#Satchat is a weekly Twitter conversation for current and emerging school leaders that takes place every Saturday morning at 7:30 EST. Co-founders and co-moderators are Brad Currie, Scott Rocco, and Billy Krakower. #Satchat's mission is to expand educator's Personal Learning Network (PLNs) that in turn will promote the success of all students.
Time is running out! Register for the 4th Annual Tomorrow’s Classrooms Today Conference taking place at Rider University on May 18 and 19. Join the hundreds of other educators who will be attending this tremendous event https://t.co/WpBcUoK6Er#Satchat#TCT18
Good morning, #satchat! John from DC. Eleventh grade English teacher and high school instructional coach. Excited to join everyone again after two weeks of in-person idea sharing at #Empower18 and #NCEA18.
WELCOME TO #SATCHAT
Today's Topic:
How are students demonstrating their learning?
Guest moderator:
@chrisclinewcps
Moderators: @ScottRRocco@TheBradCurrie@wkrakower
The chat starts... NOW
Please introduce yourself, what you do and where you are from.
Good morning #satchat - Brian from Fairfax VA, former English teacher, currently in central office working with English learner data. Writing #YAlit on the side - celebrated a two-year #bookbirthday yesterday and looking forward to book two in August.
Good morning! Emily from NJ dropping in for a few before I drive 2 hours to get my son to dance, it's been a complicated spring break but love this topic !! #satchat
Good morning everyone. I'm Chris & and I'm an Assistant Principal at @HubsNHHS in @wcpsmd Very excited to discuss and collaborate on Assessment & Demonstrations of Learning this morning #satchat
Good Morning #Satchat! Denis from NJ here! Looks like an amazing set of questions today, stuff I think and talk about with Ts daily. Looking forward to it.
Good morning friends! Fourth grade teacher, instructional tech guy, and future admin from central Illinois, where we are currently experiencing our fifth month of winter weather! #satchat
Jamie. Building Principal at the amazing #WestCarthageES Co-founder and moderator of #WB4K chats on Wednesday nights Excited to be joining #Satchat today!
Good morning #satchat! Carla, secondary principal at The Community for Learning in Santo Domingo. Love the topic - I'm creating a tweetdeck collection to gather all your ideas!
Good morning to my #satchat PLN!
Scott, Proud Superintendent of @WeAreHTSD and co-founder of #satchat
Thanks for joining the chat this morning everyone.
Good morning #satchat ... Amanda, 7th grade math teacher, checking in from @WeAreHTSD amidst a 7:30 meeting with the HVAC guy - bringing our 1880s row home up to the 21st century!
Good morning #satchat! Carla, secondary principal at The Community for Learning in Santo Domingo. Love the topic - I'm creating a tweetdeck collection to gather all your ideas!
WELCOME TO #SATCHAT
Today's Topic:
How are students demonstrating their learning?
Guest moderator:
@chrisclinewcps
Moderators: @ScottRRocco@TheBradCurrie@wkrakower
The chat starts... NOW
Please introduce yourself, what you do and where you are from.
@CHRISCLINEWCPS you've hit a sweet spot for me! Both my books, Instant Relevance and Hacking Math focus deeply on the questions you're asking today. Can't wait to see this chat! #satchat#makeitreal#hackingmath
Good morning #satchat Gena kindergarten teacher from northern NJ recovering from a week of internship at a middle school. It was actually fun and informative 😇
#satchat A1 The preTs with whom I work have the option of using Flipgrid, Google Tools (including YouTube), MS Tools, traditional assessment methods that may provide more structure, demonstrations, or provide a detailed project proposal that we negotiate.
A1: As a former tech teacher, I gave Ss the choice of using any of the resources we had available to show their learning. Tech opened a lot of doors, but that's not to say that other non-tech classroom ways don't have value too. #satchat
A1: There should be variety in how students can demonstrate knowledge. Projects, oral demonstrations (versus written), formative assessments along the way instead of the "final" assessment. #satchat
A1: Provide menu and choice boards, make them relevant to students, connected to content and provide a variety of means to produce authentic learning! 👍 #satchat
A1 Back in the classroom, as often as possible, students had the option of how to share their learning. It was back in the BYOT pilot phase so everything from posters to songs to digital presentations. #satchat
A1: Students need choice when it comes to finished product. They should be able to write, create a visual, present to the class, participate in a discussion. I’d much rather see a variety of finished products than sit down to grade a stack of essays. #satchat
A1: Choice menus and collaborative learning structures are ways to help Ss demonstrate learning in different ways. Also create a safe and non-threatening way for Ss to talk/give answers. #satchat
A1: Provide a variety of creative materials & technology tools. I’ve found that less structure allows more freedom & ownership for students to show what they know! #satchat
A1: Students must be given choice on how to present learning. They all have different passions and strengths that they should have the opportunity to share and demonstrate #satchat
A1 I like to give them choice, not only in what they'll be learning but in how they'll show their learning - a menu of options, one includes "free choice - create your rubric & okay it with T" #satchat
A1 - It's important to let students show what they know through the whole learning process. Some ways I like to do that are hand signals (& other formative assessments), a "What Stuck?" board, digital presentations, WBT teach-okay, & gallery walks #satchat
A1: Years ago as a lead/mentor teacher, I shared this with staff as a way to get away from just multiple choice, fill in the blank, etc... (same ol tried and true assessments) https://t.co/pMsJ1tNl13#satchat
A1: Scrap the idea of a one-size-fits-all test and allow students to demonstrate mastery of any learning target at any time via a one-on-one conversation, through their #PBL, or other authentic assessment. Demonstrate DOK vs. jumping through hoops. #satchat
A1- I try to give options when possible- I even give sample possibilities after they analyze if they're visual, kinesthetic, audio learners etc. when they find out how they learn best, then they figure how they can share what they learn ( does that make sense?) #Satchat
A1: I love a menu or passport assessment that taps into the different multiple intelligence modes and allows Ss many ways to show what they know #satchat
A1: Giving choice. The key here is making sure each choice is rigorous and the rubric is flexible enough to assess each option. Reflecting on choice is important as well. #satchat
A1: Choice menus and collaborative learning structures are ways to help Ss demonstrate learning in different ways. Also create a safe and non-threatening way for Ss to talk/give answers. #satchat
A1: Over the last few years I’ve seen a number of ways students demonstrate their learning—some more traditional—quiz, exam, essay others more 21st century through blogging, presenting, creating a video, Socratic seminars, projects, etc. #satchat
A1: Our #STEAM lab engineering design challenges give students opportunities to apply their learning to solve problems - like storm surge, erosion, packaging. They also model systems & processes. Assessment involves redesign with analysis of solutions & reflection. #satchat
A1 My students demonstrate their understanding of the reading through the variety & complexity of their annotations, their freewrites, and their contributions & questions during discussions. #satchat
A1.2 They can only demonstrate their understanding about writing by writing, but they choose their own topics, organizational structures, poetic devices, and revision strategies. Learn more here: https://t.co/BAxauRhkdd#satchat
A1: Choice boards, Hyperdoc options, or SharkTank style - pose the question and have them come up with a plan themselves to demonstrate mastery. #satchat
A1: In our core learning experiences for each ELA unit, I wrote in a suggested pathway but encourage T's to let S's make decisions based on interest. #satchat
In science w/#NGSS is important to have Ss show how they think That can take forms of models, CER reflections, or any other creative means...but I stay away from basic quizzes #satchat
A1: It all begins with clear expectations of what you're expecting students to demonstrate mastery of and then providing them choice for how to best show they know it! AND...that may also mean being open to ideas from them that you weren't creative enough to think of... #satchat
A1. Full year course #Gamification with a rich and rotating menu of new choice board “expeditions” (assignments) for each unit. #satchat Click the link to see samples! https://t.co/jKo7S7F5dW
A1: Multiple ways of demonstrating learning assumes multiple opportunities to inform the success of learning, and then responding. It must focus on the formative use of assessment, embedded in the learning process. #satchat
A1. Choice board- looks like a bingo board with 12 different options. Students choose what they’ll do to demonstrate learning. Create a new choice board for each unit. #satchat
A1: Whatever it takes, just don't ask for kids to recite dates, formulas, and steps. That doesn't foster multiple ways to demonstrate learning, just ways to demonstrate memory #satchat
A1: Demonstrations of knowledge in a variety of manners including projects, students telling Ts and Ls about what they are learning. Formative versus summative assessments along the way to truly "see" what students are learning. #satchat
A1- and why I do give options or these choice boards I see, one problem is that I was required to give a rubric for every single option. That seemed too much. Do rubrics prove learning in all cases ? Sometimes just discussions prove that #Satchat
A1: I provide my Ss with multiple project options to gain new skills via the content of history. Preparation for life is > prepping for Jeopardy. #satchat
#satchat Utilizing #PBL is a fantastic way of integrating choice into the classroom on larger assignments and units. In daily lessons I attempted to offer the same options, whether via tech, physical, or some form of both. #Coding and #GBL can integrate well to allow creation
A1: When educators say "student voice," this is why 👇. Project based learning is an awesome way to let students show mastery in their own unique way. #satchat
A1: Let each class member answer this question for him/herself: How might we show that... (learning objective has been met). Eg: How might we prove the Renaissance was a revolution? Student defines the outcome #satchat
A1 Ss should have multiple summatives using different skills to show mastery so that they can truly show what they know, rather than show what kind of assessment they struggle with. IE projects, tests, writing, visual. #satchat
A1: throughout the beginning of the year, I would introduce different presentation/creation tools and show students how to use them. Once they were able to, I would let them choose which would be best to show their understanding #foundation#satchat
A1 Depends on where we are in the learning process. If it’s a quick formative, I usually chose, so my data is easy to work with. Summative, I give options from which they can choose, or come up with their own way and tell me. #satchat
A1: In math, I allow the to write out as much as they know in whatever form they know. If they want to draw a picture and explain what they drew or if they need to write a paragraph, I encourage my students to do what suits them best #satchat
A1 - It's important to let students show what they know through the whole learning process. Some ways I like to do that are hand signals (& other formative assessments), a "What Stuck?" board, digital presentations, WBT teach-okay, & gallery walks #satchat
@Flipgrid has been a huge hit at our school. @LScumpieru is a fliprgrid ambassador & has great ideas of how she engages students with it for the assessment process #satchat
#satchat A1 The preTs with whom I work have the option of using Flipgrid, Google Tools (including YouTube), MS Tools, traditional assessment methods that may provide more structure, demonstrations, or provide a detailed project proposal that we negotiate.
A1: I'm a huge fan of #UDL and @rickwormeli2! I prefer to give Ss choice boards for a unit summary assessment. If I give a test I give Ss options to retake, complete an if-then assignment,and spot on the test to explain everything they know about the subject and content. #satchat
I lie to toss a bunch of different learning activities ... things that will help kids learn new tech, hone their writing skills, or create an opportunity to use their artistic ability. #satchat
A1 Working with a gifted group that all chose a poster as their product - I sent them a link to 50 other options. They came back and all wanted to create an app. We settled on @Scratch game to demonstrate the different body system each chose #satchat
A1. For my ss the key is them knowing all the stds, which ones they’ve mastered and still need to work on. They keep track using matrices and data binders which help them convo w me about what they can do to show what they know #satchat
A1: juuuust getting a good start w/Ts using tech tools in Newark, NJ. #flipgrid, all things #google students talk and share. Voice and Choice. #satchat
A1 Students can often choose the method of response. Some choose writing responses while others prefer to respond through video. Choices when appropriate. #satchat
A1: Stop having all students create PowerPoint presentations! Leverage the power of choice so that students can show what they know about the topic at hand. Tech and non tech options should be accessible to students at all times. #satchat
A1: In math, we do @desmos activities, creative work, and reflection and corrections to assessments so that kids can show what they learned, not just that they can perform on my schedule. #satchat
Over ten years ago someone showed me this idea: if you have to give tests, staple a blank page and title it " here's all the stuff I know abt this topic but the test didn't ask me abt it "- and see what they write ( or even draw!) #Satchat
A1 Learning outcomes needs to be clear, at least in the mind of the T. Give the students multiple opportunities to show they have understood, deepening their understanding or have an excellent understanding of the material. The material should be chunked, so should opps
#satchat
A1:I am a big fan of kid watching, differentiation, & adapting to learning styles. Ss may struggle with written responses but, be able to explain steps, draw, create a video, or even help a peer grasp a concept. #satchat
A1: Giving Ss low-stakes opportunities to demonstrate learning is key! Lots of practice with partners and using tech to get immediate feedback #satchat
A1: Our students have a new option this year - 3 teachers are piloting CoSpaces, students demonstrate learning by creating a virtual reality experience. #satchat
#satchat A1: This comes from knowing your students. It's not a matter of creating choices FOR them. Pseudo-choice isn't much better than no-choice. How do students want to share what they've learned? How can you support that?
