Welcome to #G2Great chat friends. We are so happy to see you here tonight and thrilled to end our 5-part series with this important topic. Please tell us who’s joining us tonight and what you do. I love this part of the #G2Great show - Like a greeter at Walmart on digital ❤️
Welcome to #G2Great chat friends. We are so happy to see you here tonight and thrilled to end our 5-part series with this important topic. Please tell us who’s joining us tonight and what you do. I love this part of the #G2Great show - Like a greeter at Walmart on digital ❤️
Hi everyone!! My name is Sandra and I teach first grade and am a student at Bank St. I am excited to be a part of the #g2great chat tonight!! #LitBankStreet
Hi! My name is Cierra Ballinger and I am an Elementary Education major at Texas State University. I am currently an intern an a 1st grade classroom and this is my first #g2great chat!
Welcome to #G2Great chat friends. We are so happy to see you here tonight and thrilled to end our 5-part series with this important topic. Please tell us who’s joining us tonight and what you do. I love this part of the #G2Great show - Like a greeter at Walmart on digital ❤️
Hi! My name is Cierra Ballinger and I am an Elementary Education major at Texas State University. I am currently an intern an a 1st grade classroom and this is my first #g2great chat!
Welcome to #G2Great chat friends. We are so happy to see you here tonight and thrilled to end our 5-part series with this important topic. Please tell us who’s joining us tonight and what you do. I love this part of the #G2Great show - Like a greeter at Walmart on digital ❤️
Welcome to #G2Great chat friends. We are so happy to see you here tonight and thrilled to end our 5-part series with this important topic. Please tell us who’s joining us tonight and what you do. I love this part of the #G2Great show - Like a greeter at Walmart on digital ❤️
A1. Formative Assessments with precise feedback for Ss aligned with learning targets, instruction & assessments. T changes instruction to match S needs. (Hattie ES = 1.13)
#G2Great
A1 STUDENTS! They deserve to have the very best educational environments and to maximize that, we Ts need to be able to assess quickly and accurately to inform our instructional decisions and design experiences for individuals. #G2Great
A1 The WHY of assessment that informs = K-I-D-S. We can’t teach kids we don’t know so we make a commitment to day to day formative assessment to understand kids as learner (not to label them) #G2Great
A3: Formative assessments feel personal to me. They give specific, informed information about what our students know and how they learn.
#g2great#LitBankStreet
Hello, #G2Great! 6th grade ELA joining from a rainy Central Va. Probably more lurking tonight b/c assessments are admittedly a very weak area for me! #g2great
A1: What’s my why? Maximizing our potential by focusing on assessment that informs because our kiddos NEED us to do just that! They DESERVE for us to see them - not #’s, not graphs, not levels, not colors - but thriving, amazing, unique individuals! #g2great
A1: Because we should be teaching students what they need to know based off of formative assessment. Not just teaching them for the sake of teaching them!
#G2great#LitBankStreet
A3: Formative assessments feel personal to me. They give specific, informed information about what our students know and how they learn.
#g2great#LitBankStreet
A1: Formative assessment is a means for growth for both the teacher and the student. With a flexible curriculum that is informed by these assessments you can create the best learning environment for your classroom. #G2Great#LitBankStreet
#G2Great I would say student interaction data is still one of the most important sets of data we as teachers get from our students. Learning our students informs you of outside influences that play a large role in our student's academics. #UNILitEd
#G2Great A1 Our beliefs drive our practices and what we value we assess, time realigning these would allow us to better know and nurture our readers and writers
A1 FOCUSING on assessment that informs doesn’t mean we don’t use other things. It simply means we consider those things through the lens of day-to-day, heat-of-the-learning moment perspectives. This broader view sharpens that lens! #G2Great
A1 The why of assessment= seeing students through a lens of what they CAN do so we can nudge them forward rather than starting with a deficit lens of identifying weaknesses. #G2Great
A1. My WHY is that we need assessments that help us get to know our students better. The closer the assessment is to a real literacy task, the better we’ll get to know our students true strengths and weaknesses. #G2Great
A1: Formative assessment is a means for growth for both the teacher and the student. With a flexible curriculum that is informed by these assessments you can create the best learning environment for your classroom. #G2Great#LitBankStreet
A1 we only have time for assessment that guides our instruction, teaches us about our students, and tells us about the effectiveness of our teaching. Instructional time is precious and we have none to spare! #G2great
When is the last time you gave yourself TIME to just SIT and WRITE?
