#vachat Archive
#vachat is a great way for Virginia educators to share teaching strategies, educational resources, and more.
Monday October 24, 2016
8:00 PM EDT
-
Good evening and welcome to . Please take a second to introduce yourself...
For fun, what's your Halloween costume?
-
Hi ! I'm Jennifer, HS AP in AL. Haven't decided on my Halloween costume yet.
-
Evening ers! Phil, Elementary Principal out in Natural Bridge.
-
Gayle from Chesterfield. No costume for me. But my dogs are Miss Piggy and a peacock.
-
Cute! Did you make or buy the dog costumes?
-
-
Christine. Elementary gifted specialist. Charlottesville. Halloween is too far away for me to think about it yet.
-
Good thinking! Glad you're with us
-
Hi, Phil! Hope you'll jump in after tonight!
-
No costume this year... The world is too scary with the presidential elections and clowns... Wait, is that redundant?
-
Hi ! Kami here, a tech startup based in New Zealand! Not sure about Halloween yet, gangnamstein was one of m… https://t.co/UuDRCVV5UV
-
Reed, HS AP in Charlottesville, VA. And this year's costume Jack Skellington.
-
Haha! Kind of the way I feel! I'm looking forward to the first Christmas movie on this weekend!
-
Toni from Spotsy. I teach 7th grade math. This year my school costume is Aunt Sally (PEMDAS)
-
-
checking in from Richmond Va!
-
-
-
My costume is Wonder Women!
-
Yeah...I don't think I can go that all out!
-
A1: I need time to digest and think. I like being able to chat w/others about what we're learning.
-
A1: I learn best when seeing and doing. I need to try it after I see an example.
-
Hello, hello, hello! I'm Temani. 6th grade ELA from Alabama.
-
I am an engaged learner. I work best with hands on & ppl. Mentorship, & Collaboration drives me.
-
A1: I'm an introvert, so I like to process first, not share ideas out loud. Support me by giving me quiet time.
-
A1: I am a read, reflector, and discuss... Kind of guy.
-
A1: I learn best when I have the opportunity to observe/learn first. I'm not a dive right in person
-
A1: I am a visual learner. I want to see and read the words. Support me by NOT reading the instructions to me.
-
Hmmm... Look at a LOT of those answers... Do we allow anything like that in school on a consistent basis?
-
A1: I learn best by hearing and then doing. I can hear it once and afterwards, I am ready to roll.
-
A1: I am definitely a visual/observing learner. Seeing how things are done makes me learn much quicker than being told
-
Seeing lots of different answers to Q1, which fits in perfectly with tonight's chat on UDL Something to ponder
-
It's hard, especially considering current trends, but I try to give Ss options on how they work.
-
-
A1: I like to interact & discuss, but I won't speak up in a group. Support me by inviting me to answer/add to convo.
-
Having said that, I realize there are more people like me than I thought & I need to build more of that into my class.
-
With my military background, I just do it. On the spot corrections works well with constant reflection.
-
-
Me, too, Kami! I think it has something to do with being an athlete (or why I was drawn to athletics)
-
A1: Also what said, I need to be able to discuss the ideas and clear up any Q I have, or else I find it hard to focus
-
Not me. If I hear, I will most likely forget. I need to see the actual words.
-
THIS! Also, do not read the presentation to me. Please. It becomes a bit redundant sometimes.
-
Very very true. I can't stand being read to. My mind wanders like crazy.
-
I think he fits perfectly into the clown motifs
-
A2: I try to sell a lot of what I'm teaching as a mystery to be solved - at least in math.
-
Ditto to that. Horrible at being talked to and memorizing it.
-
And insulting. I recently told a class of speech Ss, "The slides are for the audience, not you."
-
A2: In reading, we spend some time every day talking about the books we're reading and/or what we learned by rdg.
-
A1: I'm a right brained, visual & kinesthetic learner who needs time to process, collaborate and create.
-
-
A2: Learning is 70% experience and 30% content. Kids listen more and take more risk when they are excited about learning.
-
-
-
Some ppl base actions on how they "feel" at the time. Need to try to get Ss in good moods, comfortable, motivated, etc.
-
Yes! Me too! https://t.co/JEH9DF88hf
-
-
I am an engaged learner. I work best with hands on & ppl. Mentorship, & Collaboration drives me.