Communication is going to be more essential than ever in the future. Kids should be taught to sharpen their writing, speaking, and interacting skills. #satchat
Over ten years ago someone showed me this idea: if you have to give tests, staple a blank page and title it " here's all the stuff I know abt this topic but the test didn't ask me abt it "- and see what they write ( or even draw!) #Satchat
A1 I think it is important to be diversified in order to try to meet all students needs. I sometimes offer choice in attacking the essential question for the day...writing piece or Flipgrid...individual and sometimes groups tasks. #satchat
WELCOME TO #SATCHAT
Today's Topic:
How are students demonstrating their learning?
Guest moderator:
@chrisclinewcps
Moderators: @ScottRRocco@TheBradCurrie@wkrakower
The chat starts... NOW
Please introduce yourself, what you do and where you are from.
A1: Our Ss first own the intended learning & are able to communicate that. Ways I see our Ts allow Ss to demo their understanding... @Flipgrid, #gafe (docs, slides, forms), Seesaw, discussions, making thinking visible routines, writing, creative products. #satchat
Yes, @Flipgrid is great for Formative Assessment at all ages. Some of my most quiet students still want to tell me what they know on @flipgrid. #satchat
@Flipgrid has been a huge hit at our school. @LScumpieru is a fliprgrid ambassador & has great ideas of how she engages students with it for the assessment process #satchat
#satchat A1 The preTs with whom I work have the option of using Flipgrid, Google Tools (including YouTube), MS Tools, traditional assessment methods that may provide more structure, demonstrations, or provide a detailed project proposal that we negotiate.
Makes sense to me. A little trial and error goes a long way in showing your overall growth. After all, it's a process and not a one and done that shows growth. #satchat
A1- I try to give options when possible- I even give sample possibilities after they analyze if they're visual, kinesthetic, audio learners etc. when they find out how they learn best, then they figure how they can share what they learn ( does that make sense?) #Satchat
In science w/#NGSS is important to have Ss show how they think That can take forms of models, CER reflections, or any other creative means...but I stay away from basic quizzes #satchat
A1 #satchat Choice in how students show their understanding is important for young learners. 2d and 3d shapes can be created using lots of materials.(As an example) Children construct using materials their ideas of where vertices, corners, bases, sides, etc. are.
Many time the "multiple ways" is also a means of diversifying student ability ... strong writers will always choose to write, but sometimes they need to be pushed in an area of weakness #satchat
Yes! This is the key...students applying their knowledge to a real world application vs. an abstract multiple choice test or bland essay. I've found that this becomes even more potent if it involves external experts...students up their game. #satchat
A1 With every topic, I attempt to create real world activities so they have an authentic reason for learning. They get to decide how they want to get to the end. #satchat
A1 When completing a unit, teachers and students can get creative with summative assessments- PBLs, presentations, group projects, cross curricular activities, etc! #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
Always key to kidwatch and listen to pick up on kids’ interests and how to connect them to context for content make to learn and learn to make have 2 diff purposes / passion-problems-projects we call P-based learning #satchat
A1: never understimate the power of listening. Students demonstrate their learning/understanding all the time, but we often miss it because we're not listening. This pic is for teachers (not students!!!) #satchat
A1: Fell in love with a choice board Monthly project created with end goals in mind. However, we tried various forms (pbl, journal, kahoots, illustrations) as a group before Ss knew their strength in demonstrating knowledge #satchat
A1 For embedded formative assessment, I love to hear S's discuss strategies whether in class talks or by eavesdropping on their student to student talks. I'm a fan of language clarifying understanding. #satchat
@MGrundel Hey! How are you? Hope your computer is not lagging like mine, I took @thecommonpeople advice and now I'm converting a #minecraft map to #minecraftedu. It's taking more than 10 hours. Am I doing something wrong? #satchat
A1- scaffolding the learning with multiple opportunities to show what they know. Traditional work, computer based, a project, drawing math, manipulative math, even verbally. #satchat
It helps to take away PPT as a crutch by limiting words on slides. My Ss can only use 6 words per slide. It makes them own the content and eliminates reading. They're more creative with imagery when you take away the crutches (words). #satchat
"I was required to give a rubric for every single option." - this is a fundamental issue with assessment in schools. We do NOT need to RUBRIC EVERYTHING. For what purpose? Are students actually using rubric feedback to support learning moving forward? #satchat
My 9th grade WH Ss recently did an hour of code as a part of our unit on Science, Technology and Society.
Ss were engaged and really enjoyed it! #satchat#allin4nb
#satchat Utilizing #PBL is a fantastic way of integrating choice into the classroom on larger assignments and units. In daily lessons I attempted to offer the same options, whether via tech, physical, or some form of both. #Coding and #GBL can integrate well to allow creation
I assign writing in US History because the kids need to hone their writing skills ... if given the option the kids will do everything in their power to avoid this activity. #satchat
We can collaborate with students to decide the best process and product options. My students eagerly dive into designing testing protocols for their engineering design solutions. #satchat
#satchat A1: This comes from knowing your students. It's not a matter of creating choices FOR them. Pseudo-choice isn't much better than no-choice. How do students want to share what they've learned? How can you support that?
Teacher, ask yourselves: do my lesson plans for today REQUIRE my students to be present? If not, what can you do to change that? Don't just be an information middle man. #MakeItReal
A2: Using rotations, collaborative learning structures like Rally Coach, Table Texting & Idea Round Up, and code breaking activities allow for Ss to show their knowledge and understanding instead of just throwing out what I have told them. Get them to explain. #satchat
#satchat A2 Constant and consistent collaboration, communication, and flexibility in the time we are together. PreTs use their field experiences to enrich the discussion.
Rubrics/scales for achieving the rigor of the standard can be appropriate for summative assessment. An ongoing embedded assessment practice focusing of critical elements of the learning do not need separate rubrics since they are focused on only one element of learning. #satchat
A1- I try to give options when possible- I even give sample possibilities after they analyze if they're visual, kinesthetic, audio learners etc. when they find out how they learn best, then they figure how they can share what they learn ( does that make sense?) #Satchat
Over ten years ago someone showed me this idea: if you have to give tests, staple a blank page and title it " here's all the stuff I know abt this topic but the test didn't ask me abt it "- and see what they write ( or even draw!) #Satchat
We must offer students DIFFERENT options to demonstrate evidence of learning! #satchat
One way to do this is with CHOICE BOARDS like this:
https://t.co/SkSOWtEimC
A2: Demonstrating knowledge vs regurgitating information comes down to the design of the instruction. Asking good, open ended questions that require Ss understand deeper through synthesizing, evaluating, and creating #satchat
A1. My Ts often use performance tasks, Socratic Seminars, reflection tools, physical checks for understanding, & problem based tasks. On occasion they use tests and quizzes. #satchat
Over ten years ago someone showed me this idea: if you have to give tests, staple a blank page and title it " here's all the stuff I know abt this topic but the test didn't ask me abt it "- and see what they write ( or even draw!) #Satchat
A2: Ss are asked to think outside of the box and connect to the text, photo, artwork, or music in a way that shows how they understand the strategies I’m teaching, but using their own twist. Never just one answer. I want to see different ideas when I grade! #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2: Put students in the driver’s seat, give them voice, choice and a road map, guide them on their learning journey and have frequent pit-stops to check in & ensure smooth running! #satchat
#sketchnotes are so valuable. We've had Ss use them as a review tool. They draw what they learned about the topic. Ss told us they could 'see' the correct answer on tests b/c of this. #satchat
Agreed. It was later revealed that the rubrics were more for " covering or butts when the parents complain abt a grade." I don't want that to be the force that motivates what we do ! #satchat
Agree, I think the arts and crafts are important in early elementary, and should start to evolve to creativity of concept, medium, etc as they get older, but can still maintain artsy feel. #satchat
A2 I a fan of Blended Learning, some input required, definitely collaboration where explaining to others is required and obviously sharing the outcome with others in the class, often where further ideas can be added.
#satchat
(1) Allow students to choose how they demonstrate mastery
(2) Provide models that provide a clear aim for the quality of thinking work should elicit
(3) Provide actionable feedback as needed.
(4) Get out of the way
#satchat
A1 In the literature classroom, options to show learning are plentiful. In addition to the traditional analysis essay, why not provide creative POV writing opportunities, debates, mock trials, or opportunities to use @flipgrid or podcast interviews of characters, etc. #satchat
Formative assessment is a key scaffolding process in learning- kids shouldn’t even think of it as a test or assessment but as feedback loop - peer2peer S2T and T2S all equal in value #satchat
A1 #satchat I think about how important it is that I know my students well. Through our relationships, I can help promote deep thinking and encourage students to take risks.
Q2: Well-excuse me while I risk sounding like a broken record--but if you want to structure learning that is meaningful and goes beyond a regurgitation of information, then #globaled is the way. And students can actively create real change when you #TeachSDGs! Win-Win #satchat
A2: begin instruction with some sort of phenomenon or problem that needs to be solved. Ss learn the content as necessary to explain the phenomenon or solve the problem #satchat
True. The Tic-Tac-Toe Choice Board was doing just that. They had to do the middle and then had only four combinations they could move go to complete the other two tasks. It did push some of my Ss. #satchat
Co-creating = awesome. Providing them with a menu of teacher-directed or teacher-created options isn't ideal agency in assessment. But sometimes we think, "This project menu is giving them voice and choice," it's fundamentally not. #satchat
A2: Let's turn kids into creators and producers by designing mini-games or writing simple programs,such as apps, to demonstrate and synthesize learning and knowledge, #MinecraftEDU and @MSMakeCode or @scratch#CodeBuilder are great places to start #satchat
I would define "real" learning as proven acquisition of knowledge, concept, process etc. It needs to have a way to be displayed either through conversation, video, writing, building, etc. #satchat
A2: When I model a lesson, I start with a brief intro and then let Ss dive in. My role is to encourage thinking and not let Ss give up as they struggle. Ss support each other and we share out at the end. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2 Math is flipped so they come to class ready to work, and they choose independently, collaboratively, or with me. ELA is moving between teacher-led group, choice board, extension groups, or reading on your own. #satchat
Totally ! The individual assignment rubrics were heated more towards compliance and numbers rather than understanding ( ex: mentioned 4 countries, 2 countries, 1 country). Learning doesn't always require such equations #satchat
Do you have a science teacher friend to collaborate with on authentic math applications? Math + science, perfect together! We've predicted rate of invasive Phragmites spread and measured hillside angles for Mountainside Mouse Motels. #satchat
A1 With every topic, I attempt to create real world activities so they have an authentic reason for learning. They get to decide how they want to get to the end. #satchat
This is something kids struggle with in Social Studies ... they want to find "the" answer while want them to find an answer ... so worried about being "correct" they fail to realize there may be multiple answers dependent on perspective. #satchat
A1: Our school is huge on technology. And the kids love that! Some assessments are even done through online resources. But we don’t just limit our students to online usage only. #satchat
Rubrics should only address the knowledge of the content. If you do that, you don't need multiple rubrics. If we're doing rubrics for every option, wouldn't we be grading on more than content? #satchat
A2 Students have to show their thinking by not only summarizing but also explaining steps or making connections to text. Not only what they learned but why it is important and make connections to how it will be used. #satchat
A2: the student teaches! I love this one. I used to sit in their desk, and they took my role as tchr. I made a point to ask them to explain concepts as if I were the one struggling. If they struggled, their “life line” was another peer...not me. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2: If we are creating a culture of thinking and using routines to make our thinking visible, there is no "regurgitation." What we ask learners to do shapes how learners engage with our content, one another, and us. #satchat
A2: Ask students to apply their knowledge & skills to solve a problem or create. Relevant, meaningful project and problem based learning experiences foster deeper learning. #satchat
A2: Provide them with constructivist Qs like: "SHOW me YOU can...." Here's a model of the Revised Bloom's Taxonomy with VERBS you can use. https://t.co/OLY51WW2Qd#satchat
A2 #satchat Traditional exit tickets can be reformatted as a Google form. "What did you learn today that you didn't know before?" #teach in a way that no one writes "nothing."