Today on the #TeachWrite Chat Blog, Cameron Carter explores this gift we can give ourselves — and our students: https://t.co/r9FD3de0zB#WhyIWrite
A1. My WHY is that we need assessments that help us get to know our students better. The closer the assessment is to a real literacy task, the better we’ll get to know our students true strengths and weaknesses. #G2Great
A1: Assessment that doesn't inform us is the opposite of maximizing our time. We have precious little time in the grand scheme and wasting it on garbage assessment practices (feel free to read that as online reading assessments) is just not the best choice. #g2great
A1: Formative assessment provides us with the information needed to help us better understand our students and guide our practice. #LitBankStreet#G2Great
Yes!! TICK TOCK TICK TOCK. So much wasted time on assessment that don’t mean diddly and such an incredible waste of instructional time using data that can lead us astray. #G2Great
A1 we only have time for assessment that guides our instruction, teaches us about our students, and tells us about the effectiveness of our teaching. Instructional time is precious and we have none to spare! #G2great
A1: Formative assessment is a means for growth for both the teacher and the student. With a flexible curriculum that is informed by these assessments you can create the best learning environment for your classroom. #G2Great#LitBankStreet
A1: because their stories, their histories, who they are...becomes the data that adds to the rest that informs our most effective instructional practice #G2Great
A1 Assessment isn’t what we do TO kids but what we do FOR them as we choose instructional options that meet them where they are while gently nudging them forward. Those combined assessments drive the decision-making bus #G2Great
A1: Assessment that informs gives me insight on the child, especially those thought processes that can seem hidden if assessed other ways. This is so important for designing future instruction and figuring out exactly what the child needs. #G2great
A1Reason to assess to inform....our students our worth it! We must be sure our instruction is on track and joyful literacy infusion is actively happening for our children. #G2Great
Brent,
I wish you would just explicitly state your opinion. LOL
"wasting time"
We need/ we must teach with a sense of urgency.
Our time is limited!
@mrbgilson#G2Great
A1: Assessment that doesn't inform us is the opposite of maximizing our time. We have precious little time in the grand scheme and wasting it on garbage assessment practices (feel free to read that as online reading assessments) is just not the best choice. #g2great
And we’re going to waste our time doing and assessing worksheets… let’s at a least give them one that would be worthy of their time (I had WAY too much fun creating this ) #G2Great
A1: It is critical that was assess our students to see not only help us to decide we want to teach them, but to evaluate their progression as well. I prefer formative assessments (esp in 1st grade) They're also a great tool to reflect on our own teaching! #g2great#LitBankStreet
A1 Assessment isn’t what we do TO kids but what we do FOR them as we choose instructional options that meet them where they are while gently nudging them forward. Those combined assessments drive the decision-making bus #G2Great
A2. Informs Ss, Ts, & Parents.
Not Graded.
Checking for understanding.
In the "error range" while learning.
Quick Write to define a vocab term.
Write a thesis statement.
Top 3 reasons to do something.
Short, sweet, check up!
#G2Great
And we’re going to waste our time doing and assessing worksheets… let’s at a least give them one that would be worthy of their time (I had WAY too much fun creating this ) #G2Great
A2 Assessment that informs refers to assessments that tells Ts what Ss can already do, are learning to do, and still need more time to be independent on. They are diagnostic and designed to help Ts in the instructional design process. #G2Great
A2 Assessment that informs allows us to assess Sts as they actively engage in the process of learning – not separate them from it. This focus on process over product leaves room for analyzing kids immersed in learning. #G2Great
A2: Like instruction, assessment has to be within the zone of proximal development to be of much value. Too easy tells not much. Too hard tells not much. At least when our goal is what to teach next. #g2great
A1: It is critical that was assess our students to see not only help us to decide we want to teach them, but to evaluate their progression as well. I prefer formative assessments (esp in 1st grade) They're also a great tool to reflect on our own teaching! #g2great#LitBankStreet
Hi everyone!! My name is Sandra and I teach first grade and am a student at Bank St. I am excited to be a part of the #g2great chat tonight!! #LitBankStreet
A1 We can't just go with our "gut" to decide on instructional planning. Assessment (especially formative) gives great info on what Ss need for instruction, remediation, acceleration, and intervention. Can't do without assessment--it's a deal-breaker. #G2great
A2: I think "assessment that informs" means trying to understand not only what our students know, but who they are, what inspires them, and how we can use this knowledge to best help them learn, grow, and feel confident in themselves as learners. #LitBankStreet#g2Great
Yes so important. Too many tests tell us what we knew in the first place- it’s too hard. And when we use it we do little more than to label kids and frustrate them all in one (and Hi Melanie!) #G2Great
A2: Like instruction, assessment has to be within the zone of proximal development to be of much value. Too easy tells not much. Too hard tells not much. At least when our goal is what to teach next. #g2great
Assessment that informs tells us what students know and what they need to know so that we can provide targeted instruction that supports students in achieving at a level just beyond what they can already do. #G2Great
A2: Assessment that informs is defined by it's applicability to next instructional steps. It has no value beyond that. Running records are a great example. #G2Great
A2: I think "assessment that informs" means trying to understand not only what our students know, but who they are, what inspires them, and how we can use this knowledge to best help them learn, grow, and feel confident in themselves as learners. #LitBankStreet#g2Great
#G2Great A2: Assessment isn't all about informing the teacher but also informing the student on their own progress, helping them learn goal-setting and self-monitoring. #UNILitEd
A2: Formative assessment can take a lot of forms. Student self-reporting, observation, checklists. Self-assessment is super powerful--I love when students can identify what they need to learn in order to get to an endzone. #g2great
A2 Assessment that informs is not separate from instruction but inseparably intertwined with it. Instruction thus becomes a source for assessment & assessment leads to next step instruction. It’s the perfect marriage. #G2Great
A2: What moves both the student and the work forward? Assessment that focuses upon error locks that work in the place where the error was made. Mindset of both teacher and student is crucial in this moment. Like the song, "Should [We] Stay or Should We Go Now?" Our move. #g2great
A1: Formative assessment is a means for growth for both the teacher and the student. With a flexible curriculum that is informed by these assessments you can create the best learning environment for your classroom. #G2Great#LitBankStreet
A2: Yes! Assessment that informs, allows the teacher to understand where the students are and where they should go next. It also gives the students a chance to reflect and check in. #G2Great#LitBankStreet
A2: I think "assessment that informs" means trying to understand not only what our students know, but who they are, what inspires them, and how we can use this knowledge to best help them learn, grow, and feel confident in themselves as learners. #LitBankStreet#g2Great
A2: assessment that informs allows us to see something new, discover something about a child that we didn’t know, gives us insight to say- these are my next steps to move this student forward #G2Great
A2: I think "assessment that informs" means trying to understand not only what our students know, but who they are, what inspires them, and how we can use this knowledge to best help them learn, grow, and feel confident in themselves as learners. #LitBankStreet#g2Great
A2: So many times I've seen a T give Ss an assessment and then throw them in a file or on a shelf (or even in the recycling bin) before really looking and figuring out what it means. How can that be useful to T or S???!!!?!??!!!!???
