#ALedchat Archive
#ALedchat is a weekly chat on Twitter about education topics. It is held each Monday from 9-10pmCST. While the discussion on #ALedchat continues on Twitter well beyond our weekly one-hour chat session, this platform affords us the opportunity to extend, expand and share the conversation with an even greater audience. Educators from across the state of Alabama, and the world, can come here to find encouragement, support, resources, professional growth opportunities and advice, while providing the same to their colleagues.
Monday October 17, 2016
Welcome to tonight’s . We’re so excited you’re joining us! Please remember to include in your tweets!
Welcome to tonight’s . We’re so excited you’re joining us! Please remember to include in your tweets!
Please introduce yourself and tell us your role in education and where you are tweeting from. All are welcome to our chat!
Christy Bice, Principal at Haleyville Elementary and co-moderator for . Looking forward to learning with you all tonight!
Hey ! Hope all is well with you!!
Holly Sutherland, Principal at Haleyville HS, Alabama. Co-founder of this chat and . Welcome all to our chat.
Hello yo'all. Wayne Wyoming pk-5 principal loving the chance to hang with AL friends.
Welcome back Wayne! Glad you are here.
Hi, everyone! Anna from UM!
Glad you are with us tonight Anna.
Hi, Anna! Great to have you back.
Wendy Story-asst principal Excited to be here tonight!
Hi ! Thanks for being here!
Vicki Pendley, Haleyville High, 10th Physical Science and 11/12th Earth Science. Looking forward to my first time with
Glad you are here again Wendy!
Good evening ! I'm Amy from AL Math, Sci & Tech Initiative & . Happy to be moderating our chat tonight!
Great to always have you with us Vicki!
Dr. Matt Kiser, Principal at Edgewood Elementary in Homewood, Alabama. Co-Moderator of ; looking forward… https://t.co/9yCINTudhj
Please introduce yourself and tell us your role in education and where you are tweeting from. All are welcome to our chat!
Hello ! Good to "see" you. ;)
So glad you are here Vicki! HHS in the house!
J. Shaw Edu is my vehicle to serve. My role is diff to different people. My title is a fact Asst.Sup. My role is oft opinion
Welcome, Wendy! Looking forward to a great chat.
Hey ! Thanks for being here after your long day!!
So glad you are here Emile! Good to have your perspective as always!
Kelli, Tech Int at Hoover City.
Welcome, Wayne! We are so glad you are here tonight :) https://t.co/OHsa4qVd8i
Hello yo'all. Wayne Wyoming pk-5 principal loving the chance to hang with AL friends.
We’ll be following a Q1/A1 format. Please respond to the question asked with an “A” and the number (A1, A2, etc) plus
Hello https://t.co/ayzAtV1hbX
Hello yo'all. Wayne Wyoming pk-5 principal loving the chance to hang with AL friends.
Hey Matt! Glad you are here as always!
Welcome ! Glad to have you!!
Great to have you with us again tonight, Emile!
Hi Anna! So glad you are here tonight. You ALWAYS bring so much to the chat https://t.co/N2qIzAcpYm
Hi, everyone! Anna from UM!
PAul, science tchr from Hoover High
hate I missed your chat earlier. Will def go back and read string. Welcome! https://t.co/SlAxL1wftu
Hi, everyone! Anna from UM!
Glad you are here Laura! Welcome!
What's up Wendy! Long time no see :). So glad you were able to join us tonight on https://t.co/1ZkRcuPJ1v
Wendy Story-asst principal Excited to be here tonight!
Hey ! Good to see you for tonight.
Hey Paul! I miss you and am glad you are here!
Welcome, Vicki! We are looking forward to what you add to the chat 2night https://t.co/vBwTgfDv8z
Vicki Pendley, Haleyville High, 10th Physical Science and 11/12th Earth Science. Looking forward to my first time with
Alyson Carpenter, Prof. Learning Speci.; Athens City
I have said it before but you all have such amazing Southern Hospitality! I always feel so welcome. Thanks.
Hey from my hometown! How are you this evening?
Good Evening Dr. Amy! We are excited to see what you have for us tonight. https://t.co/Lk7TybWUCk
Good evening ! I'm Amy from AL Math, Sci & Tech Initiative & . Happy to be moderating our chat tonight!
So glad you are here Alyson!
Always great to have you, Alyson!
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
Susan Lollar said she knew you from high school I believe.
Hi ! Welcome to this evening!