Q2: Well-excuse me while I risk sounding like a broken record--but if you want to structure learning that is meaningful and goes beyond a regurgitation of information, then #globaled is the way. And students can actively create real change when you #TeachSDGs! Win-Win #satchat
We use white boards to start our models of sci #phenomenon Ss use chrome books to take a pic which are then used as Ss revise & update models as they discover They can see their learning progression #satchat
A2: As an English teacher, there wasn’t much info to regurgitate. Reading a book isn’t about remembering what happened, it’s about recognizing how an author developed characters, how the plot pulls the reader into the story, and how themes impact the reader in the end. #satchat
A2: By doing what Dr. Glasser called "Show & Explain" assessments - personal, authentic demonstrations of depth of knowledge that recognize the individual growth path for each student as opposed to assuming that everyone moves at the same arbitrary pace. #satchat
A2: PBL, Workshop, and PLTW have all allowed students to have a voice in their learning. When we include Genius/Wonder Hour presentations, we have given students control of their learning. #satchat
Dear #Satchat Friends,
I have a big ask for you. Please consider registering yourself or a group (special rates) for the 4th Annual Tomorrow’s Classrooms Today Conference being held at Rider University on May 18 and 19. Two days of great learning! #TCT18
A2: I think it is important to give Ss choices and a way to have a voice. As a learner I like to know how I'm being assessed. I give rubrics and examples of how a project/assignments are graded. It sets the bar of what my expectations are. #satchat
A2 Just giving a choice in product isn't enough, students may still just be regurgitating. Structure instruction around a question or problem that students seek to solve, demonstrate, etc. Be willing to differentiate the #process and #content too! #satchat
A2 #satchat Traditional exit tickets can be reformatted as a Google form. "What did you learn today that you didn't know before?" #teach in a way that no one writes "nothing."
A2 - Lessons need to be structured with student choice, learning styles, & the end goal in mind. Ss can demonstrate understanding & not just memorization through Project Based Learning and other strategies that give them choice & a voice. #satchat
That's a great point, and what's missing from this #satchat conversation, and what's INTEGRAL if we're truly going to be able to shift assessment practices, is PARENT INVOLVEMENT IN THE PROCESS. Why are the shifts important? What does that mean for "grades?" Why does this matter?
A2 #satchat@TeachSDGs provides endless ways for students and families to engage. meaningful learning? Yup! It never ends. Students model how this works, really...
A2 My class consists of reading, thinking on paper (e.g. through annotating, freewrites, and drawing), sharing ideas, having discussions, and doing authentic writing projects. No opportunities to regurgitate. #satchat
Over ten years ago someone showed me this idea: if you have to give tests, staple a blank page and title it " here's all the stuff I know abt this topic but the test didn't ask me abt it "- and see what they write ( or even draw!) #Satchat
This shift is important, but it is interesting how many in the public respond negatively to hearing that the "teacher" will be coaching or facilitating and not "teaching" #satchat
A1 with art class, it’s all about multiple ways to demonstrate learning. There’s never a single right answer. Student’s work within the constraints of a problem but solve that problem from their own perspective. Photo: demonstrate color theory #satchat
Anything and everything so that they get the most exposure to situations where they need to think about subject material without anxiety and a small element of fun. #satchat
A2 Always higher level blooms assignments for summatives. Always having assignments that allow Ss to put their knowledge into practice in a new way. Ss create, analyze, summarize. #satchat
A2: Less whole group, more "station rotation" so you can have those convos w/students. Always having S's explain & reflect throughout their learning. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2 focus on life competencies - metacognition, listening, precision of thinking, clarifying, feedback loop, Verbal and nonverbal reflection, notemaking not just notemaking #satchat
A2: As an English teacher, there wasn’t much info to regurgitate. Reading a book isn’t about remembering what happened, it’s about recognizing how an author developed characters, how the plot pulls the reader into the story, and how themes impact the reader in the end. #satchat
Ss work in pairs to complete a practice. I use it for grammar mostly. S1 answer Q1. Q2 checks and either praises or teaches. Then they switch until the practice is completed. #satchat
Open ended questions and investigative practices so students need to learn and apply what they are investigating and no longer just emulate what was done in front of the classroom #satchat
So true. As long as they can back it up with the text, there is no real answer. It’s more like a mystery to solve. What was the author’s purpose at that moment in time? #satchat
A2: As an English teacher, there wasn’t much info to regurgitate. Reading a book isn’t about remembering what happened, it’s about recognizing how an author developed characters, how the plot pulls the reader into the story, and how themes impact the reader in the end. #satchat
A1 #satchat I think about how important it is that I know my students well. Through our relationships, I can help promote deep thinking and encourage students to take risks.
I teach middle school ... many of my activities teach my content and tech at the same time ... building a large knowledge base from which the kids can draw in the future. #satchat
A2: When visiting classrooms what I find most effective is when students are engaged with each other and the content. Also the experience of the lesson, when it’s an experience, kids have something to connect the content to. #Satchat
A2: As many have said, provide students choice in demonstrating understanding. I also like for them to explain why they chose the option they did. Doing so would show what areas they understood, struggled with or didn’t care for. This helps with revision if needed. #satchat
A2.2 Look at the work of @robertjmarzano. He says what great teachers already know, and do:
"Assessments should provide students with information about how to advance their understanding of content and teachers with information about how to help students do so." #satchat
Yes! I finally started single point rubrics this year and like them much better, allows students To still " think outside the box" while typical rubrics seems to limit students to inside their various boxes ! #satchat
Early in the year, we do direct instruction around what it means to apply our knowledge. But this point, all students should be using their knowledge to make next steps and answer HOT questions. Creation and evaluation are the goal. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2 My class consists of reading, thinking on paper (e.g. through annotating, freewrites, and drawing), sharing ideas, having discussions, and doing authentic writing projects. No opportunities to regurgitate. #satchat
A2. Sometimes I give them someone else’s (or their own) completed work. How can you solve this problem differently? They have the answer; think of a new path. #satchat
This shift is important, but it is interesting how many in the public respond negatively to hearing that the "teacher" will be coaching or facilitating and not "teaching" #satchat
A2:
(1) Allow students to choose how they demonstrate mastery
(2) Provide models that provide a clear aim for the quality of thinking work should elicit
(3) Provide actionable feedback as needed.
(4) Get out of the way
#satchat
A2: I've tried to adopt a workshop model to all areas of instruction: reading, writing, mathing, and inquiring. (Yes, I use math as a verb in my classroom!) Small groups, collaborative conversations, and open-ended challenges with multiple acceptable outcomes! #satchat
Give choice! Always been a huge fan of RAFT assignments that give Ss options w/ different perspectives. Also, create a game board w/ different options for Ss to choose from. Trust us...it may be a little more work in the beginning but you & your Ss will appreciate it #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
This was an important aspect of introducing our Ss to the SDGs - small groups created mini-lessons about each goal with an embedded check for understanding - reflected back both on content & practice #satchat
A2: Provide more autonomy for students. Less me and more them. Create opportunities to make thinking visible and collaborate with peers. @Flipgrid is an awesome resource for accomplishing that. #satchat
#sketchnoting is using text and images to make meaning of verbal or written content. Ss listen for the pictures and draw what they hear to help them remember. #satchat#drawingisthinking
A2: allowing students choice in how they demonstrate their learning is critical. Providing a variety of assessment option is critical and increases student engagement! Blogging, Socratic seminars, multimedia presentations & creations, debates, etc. #satchat
Great questions this Saturday morning!!!! Q2 Answer: Gradual Release of Responsibility Model (I Do-Teacher Models; WeDo-Guided Practice; then Release to You Do Together- Students Practice Skill collaboratively and You Do Alone-Independent Practice. #satchat
A2: More collaboration should lead to less regurgitation. Working socially can instill confidence & variety into the work they produce so Ss don't just rely on repeating info back #satchat
#satchat#SaturdayNightTakeaway April 7th: Today in 1970, On this week's US Top 5 singles chart; No.5, 'Bridge Over Troubled Water', No.4, 'Spirit In The Sky', No.3, 'Instant Karma!', No.2, 'ABC', and at No.1, 'Let It Be'. More @ https://t.co/p33Pe4wTJ8 Retweet!
A2: save all “I can” statements from the year. Randomly select a few every so often. When a student indicates that they’ve mastered that “I can” respond with “Prove it!” This turns into such a fun and exciting way to revisit, review, and research. Ss love it. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A2: Model your thinking when teaching in place of giving facts. Giving students a sense of wonder & how this knowledge fits into the larger picture than of life spark creativity. (Kinda of tough for subject/predicate work but possible 😬) #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
My students were lost the year I didn’t do quizzes. I used writing assessments and class discussions as criteria. They asked for quizzes the next year because that’s what they’ve been conditioned for. #satchat
A2: As many have said, provide students choice in demonstrating understanding. I also like for them to explain why they chose the option they did. Doing so would show what areas they understood, struggled with or didn’t care for. This helps with revision if needed. #satchat
A3; This is deep at the heart of Instant Relevance. We need to stop trying to attach fake context to problems and instead, extract real content from relevant interests and events to #makeitreal for kids. They know the difference. #satchat
When kids learn to ride a bike, bake a pie, climb a tree, shoot a basketball, play a scale they are using all the processes of learning, unlearning, and revising thinking - that’s assessment / how do we mimic that in Sch? #satchat
No, but our Ss seem to like them - gives them a clear idea of the requirements. Generally, they create the rubrics though, either on their own (for free choice items) or as a class. We tend to have great discussions about how to measure learning #satchat
I've seen this! I think anything that involves students in the process and helps them talk about what they've learned and apply strategies to reflect and adjust moving forward is important. Doesn't matter what it's called or how it's structured. #satchat
A2: Being w an engaging, high ceiling, low entry problem/situation & let Ss natural Qs emerge & guide the lesson. Plan fewer, open Qs that allow for multiple answers. Stop at key points & allow for S reflection. Allow time to CREATE rather than CONSUME. #satchat
Stop motion animation is a great way for Ss to demonstrate learning. Students love it. https://t.co/tfzEDQZxP2 We use stop motion animator on Chromebooks #satchat
Yes, I also have been recently using Google Forms with a video attached. Ss watch the video and the questions delve deeper into the subject and what was said. It makes Ss good listeners and then gives them the “so what?” after they watch. They can also pause and replay. #satchat
A2 #satchat Traditional exit tickets can be reformatted as a Google form. "What did you learn today that you didn't know before?" #teach in a way that no one writes "nothing."
A2 my students are great at regurgitating...where we have made great strides this year is including their voice and opinions into their answers. It's takes practice...lots of practice #satchat
That said, according to Dr Macia Tate an Educational Psychologist and Special Needs T, they don’t grow Dendrites either. She has a book by the same name.
https://t.co/Q6UyIwQCQX#satchat
Ts need to reprogram Ss to think, ruminate, & enjoy the process of civil debate in social studies. Exploring history through discovery & peering through differing lenses to determine what REALLY happened. Some solid resources here: https://t.co/qqndZqzvDI#satchat
Indeed! My goal in every class is to be on continuous "formative assessment" mode the entire time...listening to the S-S conversations, guiding with crumbs, asking Qs, etc. Each student then knows when they are ready for a Show & Explain. It works! #satchat
A3 We read about diverse, real-world issues in books like SAME SUN HERE and YELLOW STAR. Then we use the texts as thematic or structural models for writing about the issues in our own lives that matter. #satchat
Q2 information - in the form of concepts, techniques, ideas artists explore - is presented to the Ss, but then they are responsible for applying that knowledge to the production of artwork. They make choices by relating personal experiences to the lesson content #satchat
A3: My middle school #elachat units all have a scenario that requires S's to read in order to write. From narrative to argument, S's have been engaged. #satchat
A1 - Multiple forms of retrieval practice...provide assessments where students use only their brain and not their notes, their peers, or their book.
Honest assessment that allows the students to know what they do know and what they don't know.
#satchat
Yessss Ben. But WE have to teach demo and discuss into and how students learn so as to ensure Ss experience that depth. Worksheets, ppts, lecture etc all still plague classrooms and teacher fear. #satchat
A2: By doing what Dr. Glasser called "Show & Explain" assessments - personal, authentic demonstrations of depth of knowledge that recognize the individual growth path for each student as opposed to assuming that everyone moves at the same arbitrary pace. #satchat
12 ways to be more MINDFUL
- Take a walk
- Uni-task vs. multi-task
- Create
- Breathe
- Seek new experiences
- Go outside
- Feel what you are feeling
- Meditate
- Eat well
- Think well
- Laugh
- https://t.co/ZKVfk3B0Go | #satchat#leadupchat#edchat
A2: I've made a concentrated effort to eliminate regurgitation fr my classroom this yr. No quizzes/tests. No formal HW.
100% project based and really promoting ownership of learning. #satchat#allin4nb
A3: Don’t be afraid to ditch curriculum and tap into their passions and relevant topics. We are professionals and it’s okay to creatively intertwine learning standards regardless of curriculum or topic. #satchat
Good morning, #satchat! Chi, Academic Dean & AP Bio Teacher from FL here. A1 Depending on the assignment, projects may take on different forms digitally (animations using apps or recorded podcasts) or 3-dimensionally (using mainly recycled/repurposed materials).