#G2Great#LitBankStreet
A2: Authentic in both purpose and administration. For example sitting down and reading with a student, reading an actual book not some photocopies reader and then having a natural not canned conversation. That would inform me. #G2Great
#G2Great makes the invisible visible, the muddy more clear, the general more precise, the known encouraged repeated consistent and transferable and the unknown moldable and strengthened while bringing us closer to the reader, the writer, the whole student
A2. Observational notes. Write what you observe, then interpret the notes later. I learn so much abt kids when i have time to really sit and analyze observational notes. #g2great
A2 assessment that informs compels us to reflect. Reflect on our students and what they know and still need, reflect on our teaching and what is working and what needs to be adjusted. Kid watching with learning targets in mind is powerful assessment #G2Great
A2: "Assessment that informs" guides us to design our lessons to best align with who our student are. How do they learn best? Is how we are teaching working for them? Where do we go next? #G2Great#LitBankStreet
A2: The Latin root word for assessment is "assidere" which means to sit beside. I’m pretty certain that computerized tests (such as CBM-reading measures) that spit out colored graphs and box in Ss with % rankings are not “sitting beside” our Ss. #g2great
A2 Examples of assessment that informs: running records, kidwatching, anecdotal notes, conferring and anything connected to the teaching/learning process that helps us to glean new understandings about kids. #G2Great
A2: So many times I've seen a T give Ss an assessment and then throw them in a file or on a shelf (or even in the recycling bin) before really looking and figuring out what it means. How can that be useful to T or S???!!!?!??!!!!???
#G2Great#LitBankStreet
Totally agree @rlegrant! It tells us what they know, areas for growth, how they learn, and what motivates and excites them! Assessment that informs is active communication between between teacher and student.
#g2great#LitBankStreet
A2: I think "assessment that informs" means trying to understand not only what our students know, but who they are, what inspires them, and how we can use this knowledge to best help them learn, grow, and feel confident in themselves as learners. #LitBankStreet#g2Great
A2 Assessment that informs happens over time, in multiple ways and is authentic in that it mirrors what readers and writers do outside of school. It invites students into the process, incorporating their voice and choice. #G2Great
A2: depends on what you want to know! (Back to purpose) best assessments inform — tell Ts, S, and other stakeholders the answers to questions that will help S to grow. I’m thinking reflections about reading, asking questions that lead to research, etc. #G2Great
A2: Looked at a first grader's writing today. Could we read it easily? Nope. I'm not sure that matters a lot because we COULD say "here are next steps for instruction." #g2great
A2: So many times I've seen a T give Ss an assessment and then throw them in a file or on a shelf (or even in the recycling bin) before really looking and figuring out what it means. How can that be useful to T or S???!!!?!??!!!!???
#G2Great#LitBankStreet
A2: When we listen to Ss, talk with Ss, value and use what they read, write, design and create to help us know them…we are getting at assessment that informs = giving us intel that actually matters! #g2great
#G2Great A2: Assessment isn't all about informing the teacher but also informing the student on their own progress, helping them learn goal-setting and self-monitoring. #UNILitEd
A2: Assessment that informs is something that allows for many levels of performance, not just a single answer. An example could be a single carefully designed question in reading that students respond to. #g2great
A3. When T uses the results, the T will have to be flexible and change instruction. TODAY!
Perfect lesson plans need to be abandoned.
Planning is ..."If this then A. If this then B." or C or D or E!