A1: Rigor in science- higher level questioning and thinking, active learning, PBL, group collaboration, active learning, etc...
Hey ! Glad to have you here tonight!!
A1: swimming in the deep end of the pool more often than the shallow
Greetings! Karen from NJ. I feel like I've been away from Twitter and for SO long!
Greetings! Karen from NJ. I feel like I've been away from Twitter and for SO long!
Hi all! Heather, 3rd grade self contained from Tuscumbia
a1) el mindset- hands on, "real" science" problem solving and meaningful questioning.
Brian, Library/Media Specialist Springdale, AR
Glad to be here! Just coming off a 4-hour meeting tonight so I am primed and pumped to learn https://t.co/BKA9zGqDcU
Hey ! Good to see you for tonight.
A1 I love this from : Ss expected to learn @ high levels, supported to get there, & demonst… https://t.co/pVLETQfDhW
Glad you are here Heather! Welcome!
A1 Rigor in science means hypothesizing, questioning, not always finding the answer, failing, and continuing to question
Welcome, Alyson! So glad you are here with us on https://t.co/4F7hU2GWjO
Alyson Carpenter, Prof. Learning Speci.; Athens City
What -> said! Love it! RT A1: swimming in the deep end of the pool more often than the shallow
Welcome Karen! Me too and I was welcomed back with open arms! Glad you are here.
A1: Our science classes have transitioned from textbooks to investigations, hands-on learning, journaling,
A1: Rigor means Ss are stretching their learning to a higher level.
We aim to please! We are so glad you are here. Looking forward to learning from you my friend. https://t.co/tYdUXkr7AW
I have said it before but you all have such amazing Southern Hospitality! I always feel so welcome. Thanks.
Here is question 1, in case you missed it! https://t.co/nif8xmKCpA
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
A1: rigor means high engagement in complex, multi step tasks-more than just "tough"
A1: Going deeper---fostering understanding by making connections to prior lrng & real life
A1 I used to think "rigor" meant challenging but would remind us "rigor" means dead (if I r… https://t.co/ngBZSXly6m
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
Yes to all of this! https://t.co/No2jtIqYHS
A1: Rigor in science- higher level questioning and thinking, active learning, PBL, group collaboration, active learning, etc...
Yes, we mistake "hard" and volume of work with rigor!
Meaningful questions are so important! https://t.co/dV0zXfzPyF
a1) el mindset- hands on, "real" science" problem solving and meaningful questioning.
A1 Rigor is E.A.S.Y. Engages ALL Ss, Accommodates ALL Ss, Scaffolds learning, Yields results! via… https://t.co/omv1CRaOmJ
Maiden name? florence is a big little town https://t.co/l9MumEq3r1
Susan Lollar said she knew you from high school I believe.
A:1 To me it means the students are doing the work and that would be the same for any subject
Sorry! A little late. Gay Finn ALSDE, CCRS PD Administrator.
Investigations, etc. are where Ss can differentiate and demonstrate their learning as well... https://t.co/oy441hn0qv
A1: Our science classes have transitioned from textbooks to investigations, hands-on learning, journaling,
relevance, application, expanding knowledge..
A1: Working through cognitive dissonance ... i.e. working to resolve "conflicting ideas." Working to make sense of the world.
So glad you are here Gay! Welcome!
I sure hope it is that for kids now. Wished I had that experience. https://t.co/vmWJih5Fxi
A1 Rigor in science means hypothesizing, questioning, not always finding the answer, failing, and continuing to question
Great examples, Holly! HOTS are critical to rigor; not settling for surface-level answers from our Ss. https://t.co/GfjoJWYmn4
A1: Rigor in science- higher level questioning and thinking, active learning, PBL, group collaboration, active learning, etc...
A1: Rigor in science-thinking "out of the box". Allowing the Ss the experience/opportunity of learning outside their comfort zone
Great metaphor, Kelli! https://t.co/hwKcUwKxce
A1: swimming in the deep end of the pool more often than the shallow
Welcome, Karen! We are so glad you are here :) https://t.co/7PT80kvbLx
Greetings! Karen from NJ. I feel like I've been away from Twitter and for SO long!
