemon.
A3: See those types of misconceptions as a "shaky foundation", harder to build upward if Ss missing a foundational element
A3 Students would ask, "Why should I believe X when I was told Y was correct before?" They don't like their categories shaken.
Darn ... Lol .. So the Matrix is a misconception... Hmmm π https://t.co/mXLN94pbXa
Sure. It's called discipline & well yeah, there are genes for that. Work with what you have. Motivated over smarts
A3. I cried and cried trying to learn math concepts. Years later/maturity(?) it was SO much easier. https://t.co/Np29K2os8i
Based on my observations this could be factual. lol :)
A3: Too often the "I can't" attitude is internalized as "I never will". Determination and overcoming setbacks is key to learning
A3 When working with struggling Ss, addressing a misconception sets off the affective filter-further undermines confidence
Must use expertise with the right kind of questioning to uncover the misconceptions.Be aware of common pitfalls.
A3: simply put-they give up
A3:impact their active listening as they will tune out. May also need to revisit & go back to basics due to faulty understanding
misconceptions can prevent growth. Students need a mindset open to new ideas & concepts
A3 Ss misunderstandings might be a concept they need to have B4 moving on to next concept. Discouragement https://t.co/LPPHxUrRMx
Agreed! That's why it's so important for Ts to collaborate! π
A3: In math, the misconception usually happens when they don't understand the why behind a concept.
Misconception #5 the cavs are going to win this game if they cannot cover Draymond. False. Period
Q3: S: "My teacher last year said it was this..." Sometimes the vocabulary used previously painted a much different picture.
How did you find my school picture from a few years ago Meredith?
A3 I think opening up different avenues of learning from PBL, student voice/choice Puts them in drivers seat
A3:Some Ts don't try to show how the misconception doesn't help the Ss to understand the concept before teaching the new method
A3 Might it be that the misconception has to be unlearned first?
In most cases it does but how can we get around the frustration?
A3: Some misconceptions are born in students when teachers are inconsistent from grade to grade as far as content is concerned.
I got here after Q3 dropped. I'm so late I didn't introduce myself. lol
A3 power of conversations & letting our Ss articulate their thinking will bulldoze barrier. Then Ss can compare w new learning.
A2: I believe that a lot of conceptual misconceptions are created from a place of want, and to let it go means denying that want.
Sometimes it means you have to be more creative, change it up, break it down.
A3- students will disengage when the perceive that they "are not good at math/writing" ...preconceived notions..
A3: unrecognized misconceptions lead to more misconceptions. Ss can be fooled by simply regurgitating procedures given to them
A3: It is similar to building a house upon an unstable foundation. The house will not withstand the test of time.
Better late than never. We are fashionably late. LOL
But first you have to recognize that they are mistakes.
Yes, and I give them that look!
This goes hand in hand with the inability to apply the word 'all' to any group of people about anything.
So many kids still have that experience. I think making math relevant to Ss lives can help.
It was in the post office :-) https://t.co/PqWL3QdnUH
How did you find my school picture from a few years ago Meredith?
Find less threatening ways for formative assessment; thumbs up/down, exit tickets etc.
this is very true. How many times do Ts here but my ____ grade teacher taught it to me this way....
A3 when Ss have a rapport w/Ts they are willing to consider a new thinking. If it becomes a power struggle no learning can occur.
A3: I made my first C in Science in 6th gr and decided I couldn't do Science. That locked belief stays w/me still today.
So true in this day of testing .. Sts feel like constant failures. We need to help them see success https://t.co/LuODSvInTx
A3:Ss who feel that they struggle with a subject already walk in defeated, we have to build them up and praise their successes
I'm hearing vertical planning & coordination in that statement Roy! I can best serve/teach knowing what comes next!
can you really unlearn something or can it be proven wrong?
I β€οΈ growing my ππ€
A3 True. Stay open, model how to consider multiple POV. Ask questions. Listen.
YES! Over years it has helped me assist Ss with the challenges they are experiencing. https://t.co/CqNqbaRRom
So many kids still have that experience. I think making math relevant to Ss lives can help.
A3 it's very difficult to unlearn something
I knew I liked you for a reason! That is one of my most common jokes about myself!
So now I find out I've been thinking on rectangles incorrectly for all these years!
Isn't it though. But I bet they had to be disciplined to get that far. Even if it was sheer mental discipline
Great point - being relentless :-) Sometimes it's hard.