#G2Great
A2: When we listen to Ss, talk with Ss, value and use what they read, write, design and create to help us know them…we are getting at assessment that informs = giving us intel that actually matters! #g2great
A2. I do believe that assessments that show Ss errors can be useful as long as we use it correctly. Errors are a part of life. Never make the error the final effort. We can use it as a learning tool and help Ss make corrections, figure out where they went wrong. #g2great
A3 Time is always a challenge & that’s the point of formative assessment. It’s not about doing something ELSE but using instructional moments as assessment references. This means we don’t add time but embed it in teaching. #G2Great
A3 Some of these assessments take time to give correctly and gather the most important information. Making time for what is MOST important is needed for quality informative assessments. I have many conversations w/Ts about the importance of IRA’s and why we MUST! #G2Great
A3: Stand up for kids by “talking back” to assessments that are taking up too much time & don’t give info that impacts daily and weekly planning. For every data meeting that shows Ss on a graph, color, % rank, show STUDENT WORK that shows & informs more! #g2great
A2: The Latin root word for assessment is "assidere" which means to sit beside. I’m pretty certain that computerized tests (such as CBM-reading measures) that spit out colored graphs and box in Ss with % rankings are not “sitting beside” our Ss. #g2great
#G2Great A2 Ex: anecdotal notes, student surveys, running records, and brief targeted formative response analyzed for both +,- patterns and trends coupled with feedback and conferring...no computer assmt can replace what a teacher is able to reveal about a student
A3: I so look forward to tossing those weekly or monthly standardized assessments and focus on what really counts! Talking to the Ss! Helping the Ss! By the way, we have all the data we need — just use it wisely! #G2Great
A2: The Latin root word for assessment is "assidere" which means to sit beside. I’m pretty certain that computerized tests (such as CBM-reading measures) that spit out colored graphs and box in Ss with % rankings are not “sitting beside” our Ss. #g2great
A3. When T uses the results, the T will have to be flexible and change instruction. TODAY!
Perfect lesson plans need to be abandoned.
Planning is ..."If this then A. If this then B." or C or D or E!
#G2Great
A3: Time is the challenge and usually the measure of good assessment. You want a quick snapshot with little data trust a quick test with little meaning (AR, Star, Read Theory) You want a full picture challenge your students to write, to think and to respond #g2great
A3: Define the types of intel that will help you know what Ss need next. Define the types of intel that will help Ss know what they need next. Assessment that informs means just that..it paves a way forward. #G2Great
A3: The challenge that so many of face is a sense of a assessment's singular function of evaluating the work that has gone into and has now come out of the student. Now, I am going to go away and say ten positive things about teaching and my role within the practice. #g2great
A3: Stand up for kids by “talking back” to assessments that are taking up too much time & don’t give info that impacts daily and weekly planning. For every data meeting that shows Ss on a graph, color, % rank, show STUDENT WORK that shows & informs more! #g2great
A3: sometimes we spend SO much time assessing and scoring the assessments that we don't think about the next steps, which is the most important part. All three parts-- WHAT?, SO WHAT?, and NOW WHAT?--have to happen! #g2great
A3 The best way to meet this challenge is to ensure teachers understand that we aren’t adding time but viewing it through a new informative lens. We need MUCH more professional learning around this topic. #G2Great
#G2Great Schools have a large focus on standardized assessment which we know isn't the best way to tract student data. We can find a balance by considering the data but also focusing on student needs we know from personal interactions and time spent within the classroom #UNILitEd
Time is something I struggle with as well but your perspective really helps make it seem more manageable! Any moment can be a "teaching moment" #LitBankStreet#G2Great
A3 Time is always a challenge & that’s the point of formative assessment. It’s not about doing something ELSE but using instructional moments as assessment references. This means we don’t add time but embed it in teaching. #G2Great
A3: TIME!Our scheds are packed so finding the time for 1 on 1 assessments is challenging. & What are the rest of the students doing when you're working with that 1 student? We must use our time wisely and plan meaningful work that they can do independently.#LitBankStreet#G2Great
Hey, @RitaWirtz. . .look at all of the typos in this tweet. "of us" and "an assessment." It happens to the be. . .to the. . .bes. . .to all of us. #g2great
Three reasons for assessment: 1. Accountability 2. Have students learned, and 3. To inform instruction. We need to be clear as to our reason for assessmment in the first place. #g2great
A3 BIG challenge = rigid hyperfocus on numerical data collection. Spreadsheets can be one SMALL part of the kid picture but NEVER the star of the assessment show or we will lose sight of the child beneath the spreadsheet. #G2Great
A3: I often see teachers mandated to give specific assessments that they don't totally understand, often before they have the chance to get to know their students. I think determining if an assessment is useful and how to change it if not is a challenge! #LitBankStreet#G2Great
#G2Great Schools have a large focus on standardized assessment which we know isn't the best way to tract student data. We can find a balance by considering the data but also focusing on student needs we know from personal interactions and time spent within the classroom #UNILitEd
A3: My greatest challenge is time. Students need time to be with the concepts and progress through them, so balancing that with other demands is difficult, but worth it to so students can experience what learning can really be. #g2great
A3: Informative assessments should make me reflect AND help the Ss to be self reflective. Time is a challenge for me! And expectations about what work the students should have to "show"... *eyeroll* Does that make sense?
#LitBankStreet#g2great
I agree! I would LOVE professional learning around this topic! It is something that most teachers struggle with, yet something also so important. #G2Great
#G2Great A3 while Ts may not have control over what and when we do have control over how it is used and keeping perspective in relation with what we know best informs; up to us to turn compliance checklists into meaningful data we can use in how we analyze and share with Ss
A3: The challenge that so many of us face is a sense of an assessment's singular function: evaluating the work that has gone into and has now come out of the student. Now, I am going to go away and say ten positive things about teaching and my role within the practice. #g2great
A3: I think setting side time to create space for assessments, as well as reflect. We need to make sure that we set aside time to learn from these assessments and create change/challenges where needed. #G2Great#LitBankStreet
ILAchat friends, we’d love for you to join the list half of our #G2great chat tonight. Our topic is a perfect complement to your chat tonight and we welcome late-comers! ❤️
A4. Entrance slip. Want to check on yesterday's learning before we move on.