I like Edison's quote "I have not failed. I have just found 10,000 ways that didn't work"! https://t.co/n7Ks0VbrH5
A1 Rigor in science means hypothesizing, questioning, not always finding the answer, failing, and continuing to question
AMSTI has been huge for the HCS at all levels; gets the students doing rather than being spectators https://t.co/9TSPlJTeHw
A1: Our science classes have transitioned from textbooks to investigations, hands-on learning, journaling,
Love this! The journaling is so important not just for science, but literacy as well!! https://t.co/BvKVm9f148
A1: Our science classes have transitioned from textbooks to investigations, hands-on learning, journaling,
Fostering a growth mindset https://t.co/TZhbkW42au
A1 Rigor in science means hypothesizing, questioning, not always finding the answer, failing, and continuing to question
The appropriate amount of struggle; no pain, no gain; this applies in the classroom and the gym :) https://t.co/8nTvtkcE97
A1: rigor means high engagement in complex, multi step tasks-more than just "tough"
I agree with this, especially the making connections to prior learning. Very important! https://t.co/T9C05yruq9
A1: Going deeper---fostering understanding by making connections to prior lrng & real life
Great topic for some friends to jump into on tonight... … https://t.co/qbUQtW1a1c
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
Q2: What are some examples of rigorous instruction you’ve seen in science classrooms? What are some non-examples you’ve seen?
Hey.......I recognize those slides! So glad to see them in use!
The one doing the work is the one doing the learning-regardless of content area! https://t.co/1NpCiD8kia
A:1 To me it means the students are doing the work and that would be the same for any subject
Welcome ! You may recognize some of this info tonight! ;)
Welcome, Gay! We are SO glad you are here; looking forward to learning alongside you tonight https://t.co/XXpvL29Hht
Sorry! A little late. Gay Finn ALSDE, CCRS PD Administrator.
A2: Rigor- students woking through labs and solving real-world science investigations. Non-rigor- read pages 1-10, define vocab.
Welcome, Danny! It is so glad to see you on here tonight https://t.co/2a85HfAWXw
A1: Working through cognitive dissonance ... i.e. working to resolve "conflicting ideas." Working to make sense of the world.
A2 Rigor increased by using Ss-centered strategies that require application of learning. Items @ bottom o… https://t.co/rnj6vqoNzi
A2: rigor: Ss collaborating on a challenge in w open ended questioning that makes them think/ nonrigor: :(
A2: Non-example observed today...DOK 1 with textbk questions and looking up definitions! Ughh.
a2) Non-rigor: experiment by number labs where you just do everything that is written with no understanding why.
Love that quote! https://t.co/AajZHkpRiZ
I like Edison's quote "I have not failed. I have just found 10,000 ways that didn't work"! https://t.co/n7Ks0VbrH5
A1 Rigor in science means hypothesizing, questioning, not always finding the answer, failing, and continuing to question
A2: Ex are designing and creating, watching things fail and trying again, Non ex are the old sit and get strategy
A2:Rigorous: identifying the difference between independent and dependent variables in an experiment. Non rigorous: Defining terms
Non-ex: Text w-end of ch Qs.. Examples: Engaging Ss in same content through real world problems, applications, hypothesizing,..
A2 Ss should not just define, describe, or identify in science. They need to analyze data & use it to support/justify claims (1/2)
A2: small group problem solving-when kids teach others-they learn.
In case you missed it... question 2 is below! https://t.co/4NdpwT9AMj
Q2: What are some examples of rigorous instruction you’ve seen in science classrooms? What are some non-examples you’ve seen?
You HAVE to understand the why. https://t.co/s8unWiBb8R
a2) Non-rigor: experiment by number labs where you just do everything that is written with no understanding why.
A2 Then Ss need to communicate their findings with others and have them peer reviewed, just like scientists do. (2/2)
I told I would be borrowing some of her slides-forgot to tell you. ;)
The WORST! https://t.co/fKEXD3DP2Q
A2: Non-example observed today...DOK 1 with textbk questions and looking up definitions! Ughh.
Connections are key to forming a lasting memory and knowledge https://t.co/OqUZ42GK99
I agree with this, especially the making connections to prior learning. Very important! https://t.co/T9C05yruq9
A1: Going deeper---fostering understanding by making connections to prior lrng & real life
A means to an end, rather than an opportunity for a new journey...
. A1: Help Ss understand that thinking hard =/= mean they don't understand; it means they _want_ to understand
A1: To me, that means it's one heck of a Science Lab! 🔎
A2: any lrng activity that involves critical thnkng can be rigorous
Bam! Nailed it Dr. Amy https://t.co/0m1uxSWYyQ
The one doing the work is the one doing the learning-regardless of content area! https://t.co/1NpCiD8kia
A:1 To me it means the students are doing the work and that would be the same for any subject
. A1: Inquiry takes time. Make time for it. Don't let Ss be satisfied w superficial answers. Dig in!