Relationships! Share in the struggle. Make sure they know that they are more important than any content
A3: It can hard for students who come from places where the misconception is upheld; changing their mind may cause friction.
A3: Ss in "reg" classes feel that they are not as "smart" as honors Ss. This is a huge barrier in growth mindset.
A3: Students need correct info. If they hear differing"facts" from T's, misconceptions are understandable and hard to reverse..
A3: Providing Ss with opportunities to drive their own learning thru inquiry projects such as . Purpose for learning.
A3: Ss donβt necessarily know thereβs a misconception; they believe what they know 2 B true & R not secure enough 2 ask/argue.
A3: Brains build upon what we know. If we build upon misconceptions, it's hard to backtrack & undo. Learning new info is easier.
That's awesome! We really do need a major shift in the way math is taught. Thankfully, it's already happening.
My late cats are rolling in their graves as a result of this tweet.
Don't tell them Y is correct. Let them discover whether or not Y is correct. Then X provides cognitive dissonance.
100% Agree!!! Relationships are the Key to everything!!! https://t.co/eYXHKlYsOq
A3 when Ss have a rapport w/Ts they are willing to consider a new thinking. If it becomes a power struggle no learning can occur.
Time to go in and adjust the foundation - a tricky and sensitive matter
I know if they are frustrated, they aren't getting it THAT day. Preserve the relationship to try again later
A3 That's why it's important to pre-assess so you can clarify misconceptions
Big common pitfall in questioning for Ts is being afraid to ask a question you don't know answer to.
I have always encouraged my Ss to find my errors. They relish it! lol
Thinking impact Ts have on Sts w/a look and a comment. Can last a lifetime On my mind when I wrote this
https://t.co/3JYkPK9LUg
Like Ss know all about the iPad. (they do .... as toys. not learning devices.)
A4: Sadly, I am sure we may have some misconceptions we pass on. We need to be present and aware, reflect. Learn.
A4: I think not using higher leveled skills having healthy respectable opinions might hold some students back with misconceptions
So true .. Wisdom π€ https://t.co/avYcA68dqz
Isn't it though. But I bet they had to be disciplined to get that far. Even if it was sheer mental discipline
I think so, yes. Learning electric current flow via conventional then later by electron theory.
A4: Believing there is only 1 right answer and only one way to get to it.
A4: Choice of wording "this may be difficult"...allotment of time (is there equal time for all subj or is SStud left out)
A4: Teachers should refrain from bias. Never pick a side πΊπΈ
A4 Teachers cause misconceptions when they teach there's only one right answer. Students get whiplash when they go to college.
Never intentional-but they happen with small mistakes and then fail to go back + admit them/correct them. https://t.co/p8EB6vTVfv
A4) This past year I've used Always, Sometimes, or Never True. It's helped to open conversations. https://t.co/rio3bDGWtq
A7: teaching quick fixes that can shortcut real learning. Eg key words method or CUBES when working with word problems. Ugh!
But those are the BEST questions!
Yes, it makes Ss less willing to think for themselves.
A4: Not allowing Ss to share other methods for problem-solving. Failing to create safe spaces for mistakes/understanding.
A4: Misconceptions can be found in the language in conversations with students (e.g. girls do X, Y, and Z and boys do A, B, C).
A4: Personal bias, their own beliefs/ethics, and their own misconceptions.
A4 Not only Ts showing only one method, but not allowing for Ss to use alternate methods to accomplish the same goal
A4What if some1 would have handed me a ruler, piece of wood, saw when trying 2 teach fractions. Real life https://t.co/mg8tIge6rm
A4 when Ts are nervous to be vulnerable, admit a mistake or that they may not know all of the answers.
We can also use spiral teaching & review so Ss who miss it can have another shot.
This teacher prefers bananas!
Exactly! It's good for Ss to see you struggle thru the learning too.
A:4 one I heard recently "your parents didn't raise you this way" (fact, she was living w/grandmother) https://t.co/9cXYZCx7B5
A4: I also think allowing students to rethink, make mistakes, and value other opinions would hinder correcting misconceptions.
A4 Ts who feel their role is "sage on the stage" inhibit Ss from stretching themselves &
A4 When Ts use non academic vocab. T taught that an apostrophe was a "comma in the sky" bc she thought the term was too hard
:(
True, if I don't get a good understanding of Ss learning, I can inadvertently build gaps/cause misconceptions
Love the quote/saying! One of my favs :)
Ugggh....makes me want to scream!