Are there misconceptions?
What should I repeat?
What needs clarification?
#G2Great
Time to collaborate with other teachers and analyze effective teaching practices (growing together) and time to confer with each student to help them celebrate success and pinpoint areas for growth themselves... powerful reflection! #G2Great
A4 running records come to mind first! They can be taken during a lesson so no extra time needed, they can be analyzed to ensure you are teaching each Ss on their cutting edge of learning. This is the single most important piece of information for beginning readers! #G2Great
A4 Since my Reading Recovery training in 1990, running records have been a central feature of my work. BUT I worry that many Ts don’t know how to analyze these references & thus miss the most powerful aspect of RR! #G2Great
A2 "Outside of the box" assessments can't be forgotten either. Asking kids how they see themselves and their growth as readers/writers gives powerful information that can also inform instruction. #G2great
#G2Great A3 let your voice be respectfully heard as a professional; stand behind and up for research based practices and remind admin of the professional you are in uncovering pertinent info about your kids and reveal & advocate for meaningful practices
A3. So many district-mandated tests for “progress monitoring” that adding on the valuable assessments that actually inform then feel like overload. There needs to be a better understanding of assessment by the decision-makers, IMHO #g2great
A3: I often see teachers mandated to give specific assessments that they don't totally understand, often before they have the chance to get to know their students. I think determining if an assessment is useful and how to change it if not is a challenge! #LitBankStreet#G2Great
A4: I ask them questions while they are working. Can you explain how you figured that out? Will you read to me what you wrote? etc.
#LitBankStreet#G2Great
Just did my first running records this week! Need to really dig in and try to figure out what I can learn from them, but it seems like such a great tool!
#LitBankStreet#G2Great
A4 Since my Reading Recovery training in 1990, running records have been a central feature of my work. BUT I worry that many Ts don’t know how to analyze these references & thus miss the most powerful aspect of RR! #G2Great
Just recently had my first experience with running records - such a quick, non-invasive, on-the-spot method of assessment. Can't wait to use them more often in my classroom! #LitBankStreet#G2Great
A4 running records come to mind first! They can be taken during a lesson so no extra time needed, they can be analyzed to ensure you are teaching each Ss on their cutting edge of learning. This is the single most important piece of information for beginning readers! #G2Great
A4 running records come to mind first! They can be taken during a lesson so no extra time needed, they can be analyzed to ensure you are teaching each Ss on their cutting edge of learning. This is the single most important piece of information for beginning readers! #G2Great
#G2Great A4: Sometimes formative assessment is just as simple as looking around the classroom to see what kids are reading and how they are reading it. Are they engaged? Reacting? Trying something new?
A4: Ask Ss to create thinking partners across the classroom/learning community. Identify who can support you with different needs. When Ss self-identify it promotes Ss independence & engagement. #g2great
A4 I’m a devoted kidwatcher. As Ts we must be wide-eyed curiosity inspired observers of children engaged in all aspects of the learning process and use this as rich informants leading to next steps decision-making. #G2Great
Yes. Quick checks as students are working. Asking students to explain their thinking along the way. A lot of formative assessment means we are actually talking with and listening to students. #g2great
#G2Great One quick way to get feedback from students is having them put up a thumbs up/down or 1-5 understanding. ALWAYS keep this private by having the student hold their answers to their chest. #UNILitEd
A4: Integrating drama and visual art can be powerful on the spot assessments. Drama with reenacting scenes, taking on different perspectives, etc. can free students to be more relaxed than with other tasks too. Visual art can lead to deep expression too. #G2Great
A4 Conferences are a powerful way to connect with students and they can take place anywhere: in the classroom but also in the hallway, cafeteria, bus line, etc. We can learn about readers through informal chats all day long. #G2Great
A4 I’m a devoted kidwatcher. As Ts we must be wide-eyed curiosity inspired observers of children engaged in all aspects of the learning process and use this as rich informants leading to next steps decision-making. #G2Great
A4: I think dynamic assessment is underutilized. When we scaffold a little at a time—seeing how much a learner needs—we have a better idea of students’ strengths and needs. #g2Great
A4: Shares at the end of RW&WW.This is a great time to see what the Ss produced that day and is such an important part of the workshop already! I also use whiteboards during math and have Ss write the answers on them during whole group lessons. #LitBankStreet#G2Great
A4: Listening when students do a turn and talk and the conversations that happen between two students when they are looking at a book together. Love listening to these rich convos! #LitBankStreet#g2great
A4 Assessment that inform asks us to go beyond a one-shot view to explore patterns across assessments. This makes anecdotal records key so I can see the child OVER TIME across the learning day. #G2Great
A4 Conferences are a powerful way to connect with students and they can take place anywhere: in the classroom but also in the hallway, cafeteria, bus line, etc. We can learn about readers through informal chats all day long. #G2Great
A4: This is exactly where my mind went as well! I feel like there is constantly a formative assessment taking place because of my interactions with the students @classwork, read aloud etc. You may learn a lot when you aren't looking! #G2Great#LitBankStreet
A4: I ask them questions while they are working. Can you explain how you figured that out? Will you read to me what you wrote? etc.