-
A2: Need to find the hook for as many students as possible. Student choice/voice is so important
-
A2: Emotions are critical imo, especially 4 Ss info retention. If Ss relate, are moved, interested, they will engage and remember!
-
A2.1: I love our class' Active Vocabulary. Ss create gestures to help define vocabulary. Ss seem to enjoy it & really learn vocab.
-
A2 Ts get xcited about teaching Ss get xcited about learning also must have a hook and a Ta-Da! Loved plntng Daff bulbs w 1st grdrs
-
I'm excited about learning everyday. Pass it on! Kids love to see the adults in their lives excited.
-
A2. If you're excited about learning, ss will be too. Same is true of you're bored.
-
I STRUGGLE with just auditory.
-
A2: Give me a complex reading on history, sports, things I love, I'll read and re-read to ensure understanding 1/2
-
A2: I find that simply asking Ss "why" can move discussion from facts to emotions + excitement, similar deeper thoughts
-
A2: Give me a not-so complex reading on something I'm not interested in, the chances of me comprehending plummet
-
A2:emotions & connections huge! A fellow T & I were teaching rock cycle his Ss bombed. Why, he hated it I convinced them it was cool
-
A2: Ss get excited about games. Kahoot, trashketball, jeopardy, etc are great ways to motivate Ss.
-
I do a learning survey the first week of school to find out how my Ss learn best.
-
What's trashketball? https://t.co/zWUgtOZqlH
-
-
A2: Ss get excited about games. Kahoot, trashketball, jeopardy, etc are great ways to motivate Ss.
-
A2. I wake up excited to teach. Bring it on.
-
Adding the new Live to this awesome list. https://t.co/q4WGyYKEZ7
-
-
A2: Ss get excited about games. Kahoot, trashketball, jeopardy, etc are great ways to motivate Ss.
-
Agreed...always bring your A-game! Xcitement is contagious
-
Matt Ballman 2nd grade teacher Des Moines
-
(2 of 2) opp to shoot to trashcan. Distance determines points. Team competition for bragging rights.
-
I guess Virginia isn't far enough south
-
Great to have you with us
-
A3: If a student can express their own thoughts, it shows an understanding of their own learning
-
LOL!! I'm not kidding. Every school I've worked in (4), the history Ts all played trashketball in their classes.
-
Might also be the best way to engage them...Think with the end in mind/backwards design https://t.co/OfgykoWnEJ
-
-
A3: This is a great Q. It's the awesome trifecta. We need all 3. :-) What Ss share indicates what they learned, so.… https://t.co/LqRVaN6KD8
-
-
-
I think that 1 and 2 go together and come first. If our presentation is engaging, we'll see students express themselves positively.
-
A3. I believe engaement is most important. Engagement brings together the other 2 issues
-
A3: Hard to choose 1. They all matter. And work together.
-
I agree, they are so closely intertwined. The most important is to be able to differentiate as needed so Ss… https://t.co/VAVz7i26ei
-
-
A3: This is a great Q. It's the awesome trifecta. We need all 3. :-) What Ss share indicates what they learned, so.… https://t.co/LqRVaN6KD8
-
-
A3: Tempted to say #1 cuz I think the other 2 follow from that. Engage well, present info well, Ss will respond in amazing ways
-
Nice! Bet the students were hooked!
-
A3: I think that 1-2 go together and come first. If our presentation is engaging, we'll see students express themselves positively.
-
A3 without the first two Ts may not get the last one...guess that makes it most important-when thinking UDL students rule
-
-
Wins the prize for most PC answer and best GIF of the night
-
A3 Agree w .If we are 2 engage Ss we must be passionate,present info so Ss can synthesize it & let their voices fly
-
-
Carol ELA Consultant from Long Island just popped in for a few Qs.
-
Q4: Think of an example when students took different paths to achieve the same general goal. Please share. https://t.co/9iojxYac8T
-
Always welcome to join us
-
oh they were! We did a periscope and they were hilarious!
-
A2 Excite students with passion for being a guide on the road to inquiry. Provide choice that leads to amplified voice.
-
A3.1: If kids are not engaged, it's a result of how we are presenting info and how we are encouraging Ss to express themselves.
-
KDR from Arlington & Chairperson, late due to speaking gig but in the saddle!
-
-
Double-win! Great way to bring in and engage the parents! https://t.co/lEDR5XNlj7
-
-
oh they were! We did a periscope and they were hilarious!
-
A3: It's hard to choose one. They are all interwoven together.
