Lately, I've been hitting a lot of road blocks when it comes to learning how to code. Taking a step back and revisiting it after focusing on another coding project has proven helpful. #formativechat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Lisa Scumpieru, Digital Integration Specialist from Hagerstown, Md. #formativechat On the phone three times today with AT&T setting up Voicemail on three phones. Total minutes - 75
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Hey there #FormativeChat ! I'm Elizabeth a kindergarten teacher from VA. It took me longer than "normal" to do anything athletic, especially learn to run!
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Hello #FormativeChat. I'm Culliope from NH. I'm a really good mathematician but multistep algebra type problems take me a long time to do well. If I have the right amount of time I can get them totally right.
A1: If time is the variable and learning is the constant, it means that learners no longer need to catch up with the class, but make meaningful gains within the context of their own progress and pace of learning. #formativechat
A1: it's an issue of #equity - all Ss should be able to demonstrate their learning in a way that is best for them in a time frame where they can show what they know. #formativechat
A1(con): It also means we must overcome the challenge that differentiating assessment for students presents. We need room to try things new and time to make tech work for us.
#formativechat
There wouldn't be as huge of a need for summative assessments. When you guarantee mastery because you are given ample time, smaller, quicker assessments are adequate. #FormativeChat
Regardless of the constant or variable authentic assessment should be happening daily... do now, exit slips, Q&A, etc are all ways to gauge where your students are & make adjustments on the fly in some cases. Assessments arenβt always an end of unit paper or test #formativechat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
A1: If time is the variable and learning is the constant, it means that learners no longer need to catch up with the class, but make meaningful gains within the context of their own progress and pace of learning. #formativechat
A1 It would make assessments a flexible, measurable, useful, and less intimidating piece of the educational system...can we make that change now please! #formativechat
A1-Assessment becomes more formative and part of the learning cycle instead of an ending and moving on whether you understood or explored the content at a mastery level. #formativechat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Hello everyone. My name is Luis. I'm a HS ELL teacher, tech coach, and Director from RI. It took me longer than usual to develop a love for reading. I'm still working on it. #formativechat
#formativechat A1: Assessments, and particularly standardized assessments will be varied to a point of non-standardization. I think the time piece is impt. I should have put reading in the intro, terribly slow reader
A1~
~would mean assessments are relevant, specific to the needs of the wide array of learners
~no more one & ridiculous dones
~supports the whole learner
#formativechat
A1-Assessment becomes more formative and part of the learning cycle instead of an ending and moving on whether you understood or explored the content at a mastery level. #formativechat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
A1; It means that when my Spanish S X finally has the Pledge of Alligance in Spanish memorized and can recite it, 3 months after Ss A & B do, he still gets the credit for mastery/grade. #formativechat
A1- We can finally put the emphasis on the LEARNING where it belongs. Time creates arbitrary deadlines. It forces a sense of pressure when we should be encouraging a sense of wonder and curiosity. #FormativeChat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
A1: if time is the variable (YEAH!) and learning is the constant (isn't that how it should be?), our students can learn anywhere, anytime, any how. Just imagine that. #formativechat
Yes. That is the best way for them to truly learn. Not every child will be on the Tβs schedule. In reality, there should not be a set schedule, but more of a constant ebb and flow of learning, relearning, and finally succeeding toward mastery. #formativechat
A1- We can finally put the emphasis on the LEARNING where it belongs. Time creates arbitrary deadlines. It forces a sense of pressure when we should be encouraging a sense of wonder and curiosity. #FormativeChat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Hello! Iβm Mandy, an #ESL T in @WeAreHTSD, joining for the first time. It took βlonger than normalβ for me to realize that the tooth fairy was not real and I am not ashamed! β¨ @ClarkeHolmes16#formativechat
A1 It means that we assess students to see how they are progressing (when they are ready) instead of when the scheduled test date arrives. #formativechat
It would make assessments more relevant and because of that making our students thinking, misconceptions included, more relevant to the learning process #formativechat
Just joining #formativechat, sorry. A1: If time became the variable and learning the constant, learning would be truly personalized. Assessment would be personalized. All Ss would access the learning at their pace and in their own way.