Yes! Data and brain research behind using visuals is powerful and compelling. Add a picture to notes and retention increases by up to 30%! Have Ss create their own #Sketchnotes to increase personal meaning and relevance. #satchat
#sketchnotes are so valuable. We've had Ss use them as a review tool. They draw what they learned about the topic. Ss told us they could 'see' the correct answer on tests b/c of this. #satchat
A1: A great way is to create the opportunity 4 Ss to bring their learning/thinking to a LEGO Robotics room and apply what they have been learning all day in creative playful problem solving. #satchat#SiglerRobotics#LEGOeducation#FLL#SiglerNation
A3: Providing context to learning can help structure learning so Ss are asked to solve authentic, real-world problems. Helps to know your Ss and tailor those problems to your Ss interests & cultural backgrounds. #satchat
A3: In English, this means having a real audience for writing - post in a blog, print and bind, read at a microphone, never just turn in to the teacher. The readers give the writing purpose. #satchat
A3 Real-world problems call for real-world solutions & structuring learning so that students have an authentic audience (not just the teacher!), work collaboratively (life skill!), opportunity to showcase learning & ideally, apply to life - school, community or beyond. #satchat
This needed 2 be done. The policeman told him there are no 1st amendment rights on private property, insisted on seeing his ID & said he’s not interested in Biden’s pedo video evidence. Elites know when normies awakened👉🏻they’re toast.
#QAnon#MAGA#IBORhttps://t.co/fQVXuRd2wp
Hey, y'all ! Ashley, digital learning coach from SC joining late. A1: Inc digital tools like @seesaw give Ss choice of how they will demonstrate their learning: they can take a picture, make a recording, draw and/or label. #satchat
A2: Begin w an engaging, high-ceiling, low-entry-point problem/situation & let Ss natural Qs emerge & guide the lesson. Plan fewer, open Qs that allow for multiple answers. Stop at key points & allow for S reflection. Allow time to CREATE rather than CONSUME. #satchat
A3: In English, this means having a real audience for writing - post in a blog, print and bind, read at a microphone, never just turn in to the teacher. The readers give the writing purpose. #satchat
I'm sure you're also helping them build a large skill base, too. I love the #NGSS Science and Engineering Practices with their focus on authentic skill application. #satchat
I teach middle school ... many of my activities teach my content and tech at the same time ... building a large knowledge base from which the kids can draw in the future. #satchat
A2: Authentic Assessments lead to authentic learning! This is accomplished through PBL, discovery learning, and inquiry lessons!
Multiple choice assessments are convenient and convenience is not what’s best for students!!! #satchat
For sure! The New South Wales Education Standards Authority refer to Assessment of learning (Summative), for learning and as learning (both formative). The latter means even the task should be an opportunity to learn. #satchat
A3: #PBL lends itself to scaffolded tasks with checks for progress throughout, assessing various key concepts on the way to mastery, we must provide multiple means to express authentic learning #satchat
A3 #PBL gives authenticity its true meaning when done correctly! All assignments can be given real world relevance if Ss are challenged to apply it to deeper learning/higher level blooms comparisons, and using 21st century skills regularly in class. #satchat
Solving authentic real world problems in my US History class ... while planning many of my activities I want the kids to make a connection to what is happening today ... I know they are learning when they say "this is just like what is happening now" #satchat
A3: Still a work in progres. BUT, one Ss shared in a reflection yesterday that he is learning skills he will use in a future career and/or to help others. Love #studentvoice! #satchat
The topic of assessment is so in-depth and to truly make progress in how we honor student learning, we have to dig deeper. Start by having the bold conversations outlined in the latest @ModernLearners ebook: https://t.co/JDNc7p0ISJ#satchat#edchat
A2: Put students in the driver’s seat, give them voice, choice and a road map, guide them on their learning journey and have frequent pit-stops to check in & ensure smooth running! #satchat
A3- I'm required to give unit tests- I try to make them more authentic by being mostly reading comp- here's things connected to what we're learning abt in the news, books etc, so how did what u learn connect to the world today !? ( ps-it takes a long time to make these ) #satchat
A3: I'm rewriting my Civil Rights unit and their task is going to be to create an approach to today's racial issues using methods from the 50's/60's/70's along w/ today's tech & connected world. #satchat
I have a list of 5 options for each unit and students choose what they feel they will be most successful doing. Leads to some great classroom decor too! #satchat
A3: If we invite learners to be readers, reporters, mathematicians, scientists, historians, etc., how we spend our time as learners shifts to an authentic, real-world opportunity. #satchat
Couldn't agree more...my role is to help each student find the custom path of scaffolding activities (buffet of choice) in every class that will help them grow and increase their DOK until they are ready for a show & explain assessment. True personalized learning. #satchat
I think relevance is super important, but some learning is pre-requisite, and making that connection may take some creativity. I would add to relevance, importance to self. #satchat
#satchat Susanne HS art educator from RI A1 my S's discuss & critique artwork, create visual online portfolios that show growth & progression, self assess work, write about their process & rework assignments to improve grades
A3: As an ELA teacher I like to have students have characters have conversations with people today about hard topics. This helps them really think outside the box. #satchat
A2 - a Socratic seminar or old-school fishbowl discussion where students are generating the topics, facilitating the discussion, and peer assessing is a great tool. Having student voice in the rubric design adds another layer of thinking and ownership #satchat
A3: Here is the last part of an example of a scenario: "Put together a portfolio of journalistic narrative writing to present to the top Executives who will decide who to hire" #satchat#elachat#mschat
A3: I'm rewriting my Civil Rights unit and their task is going to be to create an approach to today's racial issues using methods from the 50's/60's/70's along w/ today's tech & connected world. #satchat
A3: Ss are shown strategies, but are asked to use them in multiple situations that are real world situations. Also, having them utilize their devices instead of just using them mindlessly. How can they use apps to change thinking? #satchat
A3: Ss should be presented with real-world problems with Inquiry based learning. Pose questions that provoke questioning, drive passion, and require results/actions/and plans from Ss on what WE can do to change things, and find ways to put them to action. #satchat
A3: Finding real world problems that create realistic conversations is my goal for every lesson. When students are discussing tangible ideas such optimizing a distance or amount of wire in a situation, it is more authentic than and the students are open about this #satchat
A2 #satchat I teach LA through reading & writing workshop which I find very learner centered. However, I felt the hours I spent giving feedback was teaching me more than them so I flipped it with great results!
https://t.co/cNQ30RmjkE
And we SSSSOOOO want you there with us. + you’re dropping all of these #satchat bombs of knowledge, what are we gonna do without You if you’re aren’t there 🤦🏽♀️🤦🏽♀️🤦🏽♀️ #quehorror
A2 Our STEAM lab is all about inquiry, investigation, & design challenges. Students apply learning & develop skills to solve authentic problems. They are highly engaged. It's all about application - not regurgitation. #satchat
A2: Generally, have students reflect instead of summarize, or synthesize instead of repeat. Allow for wait time when questioning and provide opportunities for all students to pitch in. #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A3 I dont think everyone needs some authentic real world problem to solve every time..just a part of it to make a connection? I just need to want to know about something
#satchat
A2 Even when students are examining the same concept/phenomenon/theory, there may be multiple illustrative examples. At multiple points in the school year, students are challenged to select within parameters to teach the class about a concept or facets of a concept. #satchat
A3 in a recent lesson students were asked to explore appropriation in art by using social commentary. Ss explored real world issues concerning them: lgbtq+ rights, fears of North Korea’s nuclear power, body issues/relationships with food, and racism #satchat
A3 quality of PBL matters - learners don’t search, design, create, make, connect, communicate, and publish work in school w authenticity w/o experiences that include scaffolding and feedback #satchathttps://t.co/jimRX3FwC9
A3 Maybe we move our learning to more of a STEAM-based thinking/model where students have to use multiple ways to come up with a solution to a problem frequently being a real-world problem. #Satchat#GSwSTEAM
A3. We build lessons through each unit to culminate in Socratic Seminars, & we use @EquityMaps to keep tabs on meta data regarding equity of voice, contributions along gender lines, connections to world, & depth of conversation. Then reflect! Best app I ever purchased. #satchat
A3 I had some cool results in my lab class with super open ended questions and discovery learning w/ chrome books. For example, I showed them this image and just asked them “Why is this happening and what should we do about it?” The presentations were amazing! #satchat
It starts with knowings your Ss & knowing what real-world things they'll connect to. Ask your Ss how what we're learning is relevant, see what they come up with. Showing relevance goes a long way. Also, start with a real-world problem or scenario as a jumping off point. #satchat
A3. Our Ss have demonstrated the ability to bring in what matters - recent walk outs, letter writing campaigns, & formation of Ss orgs all demonstrate a commitment to authentic problem solving & engaged citizenship #satchat
I will. I'm trying to create more hands-on inquiry based learning in my Modern US History class. They'll start playing my revamped 70's game on Monday. #satchat
A3: As an ELA teacher I like to have students have characters have conversations with people today about hard topics. This helps them really think outside the box. #satchat
I have a ton of access, but I don't really teach tech ... I show them how to use it and then let them discover ... many already know how to use without knowing they know. #satchat I get a lot of "oh ... this is just like ____"
A3: Simple: Project Based Learning. True #PBL...made more potent in a competency based framework and done school-wide and cross-curricular/cross grade level. Like this: https://t.co/k7MTahutRP#satchat
A1. It's important to find what they are good at and what they enjoy doing in the class. Relating relevant topics to their interests helps them build analogies as well. #satchat
#satchat I think about @TeachSDGs@TheGlobalGoals again because they offer opportunities to engage Ss, families to collaborate locally to help solve a common need. Through learning about the world we invite connection & model positive change. Learning is fluid, impactful
A3: "Instead of focusing on how well learners perform certain usually arbitrarily selected tasks, modern assessment should focus on what tasks the learners have opportunities to engage in and their degree of interest and comprehension." https://t.co/JDNc7p0ISJ#satchat
A3 We rate mastery as an exam that is passed rather than solving a problem or creating something...we can be authentic by using PBL’s and as many collaborative projects as possible...rarely in the real world do we solve problems on our own #satchat
A3: At CR, our @CRCSOutdoors has a deer facility, a wildlife center, and a fish hatchery. All are run, managed, and maintained by Ss. It doesn’t get any more authentic than that at a rural school! It’s incredible to see the ownership and responsibility Ss show. #satchat
This conversation is essential. Quizzes can involve application and hard work too. Learning is applying, acquiring, feeling and living: knowing, becoming wiser, trusting, risking, enjoying, caring. #satchat
In reply to
@DougTimm34, @doylewrites, @mrnesi, @chadw675
Ss asking for tests and quizzes isn't enough for me to go backwards.
I'm also not basing success on subject area content. I'm driving my Ss to create, collaborate, and communicate. History is my vehicle. #satchat#allin4nb
A3: Besides asking the right questions that need more than a Google search to answer, find out what makes S's tick. #ditchbook Like @jmattmiller says: think about motivating factors - Autonomy, Mastery, Purpose. #satchat
RT or like if you believe animals deserve freedom from:
-Hunger
-Thirst
-Pain
&
-Fear
RT o similar si crees que los animales merecen libertad de:
-Hambre
-Sed
-Dolor
y
-Miedo
#SaturdayMorning#SatChat#FelizSabado
A3 our district case study on implementing high quality PBL that supports student voice, agency, and influence in their own work and the greater community #satchathttps://t.co/tiqqW7PS4Q
As educators we love to help other educators so we decided to give away 5 yearlong subscriptions to @SpellingCity
Enter to win this FREE EdTech by:
🌟Following Us
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Good luck!!! #leadupchat#EduGladiators#satchat#ukedchat
A4: My Ss know that learning is a process and mistakes/failures are an expected part of it, especially in writing. They see my own mistakes all the time and we turn them into learning experiences. Use S answers (no names) to help Ss improve writing. #satchat
A4: Taking risks and embracing growth is a requirement for real learning. I like this vlog from @TheTechRabbi FAILURE: First Attempt In Learning...Unless Reflection Exists #satchat
#satchat is simple - start taking more about gratitude, leads to a lot of happiness and amazing actions got something to say about this? ShoutBubble it here https://t.co/Ve46rtfVzS
Today’s plan, absorb plenty of Vitamin D on my rooftop to get my tan to this level again #notanlines and do a Twitter Q&A with my lovely Tweeps 🤗 so fire away ❤️ #satchat p.s. you know I love a retweet 👄
I keep telling my Ss that this is the year of kindness (declared by their T) and that we recognize empathy, kindness, and sincerity in literature through the characters as well as ourselves. #satchat#BeNice
A2 Ask deeper ?S and Ss apply what they've learn. I love using coding in the curriculum for Ss to apply their learning. For instance, my 2nd graders coded @Ozobot to demonstrate learning about forces & motion. Lots of deep thinking!#satchat
A4 I love the genius hour e call is iTime - not free time but planned out over 6 weeks with the focus on learning something new or enhancing out learning #satchat
I’m so floored by the persuasive essay writing of my today’s 3rd gr Ss vs. years ago. Topics they chose this year? Gun violence, texting/driving, plastic pollution. Kids are hungrier than ever to make a difference. Let’s help them. #satchat
also about expectations ... aim high, but be ok when they come up short ... and remember the tech component is not a part of the "grade" ... it is a vehicle that presents content learning. #satchat
Gold-standard PBL requires students to have an authentic audience. The problem must be one that affects real people who are invested in a real solution. Once students know that they are not just solving a problem for themselves or the T, it makes it real. #satchat
A1: Create whatever it takes as teachers to facilitate Ss experiencing failure - repeatly- until they stop looking at failure as a place to stop but instead just a moment in the journey to go from to get to where they are going. #satchat
Student choice takes them places that you, as a teacher, can not methodically plan for ... organic growth from their own curiosity and passion is true learning.