A4 When we limit Ss view of concepts to gr lvl. I'd say"In ur S life journey "& preview what it looks like when they're older.
On the contrary, I think. No?
A4: When having learned the concept in another state, country, culture, or a long time ago; thus, Ts need to be well prepared.
A4: Teachers need to put the work in before stepping before students. Taking short cuts can lead to misinformation for kids.
A4:That there is only 1 way to get to the answer, Ts not being consistant so Ss feel the T only gets on me
This is why it is important to build rapport with your students. Do not call for negative; call for positive.
I am really enjoying this clock. :)
A4: By pretending that they never make mistakes, are always the expert, and put on a perfect world. https://t.co/JJwEWpNa04
A4: I also think not allowing Ss to rethink, make mistakes, and value other opinions would hinder correcting misconceptions.
Or being asked a question you can't answer; but that leads to learning for all. π
A4: By failing to show that education is not just the gaining of knowledge but the ability to apply it.
Love this! We ALL fail and learn! Prefer this to failing to learn! https://t.co/UGw4FvDx4y
I have always encouraged my Ss to find my errors. They relish it! lol
A4: Teachers sometimes create misconceptions by treating a concept or skill as the best/only option, thus limiting students.
Time to get over that. Ss can check many things w/n a heartbeat or two. Admit it. Shows a growth mindset.
Love that way of putting it, Ss may see path differently but get to same learning unless we stifle
At times it's not so silent.
Thanks! Cute isn't it? I will ask the UPS person to deliver one tomorrow. https://t.co/N2bce43721
I am really enjoying this clock. :)
A4 Ts not being open to learn from Ss who may have learned or figured out a different method
Always the teacher never the student!
YESSSSSS! In my experience, Ss are more engaged and learn more when learning with real-world scenarios
Ts need to be humble & open-minded and willing to learn from their Ss; they can most of the time bring us up to speed
A3: "Oh, I already know that, I don't need to pay attention for this part."
A4 Oversimplification. Teaching something that's similar as the same even when the distinction is important in later years
Omg .. Like folding "hot dog /hamburger" instead of landscape/portrait (too hard for Tchr) π³ https://t.co/l2NM1jLOKh
A4 When Ts use non academic vocab. T taught that an apostrophe was a "comma in the sky" bc she thought the term was too hard
:(
A4 By not checking for understanding before moving on to the next topic. Tell me and I βHuh?β Ask me and I explain understanding.
A4 A lesson a teacher did with symmetry using the faces of people, but @ side is different.
What does the clock say to you? "I don't have time?" or "schools are run by bells and clocks?" https://t.co/qFuThyNLKt
You are giving some great answers!
& willing to allow Ss to teach other Ss... their language is the most familiar to one another.
this happens often in math as well. greater than/less than sign = alligator
Yes ... Starting with listening .. St had just told us she lived w/grandmother ... Tchr missed it (sad) https://t.co/go6gywgRVd
This is why it is important to build rapport with your students. Do not call for negative; call for positive.
A4: In bio the plant vs. animal cell topic can unintentionally dichotomize what is not a true dichotomy. Categories fuzzy in bio
A4: Ts thinking that all Ss learn the same way. Need to ask Ss how they feel about the way in which they learn
A4 Ts can share misconceptions by being ignorant of their own biases. We all have them. Now own it. https://t.co/oRfJVYNzVo
A3: Misconceptions are trying 2 finish a puzzle w pieces missing. Sometimes u can connect them, but doesn't mean they go 2gether.
Like asking "Does everyone understand?" & watching all the nods when some surely do not & won't ask due to way Q was posed
I tell elem math Ts to stop telling Ss that and speak the language of the discipline!
A5 Asking Ss to explain how they came up with their answer before telling them they are wrong
Exactly! Check biases regularly :)
A5: Reviewing data from previous grades would assist in a big way in regards to finding misconceptions.
A5: A R.A.N. chart. I don't ask Ss what they know, I ask what they THINK they know? Set up knowing we may have misconceptions.
Neither. It says our conversation is more important than the clock. Keep talking tell me what you're thinking
TS need 2 work side by side w/SS. on lessons & together
A4 Absolutely! Elementary might be guilty of this more than secondary. Great discussion to have with staff.
A5: Constant assessments via informal discussion would help.