#LitBankStreet#G2Great
A5. When students "Turn and Talk", T listens in to hear what Ss are thinking. Restate their words or ask for them to be recorded on a chart!
Check in on Google Docs, Padlet or Flipgrid.
Group of 4 Ss / Share/ Choose 1 to share with whole class!
#G2Great
A4 Conferences are a powerful way to connect with students and they can take place anywhere: in the classroom but also in the hallway, cafeteria, bus line, etc. We can learn about readers through informal chats all day long. #G2Great
A4: spend time kid-watching: what am I learning from their talk, body language. What is this telling me about their engagement, the way they learn, what they need? #g2great
A4. This made me think of checking for understanding techniques. For example students can show their lvl of understanding w/ hand signals when prompted. Thumbs up if they understand the content well, in the middle for kinda, and thumbs down if they need more help. #g2great
A5. Focus on positives...
"What can the S do?"
"Name the positive behaviors."
Deliberately noticing what Ss are doing . . . BEFORE listing what they are NOT doing!
#G2Great
A5 Kidwatching mantra: Mouth closed. Eyes open. That’s not about judging but observing so we jot our noticings to then ponder what it means and consider next step options #G2Great
A5: My notebook and pen is my best friend for kidwatching. Writing down my noticings - what can Ss do (assets) + my wonderings = leads me to next steps. #G2Great
Yes. It reminds me of those memes we see in social media where the suggestion is that you can have two of something in a list of reading good things. Until we have standard students, we should really take another look at standardized tests and testing. I don't have any. #g2great
A4: I think dynamic assessment is underutilized. When we scaffold a little at a time—seeing how much a learner needs—we have a better idea of students’ strengths and needs. #g2Great
A5. Focus on positives...
"What can the S do?"
"Name the positive behaviors."
Deliberately noticing what Ss are doing . . . BEFORE listing what they are NOT doing!
#G2Great
A5: I love working in google docs because can easily be shared with others if needed and never lost! Sometimes I have to bite my tongue, but you can learn so much from your kids by just listening! #LitBankStreet#G2Great
#G2Great A5: Taking notes on students in their nature environment, not influencing but learning about them. Also one can have a list of standards, taking notes on what kiddos specifically say to meet those standards. #UNILitEd
A5 In Reading Recovery we spent the 1st two weeks Roaming in the Known: no formal teaching but just getting to know/understand kids as learners. I wish all teachers would do this. #G2Great
A5: Kidwatch by creating a note catcher for capturing observations. Orient, notice, take stock and inquire. Kidwatching lead to exciting opportunities to explore & more wonderings. #g2great
A5Think/pair/share; partner work; Fab 4; Socratic seminar; book talks; community circle chats; conferring sessions; reflective questions like -How did you grow your brain as a reader today? #G2Great
A5: I love working in google docs because can easily be shared with others if needed and never lost! Sometimes I have to bite my tongue, but you can learn so much from your kids by just listening! #LitBankStreet#G2Great
A5: One of the best ways to gain insight is to video students engaged in a task. Not only is the teacher enlightened, so are the children when we watch and talk about what we see with them.#g2Great
A5: Kidwatch by creating a note catcher for capturing observations. Orient, notice, take stock and inquire. Kidwatching lead to exciting opportunities to explore & more wonderings. #g2great
A5 If assessments happen too early in the year we don’t have time to get to know learners. Knowledge helps us make sense of assessment. We can’t make good decisions w/o the benefit of this assessment/knowledge merger. #G2Great
A5: Checking the use of the skill, strategy, vocabulary, overall communication, persistence with the task, evidence, explanation of evidence, visuals, body language, etc.! #G2Great
I have teachers using them for reading and writing. I'm a coach in writing rooms so I have them set up for all grade levels. I just enter in kids' names. #gamechanger#g2great
I SO agree with getting to know learners before we assess! It makes me so sad to see assessments happening in the first weeks of school.#G2Great#LitBankStreet
A5 If assessments happen too early in the year we don’t have time to get to know learners. Knowledge helps us make sense of assessment. We can’t make good decisions w/o the benefit of this assessment/knowledge merger. #G2Great
It is such a debate at my school as to when to assess kids. Too early and you don't have time to get to know them. Too late and you don't have the data to inform your instruction/make reading groups, etc. It is tricky! #G2Great
A5: I really need to use Flipgrid more often! Google Classroom responses are nice. I like “who read the best book this week?” And watch Ss debate! #G2Great
A5 If assessments happen too early in the year we don’t have time to get to know learners. Knowledge helps us make sense of assessment. We can’t make good decisions w/o the benefit of this assessment/knowledge merger. #G2Great
A6. Kidwatching allows Ts and Ss to tap into joy and excitement when learning. Also when frustrated and ready to tap out. Those points vary from child to child. Must know our Ss and their responses in order to have learning for all!