Love real-life application and critical thinking; more than one answer, just ask Ss to defend their answer https://t.co/pwIFqvqzvF
A2: Rigor- students woking through labs and solving real-world science investigations. Non-rigor- read pages 1-10, define vocab.
A2: My SPR rigor is the GenEd's rigor.
Q3: How do standards that blend 3 strands of sci/eng practices, crosscutting concepts, & disciplinary core ideas increase rigor?
This is so important for Ss, Ts, Ps, and school leaders to understand. https://t.co/UglRwOr801
. A1: Inquiry takes time. Make time for it. Don't let Ss be satisfied w superficial answers. Dig in!
A1 it means working on a goal that has been seat forth with Ss pushing to do their best
I know I learn more when I teach it to others. Why not give students that same opportunity?!? https://t.co/xIHU64tuXd
A2: small group problem solving-when kids teach others-they learn.
Love that https://t.co/XjZ4EnzYgi
no vocab-we r in "big people school" what it is-what it does/rigorous classrooms/you lay hands on it or demo it
A3: Ss have to gather multiple puzzle pieces before they can see the whole picture.
A3 Having "3-dimensional" standards (practices, crosscutting concepts, core ideas) increases rigor by mov… https://t.co/6xt1mNDl0Z
A2:Rigor-application of content in Ss life. Non-rigor = matching tests
a3) I don't want to be too simplistic but.. because they are real-world & intellectually fun!
Repeat of question 3 if you need it! https://t.co/Kuk2TsLYYX
Q3: How do standards that blend 3 strands of sci/eng practices, crosscutting concepts, & disciplinary core ideas increase rigor?
A2: My SPE rigor is the GenEd's rigor.
A3: It's not just about knowing facts. Ss have to be able to communicate learning through reading, writing, speaking, & listening.
A3: Applying knowledge across the curriculum increases rigor. If u can apply in various subject areas, u can likely apply in life
A1: Demand evidence to support answers. Make sure Ss build on comments from class. https://t.co/Q1xO7bGqBG
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
And teachers have to feel safe to make these changes in their classrooms. https://t.co/6iZKjX8c5b
In order to stretch their learning, Ss have to feel safe in the classroom; remove barriers and build relationships… https://t.co/gylnxCVsZf
A3 Here is breakdown of each DOK level. Rigor increases as Ss move through DOK 1 & 2 into DOK 3 & 4 (2/2)… https://t.co/dsEtApYLYf
I call that TWIRL-ing: Talk, Write, Investigate, Read, Listen. https://t.co/uxFbuf1rv8
A3: It's not just about knowing facts. Ss have to be able to communicate learning through reading, writing, speaking, & listening.
A:3 DCIs are the knowledge, while SEP is the application & CCC answer the "why" All needed for rigor!
YES! It's more than just memorization! https://t.co/ScrrWAlqhV
A3: It's not just about knowing facts. Ss have to be able to communicate learning through reading, writing, speaking, & listening.
Teaching science the way we always have doesn't allow for making those cross curricular connections. https://t.co/hKzgBJVPbc
A3: Applying knowledge across the curriculum increases rigor. If u can apply in various subject areas, u can likely apply in life
Yes! Not just what you know, but how you know it! https://t.co/K2up1qwEM1
A1: Demand evidence to support answers. Make sure Ss build on comments from class. https://t.co/Q1xO7bGqBG
Q1: When we think about the term “rigor” in science classrooms, what does that mean to you?
And this is true for all content areas!
💥🎤drop Now that is education at its finest. A truth that can be applied over multiple areas https://t.co/YbTiXlYpGM
A3: Applying knowledge across the curriculum increases rigor. If u can apply in various subject areas, u can likely apply in life
Q3: more application of knowledge into popular career fields - engineering, medical fields, biomedical/physics,etc
Right! Real scientists must be able to communicate their findings!
A1: Rigor in science = Ss generating Qs to be investigated w/out know answers, authentic data, rich texts sparking ideas
A3.3-dimensional science standards can help Ss weave ideas together into meaningful learning experiences-deep learning vs wide
Application = "I truly understand this!"