Be there for them as support, but just let them lead the way ...
#satchat#IAmPeace@susanverde
A4: Taking risks and embracing growth are a requirement for real learning. I like this vlog from @TheTechRabbi FAILURE: First Attempt In Learning...Unless Reflection Exists. https://t.co/ysKC56rJbF#satchat
We can’t talk about innovation, entrepreneurship, & risk taking & then ignore failure. We need to teach students how leverage failure as part of the journey and not the destination. Just spoke about this on my latest vlog episode https://t.co/5Xrkd6Wyaw
In reply to
@nathan_stevens, @jcbjr, @JenWilliamsEdu, @TheSquareSchool, @cinehead, @spirrison, @ziegeran, @Glennr1809, @Russ_Schwartz, @principalkp, @mrkempnz, @smgaillard
We can be creative with tests/quizzes and what they look like & require of students though. And, we can find ways to build greater accountability/investment into other types of "work" - so that students/parents still take it seriously. #satchat
In reply to
@DougTimm34, @chadw675, @doylewrites, @mrnesi
A3: Project-Based Learning is a great way to connect to real world problems/events. Student choice can also be successful in this regard. Lastly, knowing your students and their interest is perhaps the easiest way to connect content to their lives and the “real” world. #satchat
Hey #satchat Sec. Ed and Biochemistry major, student from Rider University in NJ.
A2: In my future classroom, I am planning on giving the students the option to design their own experiments with guidance. They should think how does that skill will help them in the real world.
A4) As a school leader I have to model risk-taking and embracing mistakes for the teachers and allow them to do so, so they can be free to allow the same for students. #satchat
I love this! It is vital to know your Ss and find what will lead their passions! If I would never have volunteered in High School in the life skills room I would have never had discovered my passion! #satchat
A3: #PBL is an obvious & rich way to engage Ss in authentic problem-solving. I love me some #3ActMath to turn silly math textbook problems into real-world, engaging situations. Also, give Ss authentic audience for their product. #satchat
A4: We encourage risk taking and embracing mistakes when Ss demonstrate learning by providing support, celebrate the process, and make every experience one to learn and grow from #satchat
A4 1St. By modeling I don't know everything & I don't hide that We also have the class philosophy "Failure is a stepping stone to success" Being willing is part of learning process #satchat
#satchat#JimmyKimmel@jimmykimmel I think I can help. Pop culture purveyors have spent the last decade or so trivializing sex at the expense of women's dignity. I hear it pays really well👍🏼but we don't believe or care about your newfound phony concern. #ManShow#ick#ew
Hey #satchat Sec. Ed and Biochemistry major, student from Rider University in NJ.
A2: In my future classroom, I am planning on giving the students the option to design their own experiments with guidance. They should think how does that skill will help them in the real world.
A4 We’re evolved to be risk averse—that’s how our ancestors survived. If we want students to learn when, why, and how to take risks, we need to show them what risk-taking looks like, have them practice risk-taking, and provide reinforcing feedback when they risk. #satchat
A3 We love design challenges. Simple ideas that are relevant to students are a good way to begin. They do not need to solve the world's problems to start. Maybe just one for which there is a need. Here's an example of a student-made microscope mount to take #cellfies. #satchat
A4: My favorite saying "confusion is the sweat of learning" is in my classroom. The analogy relates training your brain to working out other muscles. It tells my students that embracing the unknown and taking risks is an integral part of the learning process. #satchat
A3: Yes, some do when their comfort lies in content and the transferable skills are lost. It’s hard to make change without continuous support and high-quality professional Learning. #satchat
A4. We'd support feedback based activities for embracing mistakes. Students think less of themselves due to peers when they make a mistake; a positive response from the peers can help them work on the mistake by building a system where everyone can freely ask for help. #satchat
A3: in the real world, students have to be able to think critically for themselves, and they have to be able to defend their thoughts and reasonings. We have to keep that in mind when creating any learning task. #satchat
#satchat Thanks for this. I am thinking that this might also be connected to reflection. Looking backward, to think about where you started and forward reflection about where you are. I think this offers powerful insights about growth.
Child care? We care for children @EdCampNEWARK ! There’ll be about 15 kiddos helping out and about. Ages 6-14. Bring your angels, they’ll be fine! #satchat
To @CajonValleyUSD Ts. Check out this choice board for a novel. Lots of great ways Ss can demonstrate learning while providing them with choice and creative options. https://t.co/Fl9dIz6Ly0#satchat
We have moved to more performance tasks vs straight multiple choice, which is an improvement as they ask students to think beyond comprehension. #satchat
In reply to
@deirdrefaughey, @chadw675, @doylewrites, @mrnesi
I love that pic and boy is that true - I remember this one .. two cars start at different points driving x MPH and meet in the middle .. kid in my 7th grade math class in a galaxy far far away saying “what you got there is a car crash” and was sent to office #satchat
A4) As a school leader I have to model risk-taking and embracing mistakes for the teachers and allow them to do so, so they can be free to allow the same for students. #satchat
Let's acknowledge, too, that some students are not comfortable taking the reins when it comes to self-directing their own learning, or designing their own assessments. And we have to know how to coach and respond when that happens. #satchat
At a certain point one has to allow the easy choice or else choice is not actually practiced: I am a prestidigitator forcing choice like the Deuce of Hearts. #stuchoice@Stu_Camp#satchat
In reply to
@LaurenPorosoff, @DennisDill, @Stu_Camp
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A4. Constant self reflection. The gamified classroom is designed as a sort of “magic circle” in which students become players and learn rules of the game - not unlike a basketball court. Learn by doing. Take lots of shots! Reflect. Repeat. Retry. #satchat
A4- when grades are " one and done" - students are more afraid to take risks and their fear of failure is strong - letting grades change when their work improves helps with this ( and yes, there are ways to do it so it's not a logistical nightmare for teachers ) #satchat
Praise is a huge component in classrooms, especially for younger grades. It really helps to encourage the struggling learners. My kids start out thinking it is lame, but end up coming up with some neat praises of their own. #satchat
A4:My classroom is introduced as a risk-taking/mistake-making environment. Ss see and hear me describe mistakes that I make & what I learned from them or how solved. Also, predict risks & share outcomes. They learn to do the same w/o fear of being wrong. #satchat huge benefits
A4: Risk taking & comfort zones are especially important in my tech. courses. I keep assignment descriptions brief & broad, and provide in-line links to tutorials and additional resources, inviting students to explore as needed, & focus on process rather than product #satchat
A4 We’re evolved to be risk averse—that’s how our ancestors survived. If we want students to learn when, why, and how to take risks, we need to show them what risk-taking looks like, have them practice risk-taking, and provide reinforcing feedback when they risk. #satchat
A4: Also, I find that given students agency and allowing them to take ownership over a problem or lesson and presenting it goes a long to encourage even the quiet students to take risks. They need to be guided during this process, but with ownership they will thrive #satchat
A4 It has to be a constant part of the classroom culture: embracing learning, recognizing that failure or mistakes will happen, and celebrating achievements. It takes grit to succeed - Ss need opportunities to develop grit #satchat
A4: It’s little things that reassure students. “It’s ok when you get something wrong! That’s not on you, that’s asking me to find a new, different, or better way to teach you!” #satchat
A4 trying to encourage more risk taking by having students share not only their artwork, but also discuss their motivations and the ideas they tried to explore. Talking honestly about your hard can be risky at any age but in middle school, super scary! #satchat
A4 Changing Up our instruction, pedagogy,etc will lead to some Chaos and Conflict, but the end result will be Growth #growthmindset Change-Conflict-Growth #satchat
A2 - #satchat
I struggle woth this because I teach pre-req courses like A&P with little room for exploration but as much as possible I try to let students explore a disease or community issue of their choice related to the unit. Suggestions welcome!!!
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
#satchat
Toss out every modern teaching methods that's been proven ineffective. Go back to some simpler tried-and-true methodologies that weren't broken in the first place.
A4: I introduce my Ss to the concept of “beautiful oops-ing” and when something goes unexpectedly in their art I ask excitedly “Cool! What are you going to do now?”#satchat#allIneedtoknowIlearnedinartclass#lifelessons
I encourage Ss to have a #growthmindset. Mistakes should happen and we learn from them. We discuss making mistakes at social story. What mistake or poor choice did the character make, whats a better choice, what can the character do to fix or change their circumstances. #satchat
Persuasive writing doesn’t have be about getting people to do/buy/allow things for them. It can be self-persuasive: what can we do to create positive change in the world? #satchat
A3 I agree with Susan & @BrianDunleavy16 - well-designed #PBLs provide a structure for students to approach real-world problems, with formative assessment opportunities all along the way. #satchat
A3: #PBL lends itself to scaffolded tasks with checks for progress throughout, assessing various key concepts on the way to mastery, we must provide multiple means to express authentic learning #satchat
A4: I think it mostly, not all, but mostly comes down to the classroom environment and how students have been taught to respond to themselves and others. It is a never ending lesson in life though... #satchat
They have to find something good in even those things which have totally gone wrong. The biggest asset being confidence. Even if they present something in the class that's entirely wrong, you have to give it to them for their guts. #satchat
A4 Assignments are never DONE unless you have reflected, revised, and resubmitted and said that you are finished. Ever assignment deserves some reflection and revision opportunities. #satchat
This is so true. I teach at the resource level, and my students really struggle with taking risks or learning something independently. It’s been a long road convincing them they can do it. #satchat
A4: I shower students with public praise when I see them make a mistake, then persevere. The more mistakes they make trying to reach mastery, the deeper the learning. #satchat
A3 I had great success incorporating digital tools, STEAM, and coding to give Ss authenticity to assignments. Also providing a real-world audience gives them purpose! #satchat
A4: By ensuring students are developing their own problems that have no proverbial "answer" in the back of the book vs. canned textbook or worksheet based learning, it's real-world learning through applications. Harder? Yes! More impactful? Yes! #satchat
Student-Directed, Passion-Based Learning:
Genius Hour and the
Four Pathways to Genius
#satchat
Read about how student choice is weaved into all elements of this awesome learning experience here:
https://t.co/GU8HhoKPH7
And FUN! The simulations are mostly based around science core but there's also a lot of social studies :) #satchat Best part: I get to play the bad guy in the stories and challenge my kiddos :) LOL
Mastery certainly is the measure. Does your entire school grade this way? Can you share your how tos if you have something like this? Trying to find resources for our team. #satchat
In reply to
@chadw675, @deirdrefaughey, @doylewrites, @mrnesi, @DougTimm34
That’s why all kids Formative assessments can be redone. I set @goformative and Google Forms to allow to edit. If they go back, Ss are learning. #satchat
This is something kids struggle with in Social Studies ... they want to find "the" answer while want them to find an answer ... so worried about being "correct" they fail to realize there may be multiple answers dependent on perspective. #satchat
A4 Always multiple attempts at mastery, always options for more support if you’re not there YET. Feedback from multiple sources (your choice). Embrace the struggle, the process, and not just the product. #Satchat
Allowing students to re-do assignments and providing choice in how they demonstrate learning are key to building a culture of iterative learning #satchat
A4: I use Game Based Learning #gbl the objectives of the lessons are achieved via a semester long game with elements of a game such as narrative, leaderboard etc. In a game, you can fail and start over and over without serious consequences. #satchat
A4 - I make mistakes. Some intentionally. Some not. And when they catch them or I catch them I make a big deal of being transparent in my thinking. Embrace our own mistakes. #satchat
A4: Think “The Little Engine that Could” ...I used to give Ss a train template. When they had a misunderstanding of a concept, they noted it on the train car. When “I think I can” turned into “I knew I could” we revisited the mistakes that led to the accomplishment. #satchat
Do you ever notice the students that receive the public praise of failure recoil? Maybe your more shy students. #satchat I don't know that we need to celebrate failure, just recognize it.