-
A3.2: Teacher actions yield student actions. Learned that lesson during year one of teaching. Ha! *no further comment*
-
A4: So many times! assessment says, show me any way, not just my way. Subject-Verb agmt can be spoken OR written, as ex.
-
A1 I'm a visual learner who likes to read materials, reflect on them, synthesize,create. Organized flow of info is what I need.
-
A4 I think math is an easy example. (maybe too easy) Teach the different strategies to answer a problem type and let Ss choose.
-
A3.3: Having the mentality that all 3 components are vital creates a space where Ts should welcome & encourage feedback from Ss.
-
Perfect example of UDL! Level the playing field
-
A4: I read a test to a dyslexic S. She needed to think outloud to process the info. I recorded her answers.
-
Service learning. Ss chose the project, chose the method, worked in groups, pairs, singles. Amazing work.
-
Enjoying the time with Reed.
-
-
A4. I have ss choose different primary sources to read Then we do a Socratic seminar.
-
Project-based learning lends itself so well to Universal Design for Learning and vice-versa https://t.co/hQ31LutC6h
-
-
Service learning. Ss chose the project, chose the method, worked in groups, pairs, singles. Amazing work.
-
Using Microsoft Word Ss are given end result examples...I tell them "make it happen" and walk away! https://t.co/m2B5Fj2VCN
-
-
Q4: Think of an example when students took different paths to achieve the same general goal. Please share. https://t.co/9iojxYac8T
-
-
Always great to support a learner who learns in a different way than others.
-
Yep! We often give students the choice to demonstrate mastery but not how to get there. This needs to change https://t.co/HioFqnwDta
-
A4. I also had ss create the 1st amendment using different modes of technology.
-
A3.3 Win - win situation that you describe Termani.
-
A4: Let Ss be flexible e.g. give them a document of required assignments, but allow them to choose the order, alone vs group, etc
-
Lots of our answers are transitioning perfectly to Q5, which is coming up
-
A4: Everyday in our math class Ss use different paths to reach the same goal. So many different strategies!! Number talks!
-
ahh. That's so hard to do, yet so important. I feel the same way teaching STEAM in our after school program.
-
We need to model the different paths to follow and then let the Ss choose to fuel their curiosity.
-
-
-
Numbers allow for different ways to solve the problem. YES!
-
A4. This is something that ss have difficulty with. Different approaches for same result.
-
A4: Narrative Writing: Ss chose writing a story/creating a comic book. Some Ss even used voice option to write stories.
-
A5 First we have to know our students in order to develop a menu of choices to follow.
-
A5: We should start our school year by asking the same question that started this chat and utilizing data to drive instruction.
-
A5: Share what you want the students to learn, let them figure out the path to get there and how to show they did
-
A5: Ask... Focus less on T control and S complance and allow learning to be a little messy and loud!
-
A5: Meaningfully liberate ourselves frm assignment&task based pedagogy & use inquiry, choice, & flexibl stds-based asssmt
-
A5: We just made Crayola puddy skulls for the Day of the Dead. We first taught the tradition and then allowed for them to decorate.
-
A5 personalization begins with person practicing the art of teaching requires relationship & that takes time and effort 2 develop
-
-
A5: support Ts to create different opportunities for their Ss.
-
-
-
A5: IMO tech is key to this, gives Ss more access, more options + tools, easier to collab, better feedback, so much more!
-
Thanks, 4 quick conversation I engaged in. Am now back finishing presentation I'm facilitating. Fall.… https://t.co/nRx5aR2Qxl
-
I often had to convince my admin that it was ok... Now as an admin, I try to convince my Ts it is ok!
-
It's a small amount of personalizing, but makes students feel more accomplished. A4
-
A5: You have to know your Ss, how they learn, and strengths/weaknesses.
-
Owwwwwwws! There's so much good here. 🤗🤗🤗 https://t.co/iA6Y4HIgkr
-
-
A5: Meaningfully liberate ourselves frm assignment&task based pedagogy & use inquiry, choice, & flexibl stds-based asssmt
-
Big challenge to personalization is that this is something many students are unfamiliar with, but we can't use that as excuse
-
Yes! it goes back to relationships!
-
. Yes, VAK, Multi Intel theory are debunked. Lesson for us is INDIVIDUALIZE, don't compartmentalize. Important takeaway.