Nailed it! https://t.co/8QsExsghEy
💥🎤drop Now that is education at its finest. A truth that can be applied over multiple areas https://t.co/YbTiXlYpGM
A3: Applying knowledge across the curriculum increases rigor. If u can apply in various subject areas, u can likely apply in life
Q4: What are some reasons for us to care about increasing the rigor in science classrooms through new standards?
Love that! I'm going to use TWIRL!
Authentic problems cause students to put the textbook aside and apply what they know in a real manner https://t.co/RNaH7q3Ikd
A1: Rigor in science = Ss generating Qs to be investigated w/out know answers, authentic data, rich texts sparking ideas
A3: Anytime you ask Ss to find connections across content or strands, you are asking for creativity, innovation
A3 Ss explain how CC applies in phy,life &earth/space sc by design, plan, carry out experiments and presenting data (connections)
A4: Because our kids deserve it - Simple but honest.
A4 ALL Ss need rigorous instruction because of items listed in image (from "Framework" document at… https://t.co/IMvyLGKfl8
A3: application of content in popular career fields-engineering, medical fields, etc
A4: Engage at an early age in science to keep them wanting more...
The future belongs to those who can solve tough problems and create innovative solutions. https://t.co/OqEqW8xufd
Q4: What are some reasons for us to care about increasing the rigor in science classrooms through new standards?
A4: We care about our Ss first and foremost, and increasing the rigor is FOR the Ss. They deserve the best!
Quote of the night! RT A4: Because our kids deserve it - Simple but honest.
A:4 It is what "real" scientists would do. This is what science teachers should encourage students be
A3: Science just BEGS Ts to integrate instruction, use authentic contexts. There are so many opportunities for problem based lrng.
A4: I want sts who care prepared to solve the world's problems when we're too old to do so!
was right. Kids are learners & will learn what they want. are we providing engaging lessons to… https://t.co/2zDvY5ypnx
Authentic problems cause students to put the textbook aside and apply what they know in a real manner https://t.co/RNaH7q3Ikd
A1: Rigor in science = Ss generating Qs to be investigated w/out know answers, authentic data, rich texts sparking ideas
A4 Diversity in sci fields needed-another reason to teach rigorous science to ALL Ss (not just those w/perceived aptitude for it).
A4: Science to me is a hook. The love of learning and passion created in science an generate passion for learning in all areas!
A4: rigor-knowing what u need to know 2 not come home from college-u aren't coming home because of me-now let's learn-together
I think integration is the way to go, especially is early grades. https://t.co/oxorjgaSIe
A3: Science just BEGS Ts to integrate instruction, use authentic contexts. There are so many opportunities for problem based lrng.
A4: science helps Ss understand world- how "stuff" works. Kids today understand at an entirely different level than ever before
a4) Is there 1 reason why we shouldn't?
A4.If we want Ss to become productive citizens we HAVE to care about this!Their world will be so different.Must be problem solvers!
A4 So Ss are interested in real world jobs that haven't even been created for them yet. To give them endless possibilities!
And I wish we would do more integration in MS and HS. https://t.co/bSJ3x8TD9n
I think integration is the way to go, especially is early grades. https://t.co/oxorjgaSIe
A3: Science just BEGS Ts to integrate instruction, use authentic contexts. There are so many opportunities for problem based lrng.
A4: It's this generation that will be perfecting the prosthetic world....and developing my new hip! https://t.co/osnRvDw5TV
Q4: What are some reasons for us to care about increasing the rigor in science classrooms through new standards?
I totally agree! Science is a great place to explore passions https://t.co/pPUF3na4X4
A4: Science to me is a hook. The love of learning and passion created in science an generate passion for learning in all areas!
A4: Our Ss today will BE THE inventors, creators, imaginative minds ruling the future-we need them prepared to rule/reign
A4: Science is about making observations, wondering, asking Qs, trying solutions. It is not about memorizing water cycle diagram
Q3 I believe our country's continued prosperity depends on it! https://t.co/VJVtB5IW7U
Q4: What are some reasons for us to care about increasing the rigor in science classrooms through new standards?
Working on the Work up in here tonight! https://t.co/087oczlQSp
was right. Kids are learners & will learn what they want. are we providing engaging lessons to… https://t.co/2zDvY5ypnx
Authentic problems cause students to put the textbook aside and apply what they know in a real manner https://t.co/RNaH7q3Ikd
A1: Rigor in science = Ss generating Qs to be investigated w/out know answers, authentic data, rich texts sparking ideas
Q5: What are some challenges and/or obstacles to increasing the rigor in science classrooms through new standards?