definitely helps the T brain if we turn the power and creativity over to the students to come up with a demonstration of their knowledge and skills #formativechat
A1: If time is the variable and learning is the constant, then everything can be a teachable moment. Learning becomes the WOW students need when they need it. It's kind of like generative curriculum that is inquiry-based. I'm excited talking about this. #formativechat
A1: It means students are the center of our teaching and not a pacing guide. We need to look at personalizing learning and therefore, assessment occurs when a student is ready not because we're out of time for a given concept #formativechat
A1: If time is the variable and learning is the constant, then everything can be a teachable moment. Learning becomes the WOW students need when they need it. It's kind of like generative curriculum that is inquiry-based. I'm excited talking about this. #formativechat
A1 changing the variable of time means we value the process of learning and realize that not all learners will meet the same targets at the same time. Looking at a Ss continuum as a learner will change the way you see the ss capabilities #formativechat
A1 It would make assessments a flexible, measurable, useful, and less intimidating piece of the educational system...can we make that change now please! #formativechat
A2: If we use a progression of learning model in formative assessment and learning...we can see the building of learning using previous mastery to move to the next level, etc... #formativechat
A2: we shouldn't ever be "moving on"...we need to teach in a spiralled/interleaving manner where concepts/content/skills are constantly revisited... #formativechat
A1: Means that grades are just a temporary snap-shot of performance. Perhaps useful at times, but ultimately less important than the learning itself. #formativechat
A2 Tie previous concepts into the new one The path through coherence is what #NGSS is built around in #scied You have to build upon what has been learned, not leave it at the side of the road #formativechat
A2: Depends on standard/concept to some extent, but when you use the "drip" method, & hit them repeatedly in small drips of time throughout year, you'll catch more mastery in that bucket. Just let them keep plugging away at it on their own or a few mins in class. #formativechat
A2: Have students collect artifacts and evidence of learning while they learn. They can document the process, what worked, what didn't work, how they struggled and came up with ideas. How about an ePortfolio that grows with them? #formativechat and other learners give feedforward
Standards Based Grading is 1 answer but doesnβt have to be the only answer. If you are assessing skills like analysis or evaluation the grading window is never closed BC these can be in just about every unit of study. Ts also have to have the REDO Mastery mindsetβ #formativechat
Learning and growth happens best when learning is married to previous mastery so there is constant building of knowledge and understanding... #formativechat
A2: we shouldn't ever be "moving on"...we need to teach in a spiralled/interleaving manner where concepts/content/skills are constantly revisited... #formativechat
A2: After we have moved on, we should be incorporating older skills into assignments that deepen them with new skills. It should never be a one and done situation. #formativechat
A2: If weβre teaching our kids useful skills, we should see that mastery pop up over and over as we layer and add new skills. (If they arenβt going to use it again...why are we teaching it?) #formativechat
A2. Having students complete a formative assessment in class is a great way to see if they
understand past material. Can see if students understand the material without them even knowing you are testing them. #formativechat
A2~
~have them lead lessons with younger peers from different classrooms ~ lots of opportunities with this way ~ gives them practice leadership skills, sharing what they know & being able to articulate such in a different environment
~blend in @Flipgrid@Buncee#formativechat
A2: Use spiraling formative assessments. #formativechat Once they have mastered it, give them credit and let them set goals for the content they still need to work on.
A2: what does mastery mean? How do we define it? Learning should be spiralled and also be happening from an #inquiry lens and concepts/content are integrated as Ss develop skills #formativechat
A2- I've actually dropped the idea to @lisabanicky and @JaneneG that we remove the quarter limits on the standards on our standards based report cards. Why leave a little at developing or novice when we should still be teaching them until they hit proficiency #FormativeChat
When teachers see standards limited within a specific time frame their inclination is to teach it only within that time frame. Lets banish those! #FormativeChat
A2: I always liked to loop back prior concepts and allow Ss to go into prior formative assessments (especially if those assessments connected and build on the existing knowledge). Help them to make the connections that we form in our instruction. #formativechat
A2: If weβre teaching our kids useful skills, we should see that mastery pop up over and over as we layer and add new skills. (If they arenβt going to use it again...why are we teaching it?) #formativechat
A2: English specific - but don't move on. Throughout the year my students use the same skills, reading, writing, annotating, discussing, listening. It takes months and years, and a lifetime to truly master these skills. (Still a work in progress myself!) #formativechat
@GIPHY is the trick! Choose or upload a clip, add text (under create), then save as media download in a folder on your PC. I drop them into Tweetdeck during chats. #formativechat
Learning and growth happens best when learning is married to previous mastery so there is constant building of knowledge and understanding... #formativechat
A2: we shouldn't ever be "moving on"...we need to teach in a spiralled/interleaving manner where concepts/content/skills are constantly revisited... #formativechat
It's important to revisit concepts...not only if they weren't understood the first time, but to reinforce them. It's natural to forget newly learned info over time, but practice can combat that.