A4 - It starts with how the T responds to mistakes & models making mistakes. Growth Mindset as a focus in the classroom is key, too. WBT also incorporates an "it's cool" approach to mistakes that students like. We need to celebrate & acknowledge effort & participation! #satchat
A4. I think this speaks to established culture in the classroom more so than specific assignments. I feel our Ss are more willing to take risks when there are strong relationships, modeled mistake making, & supportive agreements to create the container for learning
Weekly Sparks for Learning from our PLN! Check it out -- student, choice, voice, assessment, meaningful learning experiences..
https://t.co/vRt22omslt#satchat#edchat
A4: As a leader, you can't expect to create a culture of innovation & risk-taking unless you model that. I try to be transparent & strategic about taking risks & my failures forward. I reflect openly, seek out feedback. We embrace a #ComfortableBeingUncomfortable mindset #satchat
A4 Assignments are never DONE unless you have reflected, revised, and resubmitted and said that you are finished. Ever assignment deserves some reflection and revision opportunities. #satchat
A4: As an educational leader its important to model what we hope to see in our classrooms. We can’t be afraid to take risks & we have to be explicit when we are doing it to help all see what & why behind our decisions & actions! #satchat
A4: as school instructional leader demonstrating a growth mindset always, talking about how I have worked through challenges & iterated based on this. Design thinking approach #satchat
A4: encourage student choice in product. Today’s #youngleaders are excited about using their skills and talents to demonstrate learning. Choice provides greater opportunities for risk taking, commitment and motivation for learning and meeting expectations #satchat
A3 - I start the year with a panel of experts that students can interview and be inspired to work on a problem that comes us. Sometimes makes a whole term project!! Important to collab with other classes too #satchat
Have you seenJeff Anderson's books? Everyday Editing by @writeguyjeff shows you how to teach grammar through exploration & a sense of wonder. Since we discovered his work, the entire school uses his techniques #satchat
A3: True experiential learning by having students discover, diagnose, and solve real issues in their community. By acting as a facilitator in this process, students grow exponentially. #satchat
I work with Ts and Very heavy lifting in getting them to see the Ss as Chief learner, decider, designer and decision maker With the Teacher. Love the buffet of choice Ben. Can we talk offline sometime? #satchat
Couldn't agree more...my role is to help each student find the custom path of scaffolding activities (buffet of choice) in every class that will help them grow and increase their DOK until they are ready for a show & explain assessment. True personalized learning. #satchat
A4 what if kids didn’t think of life as a series of mistakes but as iterative learning - @heyasteph of @MakerEdOrg worked w our staff on documenting process of decision-making in projects - the why of choices, revisions, edits in thinking and doing #satchat
A4 For my ELs everything they do is a risk. Class philosophy is “We all learn together and we learn from each other’s successes and failures.” Being an ELL myself puts me in a place to relate to their struggles. #satchat
A4 I preface activities/experiments with: "There's usually more than one way to approach a problem." "There's no right or wrong here, just the facts." "There's no judgment here since we are only trying to figure out what's going on." Words and context matter to students. #satchat
A4: I don't have a classroom, but the song "Try Everything" comes to mind when I want to motivate T's to try new things in their classes. Just try it and be transparent about it. #satchat
A4 students will take risks if the classroom environment is set up in a way that allows students to learn from their mistakes. Learning from ones mistakes can be very powerful. Mastering practice leads to successful assessments! #satchat
A4: I find that I need to be a risk-taker myself. I attempt to do whatever I'm asking students to do, and show all of my thinking. It's also about the relationships and trust you build with kids. They should know that you support them, and that you are a learner too. #satchat
A4: My classroom was mostly PBL driven. Iteration was a natural part of the learning process, and I modeled this type of learning as a teacher. #satchat
Here is a SMALL sample of what our grade book is going to look like K-5 soon. We are K-2 with this now. This is just a screen shot from one section of reading. #satchat
In reply to
@writenoelle, @chadw675, @deirdrefaughey, @doylewrites, @mrnesi
A5: Assessments are authentic measures of what students and can do when they are aligned to standards, differentiated for students, and where design through format and question development do not hinder Ss ability to show their learning #satchat
A5: You have to make them authentic. Don't just give Ss a multiple choice test on a reading or standard; have them demonstrate and create using their own words and ideas. Differentiate and let them have fun in the process. #satchat
A4: this is the heart of it. We talk a lot in education about high expectations for all learners - which is vital- but how are we keeping learning & assessment as processes and not check points. How do we develop a growth mindset that fosters “not yet” thinking 🤔 #satchat
A4: My favorite saying "confusion is the sweat of learning" is in my classroom. The analogy relates training your brain to working out other muscles. It tells my students that embracing the unknown and taking risks is an integral part of the learning process. #satchat
@goformative is one of if not the best assessment tool there is to use in the classroom on a daily basis. Quick & accurate feedback to all Ss. #satchat
That’s why all kids Formative assessments can be redone. I set @goformative and Google Forms to allow to edit. If they go back, Ss are learning. #satchat
This is something kids struggle with in Social Studies ... they want to find "the" answer while want them to find an answer ... so worried about being "correct" they fail to realize there may be multiple answers dependent on perspective. #satchat
But even the typical high-achieving students are pushing back, b/c they've been conditioned to think that success = high grades. So if they are asked to direct learning, they are opening themselves up to the possibility of failure, which could be reflected in a grade. #satchat
A4: My favorite saying "confusion is the sweat of learning" is in my classroom. The analogy relates training your brain to working out other muscles. It tells my students that embracing the unknown and taking risks is an integral part of the learning process. #satchat
Yes! Allowing students the option of re-doing to deepen their learning is critically important AND a discussion we are currently engaging in @DartmouthHS right now! #satchat
Allowing students to re-do assignments and providing choice in how they demonstrate learning are key to building a culture of iterative learning #satchat
A5: When a student shows they understand the process and reflect on what they've learned, rather than a one-off individual set of questions which will have more variables than knowledge. #satchat
A4 I model it for Ss! When I make a mistake I own up to it and show Ss how I move on from it. Show them everyone makes mistakes, it's how you respond to them. Don't treat them as failures but learning opportunities! #satchat
A5: We need to work on this. Need to use #ubd to design accurate and relevant assessments. Right now many assessments are proving what students don’t know #satchat
A5: I think it depends how you define assessment. Some of what we have traditionally valued and measured is outdated and irrelevant for a successful future. Ditch the bubble filling assessments. Get kids creating authentic elements to showcase understanding. #satchat
A4 First! Is failure safe? If the student takes a risk and fails does that have dire consequences? What is the culture of the school? What does the school value? Numbers showing who is #1 or creative risk takers? #satchat
Yes! The authentic, public audience is so key! This has been a true game changer for our students...they consistently step up their game when speaking with experts from the community...example of our #PBL last exhibition night: https://t.co/6rpYYMG2xR#satchat
Gold-standard PBL requires students to have an authentic audience. The problem must be one that affects real people who are invested in a real solution. Once students know that they are not just solving a problem for themselves or the T, it makes it real. #satchat
A4: By having honest conversations exploring how supported academic struggles are the birthplace for growth & self reliance. Also, when Ss see Ts struggle with an academic feat, the model of productive struggle is real for ALL in the learning community. #Satchat
Sharing my own mistakes, finding laughter in the mess, encouring students to share their favorite lines of a poem if they don’t want to share the entire poem, baby steps #satchat
A5 When they're based on what student have done, linked to learning target and specific skills. They're ongoing and show progress. A paper based test isn't always evil, but it should be a piece of a larger portfolio of assessment #satchat
Hey #satchat, if you really want to make an impact in the world of assessment, it goes beyond rubrics and teachers giving kids more choices. It involves a community-wide conversation to back action. See 7 Strategies to Win the War on Learning: https://t.co/JDNc7p0ISJ
A5: If the assessment is true to the learning that precedes it, it’s authentic. We cannot measure that which we haven’t taught, no more “gotcha” tests! #satchat
A3: In English, this means having a real audience for writing - post in a blog, print and bind, read at a microphone, never just turn in to the teacher. The readers give the writing purpose. #satchat
I own my mistakes openly and am up front with Ss when I am trying something new and don’t know how it will work. As for them, I make sure to give them ample practice before assessing and give them choice in how they show their learning. #satchat
A2: I love Carol Dweck’s perspective on helping our children with “productive struggle”. You could also substitute “parents” for “educators” in this quote... #satchat
A4: I purposely let my students know when they are getting new lesson plans. I also let them know that it may flop. I apologize when it does and promise them, next yrs class or next Pd won’t get the same plan. I want to encourage risk taking not settling for mediocracy #satchat
Indeed! DM me...I'd love to share resources/ideas I've used to develop this true personalized culture and learn how I can get better from you! #satchat
A5. Skill based assessments!
Arbitrary:
Who said what in Huck Finn? Tell me why these 10 quotes I’ve selected for you to ID are important.
Authentic:
What might Huck Finn say about #BlackLivesMatter? Find evidence from the text & write your response as Huck. #satchat
Tomorrow morning at 11am est. @D4Griffin3 is leading #WokeEd in a conversation analyzing the ideologyof “colorblindness”... this conversation is not to be missed. See you there!
Also I appreciated @AHS_MESA who used a rubric where he left “5” descriptor blank - learners put in their own description of “wow” factor - to amplify learning, kids have to learn to assess not wait on Ts to do it for them #satchat
Learning has no time frame. Allow SS to redo & show what they know because the end goal is always student learning. Redo's show the Ss learning is important #satchat
A5: When a student shows they understand the process and reflect on what they've learned, rather than a one-off individual set of questions which will have more variables than knowledge. #satchat
A4 Students know right off the bat that they will have an opportunity to redesign for improvement. When their storm surge barriers let water reach cars in the parking lot, they dashed back to their lab table to redesign. They know every design solution can be improved. #satchat
A5 Assessments can be made authentic by the Ss if they use relevant material and are made a part of the creation of the assessment. Give students the chance to give input, especially on how they are assessed. I always asked my Ss on the rubric, what is most important #satchat
A4 - It starts with how the T responds to mistakes & models making mistakes. Growth Mindset as a focus in the classroom is key, too. WBT also incorporates an "it's cool" approach to mistakes that students like. We need to celebrate & acknowledge effort & participation! #satchat
Building a culture focused on learning instead of grades requires a great deal of reconditioning—too much focus on what’s the grade rather than what was learned! #satchat
But even the typical high-achieving students are pushing back, b/c they've been conditioned to think that success = high grades. So if they are asked to direct learning, they are opening themselves up to the possibility of failure, which could be reflected in a grade. #satchat
This sounds like a @legaladvice_txt issue...I swear it's just random curiosity...
Can someone be charged with a crime for pooping in the upper cistern of your toilet? Assume they didn't break in or do anything else illegal.
#satchat#SaturdayMorning#serious#QuestionOfTheDay
A5 For me, assessments are not complete measures of what students know and can do; they are merely gauges in a continuum of learning. I do not think in terms of mastery, rather proficiency of intermediate skills or concepts. #satchat
A4: My classroom was mostly PBL driven. Iteration was a natural part of the learning process, and I modeled this type of learning as a teacher. #satchat
A5 #satchat When I assess student learning I think about what it is that I look for? How are skills, the content being woven/messed to reflect an understanding of an idea? I am listening and looking for attitudes, are children happy, excited, Knowledge? How are they using?
A4: We started the year with brain research and found that new synapses fire not once but twice while making mistakes, heightening learning, while not making new connections at all when doing easy, routine things. Revelatory. #satchat
Hey there Juli! I believe those of us who reflect frequently and deeply both internally, collectively with staff and students are already there. Of course, the process may look and sound different depending on many factors. I look forward to collaborating with you soon. #Satchat
A2 Our Math Ts just gave up quizzes in favor of "show me what you can do" after reading a blog post by @andburnett123 So far Ss love it!
#satchat Here's the post:
https://t.co/8mCdh5Chna
Great thanks!! I find many #HigherEd resources too stuffy and full of excuses so I love #satchat and the like to get great and inspiring k-12 ideas that apply just as well in my world!!! Thank you!!!
A3. It's all about building a scenario that a student can face in their daily life. For example, in math, complex problems of sums and differences can be taught through examples of purchases that student would make in a departmental store. #satchat
Amazing when I watched @heyasteph get kids to capture decision moments w their cell phones - pics, voice memo, video, gdocs - a different kind of process- based portfolio #satchat
In reply to
@bohndrake, @heyasteph, @MakerEdOrg, @heyasteph
A5 #satchat When I assess student learning I think about what it is that I look for? How are skills, the content being woven/messed to reflect an understanding of an idea? I am listening and looking for attitudes, are children happy, excited, Knowledge? How are they using?