It isn't about making a cell cake either! https://t.co/krxnfyMS5T
A4: Science is about making observations, wondering, asking Qs, trying solutions. It is not about memorizing water cycle diagram
Amen, Char! https://t.co/FbBl2t86kU
A4: Science is about making observations, wondering, asking Qs, trying solutions. It is not about memorizing water cycle diagram
Exactly! is great at fostering the "hook" to get students pumped https://t.co/RPq1Uiz2TV
A4: Science to me is a hook. The love of learning and passion created in science an generate passion for learning in all areas!
It hurts my heart when I hear Ts say "there just isn't time to teach science"
Random thought: Is there any way to handicap the TIDE so they have to play with Rigor on Sat afternoons?
Saw that very thing today---students couldn't answer 1 question I asked about cells! Sad.
A5: Time is always a challenge. Not just planning, but having time in class at HS level to execute lessons. Up against the bell.
A5: Closed minds. We have to be open to the new standards and the changes that come with them
A5: 2 challenges...1st is change...2nd is time... How do we fit it all in and do it right?
On my science soapbox tonight.
A5: Ss give up easily, Ps frustrated and complain that we "aren't teaching" by giving them the answers.
A4 To get any student, from any background interested in STEM fields and be confident about their knowledge
Vertical planning and observation will help with lessening the gap between elem and MS and MS to HS .… https://t.co/mZ5KfmkNwi
I think integration is the way to go, especially is early grades. https://t.co/oxorjgaSIe
A3: Science just BEGS Ts to integrate instruction, use authentic contexts. There are so many opportunities for problem based lrng.
a5) making sure every teachers deeply understand & have PD to support their work.
HES has increased the expectations for science integration through AMSTI. Great things happening.
A5: shared lab spaces & inflexible lab schedules can actually interfere w/rigor!
Yes, but time is still a major factor! When??
Application of one thing that we learn is power https://t.co/plnS8U0CbH
Working on the Work up in here tonight! https://t.co/087oczlQSp
was right. Kids are learners & will learn what they want. are we providing engaging lessons to… https://t.co/2zDvY5ypnx
Authentic problems cause students to put the textbook aside and apply what they know in a real manner https://t.co/RNaH7q3Ikd
A1: Rigor in science = Ss generating Qs to be investigated w/out know answers, authentic data, rich texts sparking ideas
A5: In the elem world, Ts feel like they have to squeeze it in.Math & reading come first.It's the time excuse again.
Preach! https://t.co/VrBa2T1Mti
A5: Closed minds. We have to be open to the new standards and the changes that come with them
Another reason why we need critical thinkers to be prepared for whatever their futures hold. https://t.co/ROUb80U4Qn
Many jobs the Ss will have are things we can't even imagine today. Can't prep for future unknowns if you only recit… https://t.co/dnnUkRhRnS
Q4: What are some reasons for us to care about increasing the rigor in science classrooms through new standards?
:) RT HES has increased the expectations 4 science integration through AMSTI. Great things happening
For anyone who is interested, I have a LOT of science integration resources gr k-4. Always willing to share.
Carol Bohatch James Clemens a little late but like the conversation thanks for heads up
A5: depth of thinking takes time-a challenge in 45 minute class! Just when I see some light bulbs & get great Qs-they have to go!
We are sharing responsibility through cross curricular PLC goal setting. We hope this increases collaboration.
A5 the biggest challenge I have seen is letting go of the "traditional" way of teaching and jumping in to try new pedagogy
A5.Ts must feel comfortable taking risks...not knowing all the answers...approaching EVERY lesson as a learner...MODEL THE WAY!!!!
hope b4 I retire we figure out how to streamline, we can do a few things REALLY well. If everything impor… https://t.co/HXSf0hKknI
Yes, but time is still a major factor! When??
Isn't that because school accountability is in math and reading test scores? https://t.co/m4kfcgKbxW
A5: In the elem world, Ts feel like they have to squeeze it in.Math & reading come first.It's the time excuse again.
A5 the challenge is to get kids to stop playing school and start working at learning
Stepping out of the comfort zone is tough https://t.co/147tU0Do9r
A5 the biggest challenge I have seen is letting go of the "traditional" way of teaching and jumping in to try new pedagogy
This is going to happen. We have to support them through the change process, just like Ts support Ss. https://t.co/WIxUTregrK
Teachers who may be insecure and reluctant to step out of their comfort zone with new standards and new pedagogy.… https://t.co/REW1sbXbU2
A5 Ts don't want Ss to fail but it is the failure that makes Ss stronger! "Nothing wrong with a smart failure."