#formativechat
A2: we shouldn't ever be "moving on"...we need to teach in a spiralled/interleaving manner where concepts/content/skills are constantly revisited... #formativechat
A2: Have students collect artifacts and evidence of learning while they learn. They can document the process, what worked, what didn't work, how they struggled and came up with ideas. How about an ePortfolio that grows with them and their learning? #formativechat
A2: Spiraling curriculum that scaffolds learning across cognitive domains. Combined with most responses in A1 would allow Ss to move through it at their pace. Spending more time in areas of need and building the bridge towards higher order thinking skills.#formativechat
A2: With digital tools such as Formative, we can allow students to show mastery by taking an assessment at a later date with ease. St. can also create a project to demonstrate their learning at any time. One challenge we need to overcome is traditional grading. #formativechat
Absolutely! I can't even remember how to submit my report cards each quarter without the play by play handout since I only do it four times a year. #FormativeChat
A2: we shouldn't ever be "moving on"...we need to teach in a spiralled/interleaving manner where concepts/content/skills are constantly revisited... #formativechat
#formativechat A2: Scaffolding with previous units so Ss can keep using the learning from prev unit in new unit most HS courses build on themselves (less so from year to year; aside from math) I like creating assignments that promote Ss using "old" content
we intuitively (and scientifically) know this to be true but yet in school we continuously press everybody to know the same thing at the same time...its maddening #formativechat
A2 - applying/using what we've learned in practical ways solidifies the concept and allows for growth at the same time. And if students missed something along the way it can be retaught in a real life context #FormativeChat
A2: Have students collect artifacts and evidence of learning while they learn. They can document the process, what worked, what didn't work, how they struggled and came up with ideas. How about an ePortfolio that grows with them and their learning? #formativechat
Yes, I love how you mention that grades are just a snap-shot of performance. It's important to use every snap-shot to inform teaching and in service of learning. #formativechat
A2- We always started our bell ringer with a review of 4 different standards. As ss finished I would grade the 4 questions and conference with them.
#formativechathttps://t.co/UNaFuEpESq
A2 In languages we constantly reinforce the 4 language domains. Our assessments reflect one or more of those areas and show us how students are progressing. The content changes but the skills remain the focus. #formativechat
A2 cont'd: assignments = project and synthesis assignments that use the previous content to help create new understandings in the new unit #formativechat
A2 allowing mastery to be fluid allows learners to continue to work towaess mastery and beyond. Ts are always reflecting and adding to our knowledge base we need to allow kids to do the same. Do hate to think if have to be the same T I was when I passed my tests #formativechat
A2 allowing mastery to be fluid allows learners to continue to work towaess mastery and beyond. Ts are always reflecting and adding to our knowledge base we need to allow kids to do the same. Do hate to think if have to be the same T I was when I passed my tests #formativechat
A2-Arrange for more attempts & other assessment tools to allow students to revisit and explore previous content (try to focus on part of content not whole thing). Need to change mindset that learning is over and create a #growthmindset and get to know your Ss .#formativechat
A1 We assess students on an ongoing basis during the learning within a unit. Not at the end where students have no chance to learn the missing pieces #formativechat
A2b: Building portfolios to showcase learning along the way and allowing them to go back to show mastery. Having the ability to go back and extend thinking in more complex cognitive domains encourages continued growth. Even after moving on. #formativechat
A2: Have students collect artifacts and evidence of learning while they learn. They can document the process, what worked, what didn't work, how they struggled and came up with ideas. How about an ePortfolio that grows with them? #formativechat and other learners give feedforward
A2: #formativechat students showing mastery depends on what we decide they need to master or how students and teachers decide together on what they need to learn. #WhatIf students do passion-based projects, explore their interests, design, create, solve problems, meet standards?