A4: Ts giving students the ability to "play" through tinkering, Makerspace, Wonder/Genius Hour, and choice. Writing, re-writing papers that matter to them! Good stuff! #satchat
And check out the work of Scott Looney and the Mastery Transcript Consortium! So inspiring how they're rewriting the narrative on grades and how student learning is reported https://t.co/Bs19ISxV79#satchat
A4: When you give the students the opportunity to come up with authentic ideas to demonstrate what they learn, there is a risk for mistakes, but that is just the beginning of something really interesting. Embracing those mistakes is the key. #satchat
A5: First we need to understand the difference between grading and assessment...PBL should include tons of feedback that mostly connects to learning targets (not necessarily the following of directions). #satchat
A5 - An assessment is only authentic if it’s created to measure knowledge & skills, not just memorization of facts. Ss should be given choice in how they’re assessed, so the assessment matches their learning style. #satchat
I believe the most authentic assessments are ones that not only look at the mastery of skills but also the development of the learner! Assessment should be part of an ongoing journey - not the destination! #satchat
A2. Thoughtfully planned questions that move beyond knowledge based responses, use of discussion protocols where students interact about content, and structured debriefs that require students to analyze, evaluate, etc. Also, have students create something... #satchat
Q2: In what ways do you structure your instruction so that students are responsible for demonstrating their knowledge versus regurgitating information? #satchat
A4: it's like when a child falls and they immediately look at you for your reaction so they know if they should cry. Work with those mistakes, use them to propel forward! Kids look to you to figure this out. #satchat
I built an animated book carousel / slideshow out of Google Slides to showcase the new books that are purchased every year for my school library. All books run on a preset animation timer. Read more & download the template: https://t.co/vJ7oHt4rvE#librarylife#tlchat#satchat
And sometimes we get so focused on making sure Ss “get it right” we (Ts)fail to teach Ss how to “approach” problems and more importantly, we never truly help Ss develop the skills and mindset to be able to “ approach the unfamiliar” #satchat
A3 I agree with Susan & @BrianDunleavy16 - well-designed #PBLs provide a structure for students to approach real-world problems, with formative assessment opportunities all along the way. #satchat
A3: #PBL lends itself to scaffolded tasks with checks for progress throughout, assessing various key concepts on the way to mastery, we must provide multiple means to express authentic learning #satchat
Yes! Each lesson provides learning opportunities...for both students and adults. Let's shift from being "the sage on the stage" to "the guide on the ride". (Credit @LeeAraoz, H/T @ajjuliani) #satchat
Kids start to ask - why did I do this? Change this? Fix this? Head in a different direction - metacognition as a high effect size learning strategy too #satchat
A5 Assessments can be made authentic by the Ss if they use relevant material and are made a part of the creation of the assessment. Give students the chance to give input, especially on how they are assessed. I always asked my Ss on the rubric, what is most important #satchat
#satchat President Obama’s State Department and the U.S. Agency for International Development spent nearly $9 million on an Albanian political campaign coordinated with billionaire George Soros, according to State Department documents obtained by Judicial Watch.
I agree! I don't care if they get it on the first day or the last! I allow if-thens. If I give a test and they miss #3 then they can find an alternative assignment or way of showing me that they know the content to #3. If they know it they know it! #satchat
If it was important enough that we wanted them to learn it the first time isn’t it just as important that they learn it a second or if necessary a third time and doesn’t this promote perseverance—a critical characteristic of successful people? #satchat
Learning has no time frame. Allow SS to redo & show what they know because the end goal is always student learning. Redo's show the Ss learning is important #satchat
A5: When a student shows they understand the process and reflect on what they've learned, rather than a one-off individual set of questions which will have more variables than knowledge. #satchat
A5 I think of assessment as a dance between Ts and Ss. We are both critical to teaching & learning cycle..... ongoing plan- teach-monitor- adjust #satchat
Q5: Making assessments authentic measures of what students know/are able to do is something to strive for, but the students will always be capable of more than any particular assessment. #satchat
A4: Assessments are authentic when they include conversations, observations and products. When students have multiple times and formats to demonstrate learning. #satchat
A5 Any task will demonstrate something about what Ss know/can do. Does the task measure their ability to memorize facts, mimic processes, and game the system? Or does it show they can think critically & creatively, work purposefully, and treat others kindly & justly? #satchat
I share my grad research with my students as examples of my own time+energy+effort as we explore independent research projects. They pick topics and the format of their finished project➡️Ss created essays, children’s books, lectures, a play, ... to share their ⏱🔥💪🏻 #satchat
Q5: this question is so hard. Does the kid that has complete master but does nothing deserve a better grade, than the kid who does everything and does not show mastery? #satchat
A5: Paraphrased from Hattie: Formative is feedback on student position in relevance to learning objective; Summative is feedback on teacher impact -- Authentic assessments will reflect that #satchat
Import the Third World, become the Third World!!!#USA#MAGA Nowy Jork Los Angeles Chicago Houston Filadelfia Phoenix San Antonio San Diego Dallas San Jose Austin Jacksonville San Francisco Charlotte Detroit #satchat#SaturdayMorning#INeedToBeMore Nice For What #crbr#EVELIV
🆘‼🙄🔥 ... and want to live where all these things are natural and normal. Well, in the main thing, social blessings are the incentive to live among the infidels.
A5 my assessments ask for physical evidence of learning(artwork), written self evaluation of artwork, & written or verbal discussion of what was attempted (sometimes the ideas are there to respond but the skills haven’t reached that lvl yet) the Ss USE their learning #satchat
Be aware of this as you plan learning experiences in your classroom!
#satchat
How Society Kills Our Creativity – In A Breathtaking Award-Winning Short Film
https://t.co/i9n6OT2wYb
A5- this is tough- does any assessment really reveal all they know and can do ?? I think the goal is to get as close as possible, and then keep trying to get closer ( then try some more). #satchat
A5 Assessments lumped together under one category are not authentic. If you create an assessment based on what you have been teaching, yes. If you just pull one out of the blue, most are biased with terrible questions (see state summative assessments). #satchat
A5:Formal / Standardized Assessments 😒😖🤦🏽♀️ as we all know do not give a clear picture of students’ abilities. This is why formative assessments are crucial. We need complete pictures of our Ss. #satchat
A6: It depends on how much freedom you have to set up the system in your classroom and still meet district requirements. In the current system, probably not. If the system changed to one that is more individualized learning centered, then yes. #satchat
#satchat A5 I’m very aware of how assessment - or any recall of connections, skills, or understandings - impacts longer term retention. I’d think a best practice is for assessment to have a big role is strengthening retention. How?
A5: To be authentic, assessments have to align with your day-to-day tasks and encapsulate the good ol' SWBATs within your lesson plans. What will students be able to demonstrate on your assessment that they couldn't prior to your lesson/unit? #satchat
A2. In engineering we are asked for applications of concepts taught in a classroom. That means building something based on the concept. The same applies to schools as well! Students can be asked to research and simply create a tool based on what they've learnt in class. #satchat
A5 still a work in progress for me & my Ts but carefully aligning assessments to standards 1st, providing multi-level ?s to ensure Ss have the basics but also apply and think more deeply, & inc. PBL for Ss to demonstrate thru creating and problem solving. #satchat
A4 As far as making mistakes and risk taking, I've shared early writing with students and opened it up to their comments and criticism. Important to show them I'm working on the same skills they are. #satchat
If we didn't have such a focus on 'grades' in our schools still, I think this wouldn't be so hard. #satchat Demonstration of mastery doesn't have to have a number/letter attached to it.
#satchat On Friday’s broadcast of HBO’s “Real Time,” host Bill Maher defended Fox News host Laura Ingraham, and stated the boycott of her sponsors over her comments about Parkland survivor David Hogg is wrong and boycotts are “the modern way of cutting off free speech.”
Student-Directed, Passion-Based Learning:
Genius Hour and the
Four Pathways to Genius
#satchat
Read about how student choice is weaved into all elements of this awesome learning experience here:
https://t.co/GU8HhoKPH7
A5: my class is set up so that kids can fail all tests and earn an 88% through TCs HW & CW etc. This posses the question “is hard work more important than knowledge and skills?” I don’t know the answer. #satchat
A5: We need to consider a wide range of assessments. We need to use all types of assessments. Formal, informal, anecdotal, written, verbal, creation of an item, presentation, etc. —boundless opportunities!
Assessments should be a snapshot of understanding in that moment. It allows students to determine next steps and take ownership of their learning #satchat
I do like the example for elementary. Wondering what happens when a S struggles to master polynomials & factoring is part of the state assessment. Are grades recorded at the end of the grading term? Do those remain fluid grades until the end of the semester/yr? #satchat
In reply to
@deirdrefaughey, @DougTimm34, @chadw675, @doylewrites, @mrnesi
A6: Instead of "passing the class," think of it as earning credit; mastery of the outcomes becomes the benchmark, not task completion. Passing is a minimum number assigned to a task; credit is earned through growth & learning #satchat
I wish people gave a shizz about this type of education you all are talking about with this #satchat back when I was in HS. 🙄 I love learning, but it’s a different process for me than what they made it to be, then. Maybe college will be better. 🤞🏽💫
A6: Absolutely. You want an example of what real life is like, that's it. Learning is Google Maps. We all have a starting point and a destination, but different paths take us there. Why require same things from all? #satchat#MakeItReal#InstantRelevance
I so agree. It really comes down to relationships and creating a safe space for students to make mistakes. If they are always just wanting the “right” answer there is no risk-taking, creativity, or learning happening. #satchat
A5: Depends. If you want to measure what the KNOW you can have them take a multiple question test. If you want to measure what the CAN DO you'll need more elaborate rubrics. I like @MarzanoResearch Self Reflection Model #satchat
And utilizing common assessments. Great way to have Ts looking at what Ss know/don't know as well as areas of strengths and weaknesses within their own teaching #satchat
A5 still a work in progress for me & my Ts but carefully aligning assessments to standards 1st, providing multi-level ?s to ensure Ss have the basics but also apply and think more deeply, & inc. PBL for Ss to demonstrate thru creating and problem solving. #satchat
Great thoughts and why it’s so important for educators to look at student work together! #AIW#satchat Student Work is the artifact in which you can reflect on Teaching and Task design.
A6: I think the answer to this question depends on the content and what the classwork is and its purpose. While content is important, process & work habits cannot be ignored in certain situations #satchat
A5 - An assessment is only authentic if it’s created to measure knowledge & skills, not just memorization of facts. Ss should be given choice in how they’re assessed, so the assessment matches their learning style. #satchat
Yes! We had a biology T who set up assessments as a series of stations. Ss looked at slides on microscopes, wrote observations, etc. Ss told me they learned so much during the "test" They loved it! #satchat
A6 Yes! Shout out to Mrs. Ely who taught me this in grade 11 pre-calculus! Homework was optional - periodically there was a "quiz" over those items. You could copy them from the HW you did or solve them right then. Allowed me to choose when I needed more practice #satchat
My classes have been pretty similar. However, over time I start to feel that the result is students seeing their learning as getting through a pile of "work." I'm trying to think about how to change this... #satchat
In reply to
@doylewrites, @writenoelle, @chadw675, @mrnesi, @DougTimm34
A5 I think the assessment must be informal and ongoing. This was tricky in MS with so many Ss to keep track of but my system would allow for addressing learning as whole not in a singular moment on a test. #satchat
A6: Yes! Passing a class should be like getting to a driving destination. Some students take the highway and stop at all the landmarks, some take the scenic route and see stuff not in the guide book, but they’re all getting to the same place. #satchat
EXACTLY!!! Or giving grades for homework?! ...which is completely out of the Ss hands if they are able to complete it at home! We are grading the Ps not the Ss. Why are we giving grades for being responsible for HW instead of knowledge and understanding of standards. #satchat
A6: if we are doing 100% summative then yes. However, a mark or consequences and TEACHING of those work habits is crucial. Just needs to be separate from academic grade. #satchat
A6: Absolutely. You want an example of what real life is like, that's it. Learning is Google Maps. We all have a starting point and a destination, but different paths take us there. Why require same things from all? #satchat#MakeItReal#InstantRelevance
A5 Interesting Q! For Higher School Certificate (Gr 12), New South Wales Education Standards Authority would say max 4 Assessment Of tasks for a 120 hour subject-typically run 8 x 1Hr lessons out of a 10 day cycle4 HRs/Allow for input and S work, at least 2Hr/Wk
#satchat
Absolutely! Celebrating the hard work, not just the success. Celebrating the grit when we continue after a failure. I'll reword for next time :) #satchat
A6: Completing all of the content in a class, course or assignment doesn't determine/result master of content. Need to focus on student work itself. #satchat
Are we creating life-long learners who ask questions and are encouraged to be Creative? I am working really hard to do this in my own classroom. #satchat
Be aware of this as you plan learning experiences in your classroom!