#G2Great
A5: Turn and talk is a large part of our daily classwork! In doing so, I am able to listen in and hear how the students articulate and explain their ideas to each other and what they might still need to review. #G2Great#LitBankStreet
A5. When students "Turn and Talk", T listens in to hear what Ss are thinking. Restate their words or ask for them to be recorded on a chart!
Check in on Google Docs, Padlet or Flipgrid.
Group of 4 Ss / Share/ Choose 1 to share with whole class!
#G2Great
As my grandmother used to say, "You don't fatten the hog by simply putting it on the scale." She also said something about turtles on fence posts. My grandmother had an 8th grade education. And could have led workshops on what testing attempts to do. . .and fails. #g2great
In reply to
@hayhurst3, @franmcveigh, @MelanieMeehan1
A6 Many assessments that end with a number aren’t good enough to inform decision making within instructional design. The true color comes into play when we are sprinkling in our formative assessments and kidwatching. Formative assessments give us answers! #G2Great
A6 Spreadsheets use numbers w/in a one-dimensional view of kids, increasing likelihood of false positive/negative. Formative assessment affords us with information to “argue” with those numbers for a three-dimensional view. #G2Great
A6: I wonder…what if Ss attended those “colorful spreadsheet” meetings, sat in the captain’s chair at the head of the table and had the opportunity to INFORM US about what he/she needs next to grow? What if… #G2Great
I SO agree with getting to know learners before we assess! It makes me so sad to see assessments happening in the first few days/weeks of school. #LitBankStreet#G2Great
A5 If assessments happen too early in the year we don’t have time to get to know learners. Knowledge helps us make sense of assessment. We can’t make good decisions w/o the benefit of this assessment/knowledge merger. #G2Great
A6: Asking ourselves…if the data we are sifting through does not crack open Ss brains so that we can see their thinking unfold, it might be too skinny. #G2Great
A5.I think post-it notes are one of my favorite tools for quick checks/exit tickets so I can get one last insight. So easy to ask a question after kid watching and have Ss answer on a sticky note on their way out. #g2great
We have let Ss decide. (Gr. 3-5)
Which day this week will work for you? OR do you want on next week's list?
Better buy in, esp. when silly tests!
#G2Great
Weighing the lamb doesn’t make him fatter. Today’s obsession with data often means our students are on a starvation diet. One more spreadsheet won’t make a difference. #g2Great
#G2Great A6 we must not replace names and faces with numbers and colors; as I believe Mary once shared it should be a rule to tell 3 things about a S outside of every 1 data pt on a spreadsheet
Yes! If we give assessments too early we don’t know if they are accurate pictures of Ss ability. When we wait to assess we know if what we’re seeing is because the Ss is on or off point and can weigh the value of the information we found. #G2Great
A6 Anytime we reduce a child to a number, we risk losing the child beneath that number. You can’t reduce kids to a score/letter/number & think you’ll can see them from a broader & more relevant perspective. #G2Great
A6: Ss + T reflection = gives us a way forward that is relevant and timely. As Margaret Wheatly says, “without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful.” #g2great
A6: “What do you notice?” has been one of the most powerful questions this year in our class. The Ss have begun using the same language! ALL KIDS notice SOMETHING! It evens the playing field for ALL LEARNERS!! #G2Great@DrMaryHoward
Love this Paul. I had wise grandmothers too and they knew a lot about the world and potential. They knew a thing or two about expriences and making the most of opportunities. Thanks for making me smile. #G2Great
In reply to
@PaulWHankins, @franmcveigh, @MelanieMeehan1
Instructional design is key!! I find too many teachers focus on the score and who needs help, but not actually how they will design instruction to meet those needs. #G2Great
Yes! If we give assessments too early we don’t know if they are accurate pictures of Ss ability. When we wait to assess we know if what we’re seeing is because the Ss is on or off point and can weigh the value of the information we found. #G2Great
Too much of standardized testing is a sorting mechanism. A binary system. Pass or Fail. I think one of the lessons we might/could draw from John Wesley is that he would ask candidates, "Are you moving toward perfection?" Talk about an example of formative assessment. #g2great
The best on the spot assessment is one of myself....are the kids engaged and on topic?? If so, onward! if not...troubleshoot, make a change #g2great#litbankstreet
Instructional design is key!! I find too many teachers focus on the score and who needs help, but not actually how they will design instruction to meet those needs. #G2Great
I like the idea of having the students decide!! Lets them take ownership and feel included in the decision.
Unfortunately, sometimes its not even up to us and up to the school. :/ #G2Great
@kelsey_corter I'll share the kindergarten one with you. You'll like it. Just make a copy and then add your kids. You'll make it ten times better, I'm sure. #g2great
A5. Moments when Ts are able to step back & kid watch are so important. By observing & listening to Ss interact w/ their peers during turn & talk provides T's with an insight on how a S is processing the content. #g2great
#G2Great A6 we are often asking the wrong ?s instead of what does this tell us ask what is not represented; instead of why didn’t the Ss levels change ask what is this student doing today that they weren’t doing the last time you looked at data
Absolutely Kasey and I find that when we have a student PHOTo at the data meeting and use the child’s name, our dialogue tends to be more student centered (and it should be) #G2Great
#G2Great A6 we must not replace names and faces with numbers and colors; as I believe Mary once shared it should be a rule to tell 3 things about a S outside of every 1 data pt on a spreadsheet
A6 Formative assessment adds the color because it’s not removed from instruction but embedded w/in it. That offers a process-based view of children rather than product-based view numbers give us. #G2Great
When a 2nd grader picks a book, they need to tell me what it is. I have them tell me the title. If they can't...I let them know that they ought to pick a different book! #g2great#litbankstreet
A6: Formative assessment allows you to look at the whole child - this can add REAL color to our decision making because the direction we move in will be unique to our students and keep them engaged. #G2Great#LitBankStreet
A7. It's important to me to model a variety of ways to collect formative data in PD sessions. (Process over product)
Learning over #s.