Vertical alignment and essential standards are crucial for this topic. Which standards will be built upon year after year? Which ones will serve the students at a specific test date? Those are the hills you die on. #FormativeChat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A2: #formativechat students showing mastery depends on what we decide they need to master or how students and teachers decide together on what they need to learn. #WhatIf students do passion-based projects, explore their interests, design, create, solve problems, meet standards?
A2: Because learning occurs when Ss think, we have to make them think. Ss should be able to adapt their strategy to the problem, not the problem to their strategy. We need to keep the balance between their abilities and the challenges. #formativechat
A2: We need to revisit concepts/skills to activate background knowledge for new lessons! How else are Ss to learn if theyβre not using their schemas?? #formativechat
Vertical alignment and essential standards are crucial for this topic. Which standards will be built upon year after year? Which ones will serve the students at a specific test date? Those are the hills you die on. #FormativeChat
A2 allowing mastery to be fluid allows learners to continue to work towards mastery and beyond. Ts are always reflecting and adding to our knowledge base we need to allow kids to do the same. I'd hate to think I'd have to be the same T I was when I passed my tests #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A1: That we need to be ok with various variables and our assessments need to be open-ended enough to cover various ways of students showing their learning. #formativechat
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
A3: Allow Ss to track their own progress on skills thru out the year and provide them with time/opportunities/resources to revisit them.
#formativechat
Collaborative Assessments- having students work together to make a vocabulary chain or graffiti walls are a great way to check for understanding without any copying or paperwork #FormativeChat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A3: I use a complete workshop model which allows me to do a mini-lesson for all at the start of class, then students learn where their needs are at their pace towards mastery. I often take mini-lesson breaks as well. #formativechat
A3: Flipped learning opportunities. I used to love to record myself going over a @GoFormative and giving hints to where to look for the answers and Ss redid the work. Ss would always comment on how much they learned from this action of relearning on their time. #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A3: One idea: a spreadsheet with the standards, in the hands/files of all Ss, then they attach artifacts or evidence of mastery as they master standards. Gives them visual learning & gives T what they need as well to determine mastery for Ss per standards. #formativechat
Look at different ways to assess. Can you have an ongoing @flipgrid or @seesaw activity? If you make the responses private, students can answer whenever they are ready. #FormativeChat
A3: Help students set individual goals, keeping track of progress through data collection & anecdotal notes, and also turning the resp for achieving over to students #formativechat
Q2: I do this by referencing past units and bringing new learning full circle with what they already know so students can experience that conceptual understanding is all connected. #formativechat
A3: Help students set individual goals, keeping track of progress through data collection & anecdotal notes, and also turning the resp for achieving over to students #formativechat
if the focus is skills this is easy to do...i wonder how we do this when it is content that is not mastered? and the content builds on itself or something like studying history? #formativechat
A3: Add some flexibility in your day so that you can pull a few kids for 10 minutes and hit them with something you noticed and keep notes so you can track it #FormativeChat
A3: Involve the Ss in the process. Let them track where they are and what they need. You might be amazed by how well they handle it. #EmpowerThem#formativechat
A3: One idea: a spreadsheet with the standards, in the hands/files of all Ss, then they attach artifacts or evidence of mastery as they master standards. Gives them visual learning & gives T what they need as well to determine mastery for Ss per standards. #formativechat
A2: follow the deeper learning concepts by giving Ss opportunities to use what theyβve mastered previously under a different scenario while introducing new material #formativechat
A3: Also if Ss reflect and keep track of their own learning through digital portfolios, they see the learning and make goals for their own learning. #formativechat
A3: integrated concepts/content from various subject areas, teach through big ideas and open ended driving Qs...Ss develop important skills and become aware of global issues. #formativechat
A2: If weβre teaching our kids useful skills, we should see that mastery pop up over and over as we layer and add new skills. (If they arenβt going to use it again...why are we teaching it?) #formativechat
A3: realistic expectation, create opps for Ts to engage over time with the changed variables; provide supports when needed, eportfolios and other technologies can assist #formativechat
A3: Taking a breath. Some students take longer to fully grasp a concept than others and that is ok. Take a breath and let them actively explore on their own. IT will happen! A tree dosn't grow overnight. #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A3- @goformative has been an amazing and effective tool to help provide mastery opportunities, feedback, and data. Can track progress, leave learning opportunities open, and integrate other tools. #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A3- I teach kindergarten so almost everything I do is in small groups. I make my groups extremely flexible (no cute note cards here, scribbled post-its help me keep track of who goes where) so that I can pull them based solely on need, not on rotation. #FormativeChat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
A3: Recommend reading Quality Principles for Competency-Based Education https://t.co/2tNFvn5KfQ that can help understand mastery in a competency-based system #formativechat
Have Ss assess together to show mastery I often have groups white board for an assessment w/direction that its collaborative Ss can really shine when they lead together #formativechat
Put your hands together for our #formativechat guest host... @mlarson_nj πππ
We loved the Q's he put together. They were timely, thought-provoking and fun to discuss!
