Good evening and welcome to #sblchat! We are talking about Student Empowerment in Standards Based Learning Environments. Please start intros...name, location, role
Hello #sblchat! Katie, 6th grade science teacher, from the Chicagoland area. Happy to be moderating with both @garnet_hillman and @RoweRikW this evening!
A1 Involve students in the process of breaking down standards into learning targets. The more they understand them, the more often they will hit them! #sblchat
A1 When we get new standards, Ss start by asking every question that we can think of. Then each student picks a path to answer them. #sblchat#thatsjustoneclass
While I love the idea of breaking the standards down into student goals, teachers face the reality that there are too many standards. The antidote is “power standards” the few that have leverage, endurance, and are essential for the next grade.
#sblchathttps://t.co/jJcGOx85a1
While I love the idea of breaking the standards down into student goals, teachers face the reality that there are too many standards. The antidote is “power standards” the few that have leverage, endurance, and are essential for the next grade.
#sblchathttps://t.co/jJcGOx85a1
A1 I create a student 'road map' with student-friendly language for each unit; I also have them co-create rubrics sometimes, then tie it back to the standards #sblchat
A1 I create a student 'road map' with student-friendly language for each unit; I also have them co-create rubrics sometimes, then tie it back to the standards #sblchat
Hey #SBLchat I've been playing around with the idea of implementing SBG in my classes for a year+ and have yet to do it. I don't really have a good reason not to except for the amount of work (i think) it will take. What was your first step to implementing SBG in your classes?
A2 - We use Feedback by having Exit Tickets about every other class and request our Learners to compare their response to our class answer key for immediate Feedback. #sblchat#MakeItStick@RetrieveLearn
A1 One good way is the “Big Idea” approach -identify about 5 big ideas for each subject course and the evidence needed to show understanding. See https://t.co/U4DnAXnI6L#sblchat
A2 - We request our Learners to audibly share the errors they make with thoughts of why they made them so everyone in class can benefit. #Feedback#sblchat
Hey #SBLchat I've been playing around with the idea of implementing SBG in my classes for a year+ and have yet to do it. I don't really have a good reason not to except for the amount of work (i think) it will take. What was your first step to implementing SBG in your classes?
#sblchat Focus first on becoming evidentiary -- Identifying evidence of proficiency in each standard, and making it explicit, transparent for students and parents.
A2 We spend class time completing a 'data notebook' of sorts; Ss reflect on what they're doing well & what needs work, then create action steps to get there #sblchat
I wish MS and HS teachers when I was in school here used feedback. All they did was mark the paper and the things wrong with it and that's it. #SBLChat
A2 Empowering students through feedback means they have opportunity to make informed choices on next steps to their learning. But what happens when their choice deviates from prescribed curriculum? #sblchat
A2 We spend class time completing a 'data notebook' of sorts; Ss reflect on what they're doing well & what needs work, then create action steps to get there #sblchat
Good for you Justin! The front-loading work is not as bad as you expect and the results are so worth it. I would start by looking at some @rickwormeli2 videos and creating a learning culture in the classroom rather than grade-based thinking. #sblchat
Hey #SBLchat I've been playing around with the idea of implementing SBG in my classes for a year+ and have yet to do it. I don't really have a good reason not to except for the amount of work (i think) it will take. What was your first step to implementing SBG in your classes?
A2 Empowering students through feedback means they have opportunity to make informed choices on next steps to their learning. But what happens when their choice deviates from prescribed curriculum? #sblchat
#sblchat Becoming evidentiary and negotiating, callibrating it with colleagues takes a skill set not often taught in schools of teacher education. These skills have to be overtly taught to teachers in-service.
Glad to hear it! First step is to determine priority standards and ask, "What will we accept as proficient?" for each; create proficiency scales, and then work backwards to align formative assessments and instruction #sblchat
A3 - By having strong relationships with our Learners, they are more vulnerable, more trusting, more collaborative, and more confident. They feel empowered to contribute FOR our Learning. #sblchat
A3 Trust is developed through strong relationships in the classroom. Once this is established, students will feel more comfortable taking ownership. #sblchat
Also, it's definitely more work at first, but if you work in teams and get systems well established, it is the right work and worth the time! Over time, you'll spend less time on meaningless grading and more time empowering Ss via feedback #sblchat
A3 Students need to feel comfortable coming to the teacher when things don’t go as planned. If the relationship is strong, there won’t be fear to admit mistakes. The teacher will be seen as an advocate who will provide support moving forward. #sblchat
It is a process Justin - give yourself grace and time; it won't happen overnight. Megan has great suggestions - dig into your standards first. #sblchat
A3 Students need to feel comfortable coming to the teacher when things don’t go as planned. If the relationship is strong, there won’t be fear to admit mistakes. The teacher will be seen as an advocate who will provide support moving forward. #sblchat
#sblchat Trust that the teacher will not humiliate them or let them humiliate themselves goes a long way to building self-efficacy. 'Highly recommend Thomas Newkirk's new book, "Embarrassment." One of the most pivotal books of 2017.