Our is turning this notion on its head... centering K-2 day around science. is K… https://t.co/qgwLv49wbR
Isn't that because school accountability is in math and reading test scores? https://t.co/m4kfcgKbxW
A5: In the elem world, Ts feel like they have to squeeze it in.Math & reading come first.It's the time excuse again.
It starts w PD on cross curricular planning, knowing stnds, scheduling, & then implementation.
Ask Ts how many times they failed at something...bring it home to them https://t.co/uUIE153113
A5 Ts don't want Ss to fail but it is the failure that makes Ss stronger! "Nothing wrong with a smart failure."
Q6: As we implement more rigorous science standards, how should assessment change?
A5 if Ts TRULY integrate science into all other courses of study, standards will be explored on a deep level..not just the surface
Better late than never! Giving this a try, ! Denise Woods- Assistant Supt, Muscle Shoals City Schools
A6: Assessment has to change as standards and rigor increase. Cannot assess in the same ways we always have.
Glad you joined us! Jump right in!
Time to assess. Assessing thinking is often more than a multiple choice scantron test.
We can no longer leave science out of elem classrooms. We must lay the foundation early. Do reading and math exist w/o science?
Welcome https://t.co/Klf0g6Xk5W
Carol Bohatch James Clemens a little late but like the conversation thanks for heads up
A6: Assessment should match instruction.
A6 Assessment should be 3-dimensional just like the standards. Don't just assess content-include practice… https://t.co/SNyfvh9wKG
We're stepping into this. All teachers must observe another T in the bldg; 1x each semester. https://t.co/zQN2A8VM0q
We have to make time for Ts to get into classrooms of other Ts, so they can find ways to collaborate & work across… https://t.co/TbOdAaQP0E
As a MS & HS ELA T, I always sought ways to integrate content & coordinate w/ other Ts. Made our work more relevant.
That is part of it.Also, u gotta know how to read to progress in other areas.It is a priority, but not an excuse.
And it matters if their background in education was heavily focused on math and reading.
A6: just like cookbook labs need to go, so do tests made by test banks. Informal assessments. TALK to them!
A6: If we've been assessing well, then not much changes. If not, then must develop more DOK 2-4 questions
That is probably a big part of it too. https://t.co/lTkZYPU811
Isn't that because school accountability is in math and reading test scores? https://t.co/m4kfcgKbxW
A5: In the elem world, Ts feel like they have to squeeze it in.Math & reading come first.It's the time excuse again.
A6 Ss should be allowed to demonstrate understanding in a variety of ways, not just paper and pencil on a test!
This is what I say to teachers. We have to integrate it into math and reading. https://t.co/lKg2OIepMr
So much math/reading can be done through sci instruction. Sometimes I wonder if they just don't feel comfortable te… https://t.co/dFKftHoFTX
A6: I think we have to be careful not to teach with rigor and assess without rigor.
A6 Consider adding performance assessments from PALS website (select tasks by grade band then by topic) https://t.co/avgwPEOxzc
What if core was important until a certain grade/mastery level then gifts took over4 tradition? I dont wa… https://t.co/ZiK8qKKcfF
hope b4 I retire we figure out how to streamline, we can do a few things REALLY well. If everything impor… https://t.co/HXSf0hKknI
Yes, but time is still a major factor! When??
If you aren't using ASIM you should start. So many new lessons are centered around student development of meaning. Could save time
THIS!! https://t.co/1OpAE38k9c
A5 the challenge is to get kids to stop playing school and start working at learning
Love this!! https://t.co/aUUMYBssvG
A5 the challenge is to get kids to stop playing school and start working at learning
A6:hands on lab practicals. Application of the material in real life situation. Much HOT and requires a deeper understanding
I found school and district-wide vertical and horizontal teaming to be powerful.
Ts need to know how use sci context as way to apply math concepts & Info text as way to acquire sci knowledge
A5: Mindset shift required for parents so they don't feel inadequate when their children productively struggle!
A6 understanding if the learning warrants an assessment then adapting the assessment to meet the precise needs of the assignment
A6: Don't forget- multiple choice can reflect DOK 2-4! Just have to be written well.