#satchat
How Society Kills Our Creativity – In A Breathtaking Award-Winning Short Film
https://t.co/i9n6OT2wYb
A6: I say YES! Are we grading compliance or mastery? Does the T offer multiple ways to demonstrate learning or is it a worksheet with a zero that’s sinking the ship? What’s the goal of learning? Let’s look at the BIG picture. #satchat
A5: Unfortunately we still need work here too. Many are assessments of what students can remember and not assessments requiring application of knowledge and skills #satchat
A6 Students can pass without doing the work, if “passing” only entails showing what they know. But is the point of taking a class to acquire knowledge & achieve a grade? Or is it to collaborate, ask questions, connect ideas, take creative risks, and build a community? #satchat
A6: These are some questions about student work I've been grappling with as I think about implementing mastery, flexible & personalized learning:
https://t.co/Ns5jjk5Jgx#satchat
Q6. In a perfect world? Absolutely. If the only thing being graded = transfer skills aligned w/ standards, then the only thing that should matter = student’s ability to demonstrate those skills. Sadly, far too many schools conflate “compliance” w/ “content” for a grade. #satchat
A5- I struggle with this in math. Partially because of standardized testing. But partially because sometimes they need to be able to show they can solve the problem accurately. You showed me you know the steps. But accuracy matters too. #satchat
A3: this is so hard! I ask my History students to identify real world problems in current events that connect to historical issues we’re studying - they make AMAZING connections, but it is hard to get an audience to share our ‘solutions’ with. #ideas? #satchat
A5 we will never see full range of what a child learns -full range of learning Is unknowable, invisible, latent. but— more visible that learning becomes across time, more likely we can capture assessment for and of learning w/o decontextualized tests #satchat
If we start talking about homework and grades, we'll be here all day. ;) Of course, we'd be preaching to the choir too. #satchat One of my next reads will be Ditch that Homework. #DitchHW@jmattmiller@alicekeeler
In reply to
@aundrea_wilson, @TDeZordo, @jmattmiller, @alicekeeler
A6: It's a mindset thing. If "classwork" isn't all about helping each student develop their own custom path to grow and learn so that they ultimately demonstrate depth of knowledge, it's a waste of my time and theirs. The only thing I "grade" is DOK of learning targets. #satchat
A6: Instead of "passing the class," think of it as earning credit; mastery of the outcomes becomes the benchmark, not task completion. Passing is a minimum number assigned to a task; credit is earned through growth & learning #satchat
A4: I highlight mistakes with my Ss during remediation. This is a way to identify the mistakes & correct them in a safe one-on-one environment. Mistakes are opportunities to learn what needs to be corrected in order to be successful. @CyndiWms5#satchat
A6: That’s a tough one, I think they could possibly pass the class, but if our assessments are meaningful and purposeful I don’t think they’re fully demonstrating that they “get it” by not doing all the class work. We need concrete evidence to grade them. #satchat
A6: I struggle with this, especially in ELA. Can students demonstrate mastery of skill if the text they are applying it to is not complex? Especially for #SBG#satchat
A4 this is something I still practice working with adults. We’re all only human and to allow others to see our mistakes provides for grace and understanding when they fail forward. My Ss always appreciated this from me #satchat
Yes. If we know each student learns differently, & we provide choice in the classroom, why do we expect every student to complete every assignment? Helping students understand what works for them is an important piece of education & will empower lifelong learners #satchat
A5: In my opinion, assessments are only authentic IF they provide students the opportunity to synthesize & use what they’ve learned. Many traditional assessments miss the mark on this! #satchat
Been a while since I made #satchat. It was the second chat I ever participated in. But at school today and must adjourn to ARDlandia.
Be well #satchat community! #satchat
A6: I say yes. This emphasizes the importance of acquiring knowledge by whatever means the student was able to do so. Doing class work for the sake of completion should not be our goal. #satchat
A6 They should be able to easily pass even without doing ALL class work. Doing almost no class work might be a different conversation, especially when assessments are “class work” Make connections with Ss and this won’t be a big issue! Engage Ss with authentic tasks! #satchat
Q6- Ts need to figure out why/how the Ss only did some work, but still learned. Was the work not engaging or necessary? Was it a certain type of work the S avoided? If the S can show understanding & transfer of knowledge, I think that's enough. All Ss learn differently. #satchat
A6 Yes, classwork is just an opportunity to practice and tone new skill sets. If they have mastered the content, then why fail? They may deserve other consequences, but failure is not one of them. #satchat
I love this approach, Michelle. How do you introduce the research (favorite video about it, article about brain functions, etc)? This is something many of my teachers would love to incorporate. 👍🏻 #satchat
Passing a class may not always equate to mastery of content or growth as a learner; sometimes passing a class comes down to following the rules. #satchat
A6. I wonder if the classwork is all necessary if a student can pass the summative assessment without doing the practice. I always tell teachers that the formative work should build to the summative task. Busy work in not quality work. #satchat
This is a great formative assessment. Have 4 boxes in your classroom, with these 4 labels. Students exit with their name (and class hour) on a piece of paper leaving it in the box they feel best suits their learning of the concept. #satchat
A5: Depends. If you want to measure what the KNOW you can have them take a multiple question test. If you want to measure what the CAN DO you'll need more elaborate rubrics. I like @MarzanoResearch Self Reflection Model #satchat
As a student, I think having students be able to use info taught in different contexts that also apply to situations in their own lives might be at least one way to assess. #satchat
#satchat A5 I’m very aware of how assessment - or any recall of connections, skills, or understandings - impacts longer term retention. I’d think a best practice is for assessment to have a big role is strengthening retention. How?
A6. Depends on the relevance of the classwork. If it's the same, assignment based system that grades students based on what they write on a piece of paper, students should pass if they demonstrate what they've learned. #satchat
Indeed! If I'm not failing in front of students on a routine basis and then learning from those mistakes side-by-side the students, then I'm not only growing, but I'm also reinforcing the misguided idea that failure is bad. #satchat
I agree in spirit with this statement. Would you agree that some learning targets are knowledge targets and for those targets, a selected response is appropriate? #satchat
A6: I say YES! Are we grading compliance or mastery? Does the T offer multiple ways to demonstrate learning or is it a worksheet with a zero that’s sinking the ship? What’s the goal of learning? Let’s look at the BIG picture. #satchat
A5 assessments are rarely an authentic measure of what students can do. Unless the assessment is ongoing and resulting in a student chosen product that is intrinsically important to the child. #satchat
A6: Great question! We need to find a way to separate completion grades from knowledge content grades. How can we teach students responsibility and still instill the love of learning? #satchat
Yes! I want them to learn how to learn and be able to find the right information when needed.
I think we're well past history being about learning it so we don't repeat it. #satchat#allin4nb
This is a great formative assessment. Have 4 boxes in your classroom, with these 4 labels. Students exit with their name (and class hour) on a piece of paper leaving it in the box they feel best suits their learning of the concept. #satchat
A5: Depends. If you want to measure what the KNOW you can have them take a multiple question test. If you want to measure what the CAN DO you'll need more elaborate rubrics. I like @MarzanoResearch Self Reflection Model #satchat
A1: tech is 🔑! No tool is the focus of the lesson, but @Showbie@GoogleForEdu tools, @GetKahoot@Newsela@edpuzzle and so many more tools are out there- pick a theme, create pathways, and just be there to support Ss to find their way forward #satchat
In reply to
@chrisclinewcps, @Showbie, @GoogleForEdu, @GetKahoot, @Newsela, @edpuzzle
Huge thanks to our #satchat PLN
Another great conversation.
Thanks to our guest moderator @chrisclinewcps
Next week on #satchat we have @Joe_Mazza talking about Father Engagement Through Innovation
Have a great weekend everyone.
My sat scores were pretty terrible, I think, I was the person with the lowest scores to ever work in the WH. But that's because Fred Trump cheated Donald out of it and bc I don't know, who Dan Quayle was. So I assume, I'm the worst. #satchat
Do zero tolerance policies leave room for mistakes? A HS junior forgets a pocket knife in her locker used to cut hay. She's expelled. Guide Ss through real-life legal cases & engage them in the law school skills of legal synthesis & rule-making. https://t.co/zuI4BVVgWX#satchat
A6.B. However, my teachers also grade Habits of Scholarship, and work completion is part of the integrity standards we assess. So, students are held accountable in a different area. #satchat
Was that “How?” a prompt for ideas or a question to ask ourselves? I’ve got some ideas for you if it was the former and I’ve asked that often and tried many things if it was the latter. #satchat
Yes! And @GTeacherTribe of course! It's the only thing I'm looking forward to this Monday morning. I don't want Spring Break to end. #satchat#ditchpod#gttribe
In reply to
@aundrea_wilson, @TDeZordo, @jmattmiller, @alicekeeler, @GTeacherTribe
If the classwork, however, requires interaction and involvement in discussions and activities to comprehend what they learn in the class, passing them needs to be reviewed. #satchat
Huge thanks to our #satchat PLN
Another great conversation.
Thanks to our guest moderator @chrisclinewcps
Next week on #satchat we have @Joe_Mazza talking about Father Engagement Through Innovation
Have a great weekend everyone.
A6: Completing all of the content in a class, course or assignment doesn't determine/result in mastery of content. Need to focus on student work itself. #satchat
A6 This is a chicken and the egg Q. Would you be happy if your Doctor passed the Radiology Exam but never went to class. Does competency equal mastery?
#satchat
Q6: Such an important question. I hate seeing a grade drop due to missing assignments. Then, grade is not a reflection of student learning. Instead, it becomes more about attendance and make up work. Striving for more authentic and supportive grading system... #satchat
A6: As Ts, we must know our Ss, how they learn and reach goals, demonstrating mastery, understanding, perspective, is as varied as they are, we must allow for flexibility in learning and assessment #satchat
A6: Most certainly! Assignments should be designed to assist in Ss learning and inquiry of the content. If they already know the content, change the lessons, differentiate, and make new assignments. No point in doing busy work just to pass a class. #satchat
Formative assessments followed by cumulative, summative assessments throughout some classes (including mine), instead of unit-based assessments, have helped our students through spaced repetition and distributive practice. https://t.co/6tFVmGpW9N#satchat
A6 imo value proposition of classwork has to be it’s meaningful, worthy of time investment, and stretches learning as viewed by the user - what’s your user experience is a good question to ask ? #satchat
A5. Assessments are authentic when they prioritize the skill level and practical ability of a student. If a student can find creativity and exhibit the same through the assessment, they're a great measure of what students are capable of. #satchat
Great #Satchat today! I hope you'll check out my latest book, Hacking Mathematics: 10 Problems That Need Solving! It's not tips and tricks, but more of what we've discussed today...Real Change that matters!! Have a great weekend! https://t.co/VKA2aqJgS6
I’ve done this the day after a test in the past to get a sense of what Ss thought was important to remember versus what I thought they should think important to remember. Good feedback for me going forward. #satchat
A5 we will never see full range of what a child learns -full range of learning Is unknowable, invisible, latent. but— more visible that learning becomes across time, more likely we can capture assessment for and of learning w/o decontextualized tests #satchat
Yes! @Gteachertribe is great too!!! The podcasts are like a coach pumping up its athletes for the day. I get a motivational and inspirational talk every morning on my way to school! :D #satchat
In reply to
@specialtechie, @TDeZordo, @jmattmiller, @alicekeeler, @GTeacherTribe, @GTeacherTribe
A6 | We R looking at this improperly. Schools or mini schools within schools set their own criteria. E.G. Mixed age classrooms with no grade, college prep electives, service component, etc. Kids w/ choices deserve institutions offering multiple routes. #satchat
Kids will take you with them if you let them lead- I had a Ss do a project on the Las Vegas shooting and the importance of blood banking and donors leading her to a study Charles R. Drew and African American doctors in early 20th C. #satchat
A6 see this a ton in art - naturally gifted student doesn’t do the prep work but produces the most amazing final piece. Having grades applied to all areas of the lesson ensures that value is placed on prep work, but doesn’t mean they won’t pass for skipping bc of %. #satchat
Thanks again #satchat PLN for a great discussion this morning! Weird, all the talk about engagement & authentic learning AND not 1 mention of how important low-level WORKSHEETS are to the development of deep learning & understanding! Have a great week.
A5: Assessments can be authentic. Yesterday, I received a stack of persuasive essays from a class claiming why the class needed 5 more chromebooks! #satchat