A3. Building a bond with SS, getting to really know them help teachers guide SS. And SS to feel comfortable and confident in questioning, asking for support and be responsible of their learning process #sblchat
A3. Relationships combine with rigor to create a culture in which teachers challenge students while taking ownership for their authentic success. Relationships cultivate risk-taking and pursuit of excellence. #sblchat
A3 Can’t say it any better than this. I remember number of years ago observing in a physics class in Clayton, MO and being really impressed at student willingness to identify what the didn’t know understand. #sblchat
A3 Students need to feel comfortable coming to the teacher when things don’t go as planned. If the relationship is strong, there won’t be fear to admit mistakes. The teacher will be seen as an advocate who will provide support moving forward. #sblchat
#sblchat Trust that the teacher will not humiliate them or let them humiliate themselves goes a long way to building self-efficacy. 'Highly recommend Thomas Newkirk's new book, "Embarrassment." One of the most pivotal books of 2017.
#sblchat Student empowerment means both that they have the tools/competencies and that they are empowered to use them. Sometimes teachers don't always facilitate both.
When the book of standards need tabs to navigate, you know there are too many. Perhaps streamlining these should be a next goal of the powers that be. #sblchat@DouglasRife
While I love the idea of breaking the standards down into student goals, teachers face the reality that there are too many standards. The antidote is “power standards” the few that have leverage, endurance, and are essential for the next grade.
#sblchathttps://t.co/jJcGOx85a1
A2 Many studies show Ss are more motivated to use feedback to improve when it is NOT accompanied with a grade (e.g., Hattie, Timperley, Wiliam) #sblchat
A3. Building a bond with SS, getting to really know them help teachers guide SS. And SS to feel comfortable and confident in questioning, asking for support and be responsible of their learning process #sblchat
A3) Relationships and connections have to come first. We shouldn’t expect learning (and definitely not empowerment of students) without the positive connection first. #sblchat
A3: The relationships need to be strong so Ss can trust the T when feedback is given. Also trust is great because it makes them more comfortable when learning overall #SBLChat
A2 Ss are empowered to use feedback when they are given an immediate opportunity to revise their work or try again; timely feedback is essential for results #sblchat
A3) Relationships and connections have to come first. We shouldn’t expect learning (and definitely not empowerment of students) without the positive connection first. #sblchat
#sblchat True, but I was referring to early stages of academic proficiency, skills and content understanding not fully formed or inaccurate, as they move toward intended learning outcomes
A4 Through feedback, students must be able to see strengths and areas of growth. Provide students a platform (such as a form) to indicate those standards, sign up for reassessment and provide evidence of the work done in the interim. #sblchat
A4 - Our Learners own more of our reassessment process by:
> Doing Extra Practice to be eligible for the reassessment
> Requesting 1:1 feedback sharing
> Scheduling time after school for the reassessment
#sblchat
A4: Reflection / analysis that leads to Ss understanding why & what mistakes were made. It’s not just about learning what the correct answer was. #metacognition#growthmindset#sblchat
Q4 When my Ss reflect in their 'data notebooks' they are more likely to seek relearning opportunities afterwards; making their target and current performance tangible sparks motivation to reach the goal #sblchat
A4. SS need to reflect on the skills they have already accomplished and the ones that are in process. We need to help them practice and transfer their knowledge #sblchat
Q4 When my Ss reflect in their 'data notebooks' they are more likely to seek relearning opportunities afterwards; making their target and current performance tangible sparks motivation to reach the goal #sblchat
#sblchat Ownership of the re-assessment process comes from giving students the tools and lead in monitoring their own learning progress and asking them to reflect on decisions made and their consequences, all in a way that cultivates hope....