A5: Checking 4 background knowledge at the beginning of a lesson helps me understand what Ss know/think & guide my instruction
A5: Conferencing with Ss. I need to hear their thought process. Sometimes it is not even close to what I thought happened.
A5 Pinpointing a mistake or difficulty starts w/ communication. Is there misconception, learning disability? Have a conversation.
"Who cares" is the most often asked question but the least answered. It is the job of adults to say "we care and here's why"
Hi Just saying al quick hello and wishing you all the best for the summer, before I head out to duty.
SS & TS learn by making mistakes and reflecting on them. π‘π
Make the learning visible. I recall the story of Doubting Thomas.. Show me you get it.
A5: A5: Generating activities that allow Ss to self-reflect, research, test, and share the ideas in a safe environment.
A5:Go to the source, at MS and HS level, Ss will tell you why they messed up if talking to them individually
A5 look at the data, assess who needs what. Take ownership of the Ss misconceptions, try new strategies & reteach. No excuses.
I would say, "I'm red now, right?" and then we would all enjoy my beet red face for a while. lol
So true! I tell Ss "Kiddos, we're using subtrahend + minuend etc. in my class." Appropriate language is important.
A5 using edtech to record Ss' voices as they verbalized their thought process as it happens. We can now assess process & product!
Hi Just saying a quick hi and wishing you all the best for the summer, before I head out to duty.
A5: I have found that allowing Ss to work to a certain point then come back and we discuss their thinking.
A5 Watch look and listen. Sts need time 2mull over experiment & see where they're stuck before we jump in. Then ZPD works for me
they certainly need to understand the Why before the what
A5 T can create a misconception when new skill is not explicitly taught. Break skill down to the smallest step and build S up!
A5: Honestly talking with them vs "to" them about it. Hear them & let them frame the issue vs "solving it" myself as the teacher
A5 I ask them to explain their thought process, this takes time with 3rd & 4th gr at 1st. We review concepts & work at it again.
We move our thinking to confirmed or to misconception as we learn. Misconceptions are addressed. https://t.co/izkyp9eqVd
A5: A R.A.N. chart. I don't ask Ss what they know, I ask what they THINK they know? Set up knowing we may have misconceptions.
A5: Checking 4 background knowledge at the beginning of a lesson tells me what Ss know/think; helps me 2 guide my instruction 2
A5: has become my best tool for identifying mastery of skills/concepts. I quiz students and get immediate feedback.
Love this! (I turn red too :-))
A5: interactive chats with students via tech (private),exit slips,peer lead conferences, illustrate it (harder than most think)
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Usually through conversations.
A5 1 way I let students discuss their thought; many students see new understandings through eyes of peers.
So true, learning at so much more meaningful level if they must stand by their thoughts/opinions vs recite info
A5: I uncover misconceptions through individual conversations and reading student writings. Misconceptions stand out pretty fast.
you are absolutely right! What they can learn from each other is powerful :)
A5) Summative assessments can help to uncover misconceptions. So can reviewing student portfolio.
Don't beat yourself up before you know all the particulars. Lack of mastery could be a mutual thing.
A5: Digital communication like Padlet & Google Forms allow for authentic, confident, confidential responses.
A5: before they : SS make assumptions based on PriorK so they can be addressed
Trying to watch Game of Thrones and participate in is hard...
A5: We use error analysis in class; Ss identify mistakes and we discuss. Reading comprehension is often overlooked in math.
A4 Coaches play an important role & we all need to be open to coaching at all levels.
Agree..teachers can learn from their students...gotta try to not be too prideful.. https://t.co/aPq8vs0zkn
A4 Ts not being open to learn from Ss who may have learned or figured out a different method
A5: I normally walk the Ss through miscon. &show them how easy it is2get tripped up.πthe Oreo πphases I tweeted abt. earlier tday
We are recording it - one my our favs of the week. "Hold the door!" https://t.co/QMxjt0PZWT
Trying to watch Game of Thrones and participate in is hard...
Haha! As is trying to eat, watch the Basketball game, and participate in chat https://t.co/u5Fia6flEO
Trying to watch Game of Thrones and participate in is hard...
Question 6 is coming right up!
A5: If class is mostly T-directed, it's hard to tell S misconceptions. When class promotes S interaction, T figure it out more.
A5: Formative data - Ss explaining their thought processes whether in writing or in 1-1 conferencing allows us to pinpoint issue.