A6 instead of focusing on grades we are doing showcase nights for students to show what they know.
A6.we must stop thinking of assessment as "an end". It should be present at EVERY moment of the learning. A huge challenge for us.
🤔 I mean who looks at test scores?I heard a great story tonight talking about how were failures for i… https://t.co/VikCVxFEpW
Isn't that because school accountability is in math and reading test scores? https://t.co/m4kfcgKbxW
A5: In the elem world, Ts feel like they have to squeeze it in.Math & reading come first.It's the time excuse again.
Our last question, Q7, is on the way…
A6: Assessments should reflect how we teach. Include crosscutting, designing, etc
YES! https://t.co/V82G1UMzf0
A6: just like cookbook labs need to go, so do tests made by test banks. Informal assessments. TALK to them!
A6 So important for Ss to reflect on what they've learned. We utilize to give Ss multiple ways to demonstrate learning
Q7: What actions can you take as an educational leader to support Ss, Ts, and Ps in shift to more rigorous science standards?
A7: I think setting expectations and then providing PD and resources is the first step. It is a collaborative process.
A7: Model and lead by example. Dont' ask Ts or Ss to do something you're not willing to do. https://t.co/nSZaYSmA39
Q7: What actions can you take as an educational leader to support Ss, Ts, and Ps in shift to more rigorous science standards?
Awesome! Would love anything you can share.
A7: Be strategic and intentional in educating parents about the WHY behind increased rigor and focus on problem solving!
Whoo-hooo please welcome a gifted colleague https://t.co/9xcNe28LAc
Better late than never! Giving this a try, ! Denise Woods- Assistant Supt, Muscle Shoals City Schools
A7: I want to support my Ts with opportunities to grow, time to plan/collaborate, scheduling opt, & support through the journey!
A7 contd... go in the classroom, plan with the T, teach a lesson... SHOW THEM https://t.co/tGrSlVM8Iu
A7: Model and lead by example. Dont' ask Ts or Ss to do something you're not willing to do. https://t.co/nSZaYSmA39
Q7: What actions can you take as an educational leader to support Ss, Ts, and Ps in shift to more rigorous science standards?
A7: Allow Ts more time to design lessons (embedded time) and other PD, let Ss see failure as a positive, communicate changes w Ps
A7: Model. Find non-traditional education science partners who can support your science instruction - Water district, Ag Staff,
A7: I haven't had to explain much to sts or parents! They like engaged lrng & critical thnking. Sc is tough but interesting!
Great to hang out with you all tonight. Have a great week.
Another thing that takes TIME, but is so valuable for Ss and Ts! https://t.co/7TU9A9pIHv
A6 So important for Ss to reflect on what they've learned. We utilize to give Ss multiple ways to demonstrate learning
A7 give other Ts encouragement to try something different and be positive even if it doesn't go as planned
TEAMWORK! https://t.co/qbJMq0sPLn
A7 contd... go in the classroom, plan with the T, teach a lesson... SHOW THEM https://t.co/tGrSlVM8Iu
A7: Model and lead by example. Dont' ask Ts or Ss to do something you're not willing to do. https://t.co/nSZaYSmA39
Q7: What actions can you take as an educational leader to support Ss, Ts, and Ps in shift to more rigorous science standards?
A7 Another resource for rigor in science-STEM Teaching Tools. #21 is specifically for school leaders. https://t.co/VGXdOWrfZp
YEs! We've got to model what it is we want to see. https://t.co/oqr3F2AEWz
A7: Model and lead by example. Dont' ask Ts or Ss to do something you're not willing to do. https://t.co/nSZaYSmA39
Q7: What actions can you take as an educational leader to support Ss, Ts, and Ps in shift to more rigorous science standards?
For Ss scaffold demo of knowledge. Begin with structured response move to Ss full ownership of response key words=demonstration
Thanks for being here! Have a great week!
You have to communicate your expectations, model what is expected, and hold everyone accountable in the learning including myself
A7: Encourage and celebrate T's taking risks and "doing" science! Provide more opps for collaborative planning and embedded PD.
Fortunately or unfortunately, most parents don't have a clue what the NGSS are!
Yes... Ts need time. We need to give it to them. https://t.co/k1eVEZ73RQ
A7: Allow Ts more time to design lessons (embedded time) and other PD, let Ss see failure as a positive, communicate changes w Ps
Thanks all for joining me on tonight. I cannot believe our hour is up. Time flies when you're talking science education!