A4. SS need to reflect on the skills they have already accomplished and the ones that are in process. We need to help them practice and transfer their knowledge #sblchat
A4) full transparency, I struggle with this sometimes. Do we require tutoring/re-teaching sessions, or make them optional? Do we require, or allow Ss to choose to re-assess? #sblchat
#sblchat ....hope for positive outcomes, full credit granted, full acceptance and respect despite academic struggles, hope they can actually learn and do what's expected.
#sblchat Ownership of the re-assessment process comes from giving students the tools and lead in monitoring their own learning progress and asking them to reflect on decisions made and their consequences, all in a way that cultivates hope....
A4) full transparency, I struggle with this sometimes. Do we require tutoring/re-teaching sessions, or make them optional? Do we require, or allow Ss to choose to re-assess? #sblchat
Those who don't meet the prescribed level are required while its optional for others. Everyone needs to meet the standard at the predetermined level - sooner or later. #sblchat
Yes! Ss (and Ts) also need to make a concrete plan between the first attempt and second; they can't expect to magically get better without taking initiative to reflect, review, relearn, practice, get help, etc. #sblchat
Those who don't meet the prescribed level are required while its optional for others. Everyone needs to meet the standard at the predetermined level - sooner or later. #sblchat
Those who don't meet the prescribed level are required while its optional for others. Everyone needs to meet the standard at the predetermined level - sooner or later. #sblchat
Love the honesty. In my room, learning isn't optional. I will do anything to support learning. When Ss know that, they respond positively to it. #sblchat
A5 @DanielPink talks about the 4 Ts of autonomy: team, time, task, and technique. I try to give students as much control over those as possible! #sblchat
A5 Students can help decide many things about their learning environment from seating to lighting, and noise level to norms for behavior. Allowing students to be a part of the decision making process communicates ‘we’ rather than ‘us and them’. #sblchat
A5 - Our Learners are requested to engage in time at the board when they experience "Strategic Confusion" or have questions on our process. They're asked to drive it. #sblchat#MHSLearns
I agree! I sometimes have a conversation with Ss about their thinking and update their score based on our dialogue. This can be accomplished quickly and effectively #sblchat
#sblchat Sidebar: Cultivating tenacity, self-efficacy occurs most often by teachers teaching students executive function skills, not through grading policies, though they can help. Let's be mindful, then, that the re-do process is really about helping sts build these skills.
I agree! I sometimes have a conversation with Ss about their thinking and update their score based on our dialogue. This can be accomplished quickly and effectively #sblchat
A5. Communication , trust, honesty, guidance, feedback. A student is responsible of his or her learning when he or she knows that you believe in him or she #sblchat
A5 Students can help decide many things about their learning environment from seating to lighting, and noise level to norms for behavior. Allowing students to be a part of the decision making process communicates ‘we’ rather than ‘us and them’. #sblchat
I agree! I sometimes have a conversation with Ss about their thinking and update their score based on our dialogue. This can be accomplished quickly and effectively #sblchat
#sblchat Have to go, but thanks for letting me sit in tonight. Getting ready for two-day seminar starting tomorrow here at the Hilton Garden Inn in the Cleveland, OH area on standards based grading -- Imagine that! :-)
Q5: Helping my HS students take charge of their learning by coaching them to wiser choices about their seating choices, digital distractions, etc. #sblchat
Q5: Helping my HS students take charge of their learning by coaching them to wiser choices about their seating choices, digital distractions, etc. #sblchat
A5: This year I’ve taught our #blended civics class that fosters flexibility & ownership of thier own learning, while maintaining T guidance and support. #sblchat
A6 - We're working to create a digital repository where our Learners can see the progress they are making on our Standards for our current Unit. #sblchat#Pending
A6 Students lead and close the class each day. They pick pacing, how they learn, who they learn with. Students also design systems of organization (like this pacing tool) for others. #sblchat
A6. SS to be responsible of: intensity of support or guidance, learning goals, individual or group contracts for behavior or organization, research projects #sblchat
A6) I’m not sure we “give over” a whole lot in our school currently, but I will say we include Ss and empower their voice on committees and by providing them opportunities for input and action. #sblchat
A6) I’d like to help our teachers develop more student self assessment rubrics for projects/class work. It’s extremely empowering for students to assess themselves. #sblchat
Very much so. Even more so if the students have input on the rubrics. Here's how I make rubrics with students, if that is helpful. https://t.co/5XJx4g0Day#sblchat