A5 My 2 yo granddaughter's next to me clucking her tongue on the roof of her mouth. A misconception was kids seen & not heard..
The individual conference is our most powerful tool in our box! So much can be learned by us both! https://t.co/pS26HCJaCa
A5: I uncover misconceptions through individual conversations and reading student writings. Misconceptions stand out pretty fast.
Another misconception, "You can't subtract 10 from 7. The bigger # has to be on top." Ughhh!! Yes you can! It's -3
I bet they are, I just don't have experience at that grade level and did want to creat a misconception
It's episode nine though! Those are always the good ones!
A6: I had a S who came from an abusive background. His mind all adults were bad. Building trust and rapport was the challenge.
A5 I understand now itβs best practice to let them play and experiment. With adults, too. Self-directed practice they can do it.
A5: Check in with the community of learners. Ask other Ss for a 2nd, 3rd opinion. Learn from each other. https://t.co/pbwrywzJPN
Esp if we want to be a community of learners & model how to teach each other!
A6 Conceptual misunderstandings can run deep. They might require more than one session of patient explanation and demonstration.
A6 Division. I had a S who just couldn't, we'd tried' but another S said "I got this Ms. Ro, I can teach Samuel." He did.
Not enough πππππππs https://t.co/BB5xt2JjyE
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A6: Sometimes we need to create opportunities for them to discover it on their own. Inquiry, Working with other Ss.
A5: Paraphrasing from book but Ss write what they think they know & then as they verify or not...move to learned/ misconception.
A6 they love a challenge...give time to do a little....research
so will Elementary students if they're in a safe space.
A6: Always address the elephant in the room... how is the question/problem connected to the Ss reality/life.
Much like one of my favorite quotes, "one talking is the one learning" & we can attenuate if we are only ones heard
A6: I'm teaching 8th grade math summer school and I told the S to combine like terms and she began to add.......
I agree. That's why math is so hard for Ss in middle school and higher. https://t.co/jHaYrHdBqg
I have to cover my ears when I hear that type of language It's not fair to our STs when academic lang is not used!
That's a hard road but so amazing when you hit the break through!
Some times peers can helps break the misconception barrier better than a T.
A lot depends on the rules. If one hasn't worked with negative #'s then no, you can't.
So sad, ! Those have to be one of the hardest misconceptions to reverse
A5: More effective to show why answers are "wrong" and explore thinking as opposed to "just tell us what is the 'right' answer"
A6: "I'm just not good at science." I taught via inquiry-based and and the S was ecstatic with her abilities.
A6: anticipating misconceptions helps.My Ts are trying "my favorite mistake" where Ss analyze common errors & ID misconceptions
A6: I told her combine means put 2gether not add. Key words are a big NO!
A:6 I asked sts for 5 wks to next ACT ..."trust me and I will help you succeed" she did and she did https://t.co/KA9mzBIN3c
A6 Misconceptions in science have never stood a chance when we experiment,ea Ss gets to do it first hand,&reflect.
A6: I had a S who came from an abusive background. His mind all adults were bad. Building trust/rapport was challenge. We won.
that's a great goal!!! It builds
A6: Slavery was made up for textbooks and never actually occurred. Invited guest speakers & other Ts with personal experience
A5 Audio every conferring session I hold with my STs is recorded, so I can identify and clear up misconceptions. ππ»β€οΈπ
A6: Develop trust and faith to m
A7: closer to the sun = summer...I simply show them weather conditions including seasonal differences N the Southern Hemisphereπ
A6) Takes time to be abl to address misconceptions. Have to figure out how far back to go
Use the academic language. Ss need to hear the vocabulary.
That's great Leslie!
Much of our work is helping with mindsets. https://t.co/2kx6VAYayt
A6: "I'm just not good at science." I taught via inquiry-based and and the S was ecstatic with her abilities.
Love this, the best kind of misconceptions to change. Some need healing, not fixing. https://t.co/3bEfqJvAC6
A6: I had a S who came from an abusive background. His mind all adults were bad. Building trust/rapport was challenge. We won.
Such wonderful true stories you are all sharing about your dedication to your students!! THREE CHEERS!
A5: Had S insist that all school subj.s were capitalized. They'd misheard the T. Had to show them the rule in the book.
I tell my kids you can do it, just not now. I show a quick number line so they at least have heard the term negative
A6: (part 2) We also watched documentaries and personal accounts, it was very powerful for ALL Ss not just the 1 S.
oh goodness.... Key Words can be their own category of misconception in math.