-
Take chances, get messy, make mistakes Ms. Frizzle-there's a good role model for Ts and a goo… https://t.co/mcmhXv1QaG
-
-
A5: Ask... Focus less on T control and S complance and allow learning to be a little messy and loud!
-
As would say, "Do you know enough about me to teach me?" https://t.co/xqwX4VKpeL
-
-
A5 First we have to know our students in order to develop a menu of choices to follow.
-
-
Students and teachers... Some out of both groups are accustomed to a one-size fits all model. :-( https://t.co/ZHvPpUJkxa
-
-
Big challenge to personalization is that this is something many students are unfamiliar with, but we can't use that as excuse
-
Bam! For the win... Crap, that is the other chef guy.. Emeril..
-
A6: Let Ss tell you how they did. Reflect on the process and the product.
-
A6 We made the switch to SRG this year. Allows us to use exit slips as daily data points. Gives me a better feel vs one test.
-
A6 With a huge mindshift... Convince parents, students, and teachers it is about the learning and NOT the grade. Also portfolios...
-
A6: STOP GRADING FOR COMPLETION. If meaningful enough to assign, it should be meaningful enough to be given some level of feedback.
-
A6/1: Acct 4 all vriabls & elim data bias of ethnicity, gender, SEC, modality preference etc via authentic perf demons of skill mast
-
So important to focus on the process more than anything else. Reflection. Growth Mindset. https://t.co/Xmndtrx4Dj
-
-
A6: Let Ss tell you how they did. Reflect on the process and the product.
-
IT ALWAYS comes bck to relationship w/o Ts become anthr clanging gong, backgrnd noise
-
A6/2: Standards. Based. . Assessment. All manners of genuinely knowing and doing are valid. ALL MANNERS.
-
Maybe even get rid of grades altogether and focus solely on feedback? https://t.co/95d11uK6rS
-
-
A6: STOP GRADING FOR COMPLETION. If meaningful enough to assign, it should be meaningful enough to be given some level of feedback.
-
Heard Stephen speak at -powerful presenter!
-
A6. Ss improvement should be a main focus
-
A6: Get S feedback often + detailed, which is easy now with tools like Google Forms on GC. Having Ss assess themselves is critical
-
It is a challenge, with daily struggles that must be addressed. Feels like an uphill battle, but it is a must!
-
A6.1: Didn't mean to yell. Lol. I'm sort of over grades as we have traditionally used them. https://t.co/dvsiq2dr65
-
My kid got several math problems wrong the other day for giving correct answer. She was to supposed to approximate? WTH
-
A6.2: We need more rubrics and feedback norms.
-
Agree. Although there are times where a specific skill is necessary/required.
-
My kid got several math problems wrong the other day for giving correct answer. She was supposed to approximate? WTH
-
A6.3: Two A's in two seperate places rarely look identical. If we are teaching the individual child, the focus should be growth.
-
I can hear the teacher, "She needs to learn to follow directions."
So, use grades as a punishment for a mistake? NO!
-
I'm clapping audibly & shamelessly in public in response to your tweets tonight LOL
-
RT RT RT RT!! https://t.co/QXaJ9wYRe7
-
-
I can hear the teacher, "She needs to learn to follow directions."
So, use grades as a punishment for a mistake? NO!
-
A6 ask Ss what do you knw, how do you knw & can you tell someone what you learned take what you knw to figure out what you don't knw
-
-
A7: As we have seen from this chat, Ss learn in so many ways. Some curriculum unfortunately can tend to treat all Ss the same
-
-
A7: We need to take ownership for our students and their success. No finger-pointing
-
A7 Sometimes the problem is the question we're asking. We may need to take a step back and see if it is something we could change.
-
own the data. Be accountable, but also hold students accountable!
-
A7: We have to teach kids about growth mindset. Disequilibrium and mistakes mean you're learning and you're brain is growing.
-
Headed out to prep for tonight's epic w/guest moderator !
TY for an AWESOME !
-
A7: Comprehensive & meaningful analysis should show patterns of shortfall, which always point to a teaching problem not a learning 1
-
thanks for a great chat tonight! Learned a lot from you. We're taking next week off for Halloween.
-
-
A7: We have to learn to take accountability for what happens in the classroom: strengths and grows. Otherwise, kids suffer.
-
Be sure to add those you learned from to your PLN by following them.
-
A7: Curriculum shouldn't be the excuse to exclude certain Ss from learning. Equity matters.