#eduhero
A3: Recommend reading Quality Principles for Competency-Based Education https://t.co/OCwQA5I53m that can help understand mastery in a competency-based system #formativechat
A3- peer mentoring and leadership can help kids at all levels of understanding deepen their learning, but it has to be well coached and reflective, not just busy work for those who finished early #FormativeChat
A3 Having students keep their own digital portfolios chronicling their learning. Being able to add to that learning when they revisit their portfolios and presenting their portfolios to parents/peers #formativechat
Thanks, Dean! We hope to continue to build more features that help educators leave learning opportunities open and support different paces of learning! #formativechat
Put your hands together for our #formativechat guest host... @mlarson_nj πππ
We loved the Q's he put together. They were timely, thought-provoking and fun to discuss!
#eduhero
Build projects that you add to from unit to unit. We just completed a human body systems poster that organized cells and all the body systems together- a semesters units all combined #FormativeChat
A3 One of the tools that I have been using is reflection journals. The students reflect on their week either by recording a @flipgrid video or by writing in their dialogue journals in @msonenote. I have found that the students discuss the areas of weakness freely. #formativechat
A3~
~increase in Ss leading the teaching & learning not just in their own classrooms, but in their building, community , family engagement nights
#formativechat
Be careful of your calendar! Watch when dates are approaching! Be in constant communication with your students and have a roadmap. Even on a family road trip you donβt always get there as expected. Keep a growth mindset always! #formativechat
Q3: What are some tricks-of-the-trade we can use to both allow students to 'master it when they master it' AND not cause teachers to increase their workload exponentially? #formativechat
Not all Ss work needs a grade, but Ss need to take ownership of their learning and feel like they are being given chances to demonstrate their knowledge without it being final. Learning should be lifelong and daily. #formativechat
There's an instructional design component here: build recursive curriculums where students have many opportunities to practice skills, activate knowledges + make connections. Build in differentiation rather than thinking of it as an "something else." #formativechat
Thank you #formativechat with @mlarson_nj and @Rdene915 - takeaway is that students can own and drive their learning. We can be there for them as they learn through the process.
#FormativeChat focus on the growth and connections rather than fitting in the content and everything will fall in to place. Learning does not happen in a box but on a canvas- let the strokes be broad and focused and a beautiful landscape of knowledge will be painted
Q1: If we make time the variable and learning the constant instead of learning the variable and time the constant...what does this mean for assessment practices? #formativechat
Thank you #formativechat with @mlarson_nj and @Rdene915 - takeaway is that students can own and drive their learning. We can be there for them as they learn through the process.
Another benefit of ePortfolios is that students can report their own progress + grades based on your feedback, peer feedback + self-reflection throughout the year. I presented on ePortfolios at NCTE '17 if anyone is looking to get started. #formativechathttps://t.co/0Wp2DLg4Em
Another benefit of ePortfolios is that students can report their own progress + grades based on your feedback, peer feedback + self-reflection throughout the year. I presented on ePortfolios at NCTE '17 if anyone is looking to get started. #formativechathttps://t.co/0Wp2DLg4Em
Yes - so true.@mlarson_nj It they develop the skills they will need for today and their future, they will know how to find the content. They will need to learn how to determine if what they find is valid, authentic, credible. Skills matter much more than content. #formativechat
Love having you in it, Melissa! Tweetdeck had issues or I'd have said hi to you just now in #formativechat . I tried and it never sent. Ugh. So, HI! ;)
In reply to
@ChouinardJahant, @hollysking, @ItsMrsPenrod, @EBGtech, @amysoupy, @LeachTeach4, @hmarrs24, @KathiSueSummers, @tishrich, @jmattmiller, @MathDenisNJ, @Rdene915