I often use words I know Ss don't understand. Ss don't admit they don't know. Score.
Search Dan Meyer: TEDTalks Math Class Needs a Makeover... I think you'll love it.
love that you have students hunting for errors!
Love using literature as well. Have Ss track their thinking and how it changes.
Yes ... Every day! They will learn it - it's inevitable π if we use it is important https://t.co/GBQEKMaWaq
Use the academic language. Ss need to hear the vocabulary.
A6 Teaching animation and learning concept of squash and stretch can be challenging. Bounced a lot of balls & play dough..
Thank you! I agree, some need healing
Sometimes, my own misconceptions are harder to break thru than the students' . . . just sayin' Everyone has room to grow
Absolutely. This is one solution. The other is to leave it alone until later. But yes, I understand.
I love my favorite mistake. My goal by the end of the year is for my Ss to want to share their mistakes.
Reinforces social emotional cues they're working on - and hopefully, some compassion too! βΊοΈ
A6 In Ks when aware of reading level & comparing to others disappointment big. Looked at what they know & go from there
Mindset is a skill of sorts, I suppose.
A6: Connect it in a way that builds on the SS strengths & tie it 2 something they're passionate about
Relevance/Relationships is key. If school were in session, I'd go into class + tell Ss "I almost melted this weekend." (1/3)
Certainly was after I got over the initial shock.Similar statements have been made previous yrs reg. Holocaust
Saw "living word wall Tchr spoke, he wrote the term on board as it filled, he swiped 2 make room 4more https://t.co/h5gNKbXFNv
I often use words I know Ss don't understand. Ss don't admit they don't know. Score.
Usually true. Unlearning is often harder than learning the original thing.
A6 Had to address a grammar usage error to a S bc that's what his mama said. Explained colloquialism vs formal lang inst of error
So true, love when Ss find passion in , etc. & then realize how what we are learning is connected!
Then I would show them the image of my thermostat and ask them if the temp was in F or C. (2/2)
Faige you are amazing. Always learning new things and sharing everything. You have so much to share
A7: We need to model and share our thinking, allow them to see thought grows, changes.
A6: By speaking to every child as if their parent was standing right beside them.
As Ts we also need 2 admit when mistaken. We R role models; itβs ok to be wrong and very important to admit & learn from mistakes
They were great Ss. I will miss them. Graduates now!
Need to run-- Summer school early in the AM. Great conversation thank you for all of the great responses and chat!
Finally, I'd ask them to convert the temp to C, and we'd discuss possible mistakes in converting.
A6 In science when Ss believe God created the earth & evolution is a conspiracy theory
β€οΈ We also need to build 1st & then, the content will flow right in
Much discussion around children having vocabulary deficits. How will this change if we don't expose them to academic language?
A7 One factor is how much experience to students have in synthesizing information? You hope your predecessors did their job.
A7: Ss need to analyze problems with mistakes and see if they can identify the misconception. https://t.co/VuNBEe13de
Heard this saying many times - so important to treat our Ss with respect and care. https://t.co/Fs38QaCz1D
A6: By speaking to every child as if their parent was standing right beside them.
A7) When analyzing and synthezing, it's even more crucial to address misonceptions so that learning can occur
A7: Ss need to be able to identify mistakes. To identify mistakes, they have to be exposed to them.
Let's eat grandma vs Let's eat, grandma... awkward ;)
Folks, no misconceptions here, rocked tonight! Please join in a big thanks!
A7 deeper thinking without a doubt!
A7: I think analyzing your own misconceptions as a S might be a challenging scenario in itself its tough if you're always wrong.
I had a poster in my room that said that!
Really makes them dive deeper!
Another 1 I created today. Thank you all for the amazing ripple effect you have with your students. https://t.co/52KgT9OuJS
What if we went the opposite, assume they didn't and begin there. https://t.co/H37HLw4Frc
A7 One factor is how much experience to students have in synthesizing information? You hope your predecessors did their job.
Depth and complexity come when we empower students to attack relevant, real problems/projects/challenges.
Misconceptions will always be an issue, it is our job to deconstruct the learning and resolve any issues and correct them πβ€οΈπ€
A7 Need to remember it's about Sts with whom we build relationships to get to the place of learning
https://t.co/GpBCwUSggO
Thanks for the chat tonight
That's probably a good default. Don't assume too much.