Every.single.session!
#G2Great
Kitchen Lessons: Zig Ziglar used to talk about homemade biscuits. How they "squat" just a moment before proofing. If they don't, they burn. He would say, "Well. These squatted to rise but they got cooked in the squat." If that's not standardized assessment right there. #g2great
In reply to
@hayhurst3, @franmcveigh, @MelanieMeehan1
Kid watching and formative assessments provides the 3D lens we need to view and celebrate the whole child, not the limiting color chart version of ‘Flat Stanley’ #G2Great
A7 I would like to bring balance to future conversations about Ss needs. I want to bring light to the stronger, formative assessments, and help Ts find answers to questions they have about instructional design. #G2Great
A7 We need ample profession learning around the role of formative assessment in our schools because it simply is NOT a high priority in far too many schools. I want to support my schools/teachers with this in mind. #G2Great
A7: I want to have more formative assessments and be sure I am recording them. This way later I can evaluate my notes and use them to navigate my teaching. It is so easy as teachers to get caught up and forget to record things! #G2Great#LitBankStreet
A7 As a choice art teacher, I want to not only spend time observing and talking to the students who struggle to engage the art process, I want become more strategic/informed in my attempts to help them engage. #g2great
A7 We need ample profession learning around the role of formative assessment in our schools because it simply is NOT a high priority in far too many schools. I want to support my schools/teachers with this in mind. #G2Great
A6. Kidwatching and formative assessments help us to see who the student really is and what they need! Not just a number or data on a piece of paper. They are the ones who add the brightest colors; not the spreadsheets. #g2great
A7: I want to have a flexible curriculum and plan activities with intentionality to meet the learning needs of all my students. I will take more notes and plan more conferences!
#LitBankStreet#G2Great
A7: can I steal your answer? I think we all need more learning about true assessments — PD is the key! Also, thanks, everyone for these awesome answers! #G2Great
A7: I would like to make more time to keep record of my formative assessments and reflect on them. I often have many in the moment assessments - there may be a lot going on and it's easy to lose track. #G2Great#LitBankStreet
And what makes that so crucial is that we aren’t looking for one shot information but PATTERNS OVER TIME. There’s no way we can hold all of that so we need a visual paper trail of comparison, #G2Great
A7: I want to have more formative assessments and be sure I am recording them. This way later I can evaluate my notes and use them to navigate my teaching. It is so easy as teachers to get caught up and forget to record things! #G2Great#LitBankStreet
A7 Basals have regained foothold in our schools of late and adds a worrisome assessment issue. End of the unit tests pay homage to publishers – not KIDS. Sadly, we have our priorities backwards. #G2Great
A7. I would want district level administrators to start making brave decisions about mandated assessments. Somebody needs to step up and end some of the madness. (That’s not really an answer to the question but I wanted to say it LOL) #G2Great
Smiling big over here you are making me shake my head yes yes yes. There is so much truth here it's about meaningful experiences and relevance that's why choice has to be part of assessment too. #G2Great
In reply to
@PaulWHankins, @franmcveigh, @MelanieMeehan1
As a fan of puzzles, I know that sorting out the frame gives me a sense of what the completed picture will look like (summative). I take great delight, however, when large chunks of the working picture begin to bridge within and begin to connect to the frame (formative). #g2great
A7 Our after-the-chat WAKE allows us time to peruse chat artifacts and reflect on things we missed the first time around. It a great #G2great trip down Twitter chat memory lane! @www.wakelet.com/@DrMaryHoward
A6: Real life talk. Student said, “I saw E. reading this book so I got it and I just have to tell you about it.” (tells me). I said I will read it too and we can talk about it. He said, “Really? You would do that for me?” This taught me more than his test score. #G2Great
A7: I would like to make more time to keep record of my formative assessments and reflect on them. I often have many in the moment assessments - there may be a lot going on and it's easy to lose track. #G2Great#LitBankStreet
Always keep reflection as a must do after any assessment. What did the information gathered tell me about what needs to happen next? If this is skipped, the assessment is powerless. Keep the power in assessments! #G2great
Sadly, we often blame the tests, but we need to look at how many tests kids take getting ready for THE test. In many cases, as Pogo would say: we have met the enemy and it is us. #g2Great
A6: Real life talk. Student said, “I saw E. reading this book so I got it and I just have to tell you about it.” (tells me). I said I will read it too and we can talk about it. He said, “Really? You would do that for me?” This taught me more than his test score. #G2Great
Sadly, we often blame the tests, but we need to look at how many tests kids take getting ready for THE test. In many cases, as Pogo would say: we have met the enemy and it is us. #g2Great
