Lisa Scumpieru, ELA teacher from Hagerstown, Md. #formativechat Happy Monday! Lots to do, but chipped away at the block of tasks today! #StayPositive#IGotThis
18 more days!
Kristen from PA! I teach 6th grade physical science. I only know how many days I have left because I was forced to count down as I planned for the rest of the year. I don’t know the exact number, but it’s not enough!!! #formativechat
A1: Lessons that promote student choice and exploration give Ss ownership over the “what” of learning. Genius Hour, Passion Blogging, and Quests help them discover learning on their own. #formativechat
A1: My team was just discussing this today. We are going to start having book discussions where students use Bloom's Tax. question stems to create their own discussion questions. We want the convos to be student driven in the future. #formativechat
Agreed. I had Ss passion blog this year. They wrote about what they were interested in and it really showed me who they were outside of being an academic student. It was another layer. #formativechat
A1 - There is a paradigm shift in education. Student voice and choice is growing. I believe it comes from understanding the power of a passionate student. When we give kids options, it opens up hundreds of chances for other students to learn. Awesome selling point! #formativechat
A1: Lessons that promote student choice and exploration give Ss ownership over the “what” of learning. Genius Hour, Passion Blogging, and Quests help them discover learning on their own. #formativechat
A1. Project based learning. Makes them responsible for some content (at least how I do it with SBG) with a publication component, like @YouTube or @Flipgrid, blog...when it’s out there they want to impress. #formativechat
A1 We can design projects that help students develop skills that the standards say are important, but help students choose topics THEY say are important.
#formativechat#EMPOWERtools
A1 We can given Ss a map of what the learning is with several ways to get there. Who doesn't get bored taking the same route to work everyday? Give them some choice in the how, and they feel ownership in the what. #formativechat
A1 if you want student to own and drive their learning they need to have a place to add in something they care about in learning experience #formativechat
A1: Student ownership of learning can come to life when students are in control of their own pace and given a variety of mediums to access content. Not every student needs/wants to learn the content in the same way #formativechat
A1 You just ask them what their interests are. I like letting my Ss decide what articles they want to read in @Newsela. I have also been giving them choices in how they show what they know (video, written form etc. )#formativechat
A1: Lessons that promote student choice and exploration give Ss ownership over the “what” of learning. Genius Hour, Passion Blogging, and Quests help them discover learning on their own. #formativechat
A1: Ss should have voice & choice. Ts need to administer more pre-assessment tasks so they can determine what Ss know & don’t know. When planning a learning unit- Ss should be considered. If Ss have a say, they’re more invested & engaged. #formativechat#LoveLiteracyLearning
A1 - I think that this is not always easy to do. We can certainly give a choice of ways to answer a problem and differentiate activities and pace, but teachers are bound by the standards, so I can't just say - "What do you want to learn today" #formativechat
A1b - People mention asking students. This is also relatively new. I’d add, it’s long overdue. What person doesn’t want to be part of their own learning? #formativechat
A2: Some people disregard Multiple Intelligences Theory, but I believe that if a student understands what kind of learner they are, then they can take control of the “when” of learning. #formativechat
True. There has to be certain parameters, but within those parameters they should be able to explore. Think depth of learning for the accelerated kids. #formativechat
A2 To help students choose to learn when they’re ready, we can teach a variety of tools and strategies and give students lots of opportunities to learn and practice. Here’s how: https://t.co/BAxauRhkdd#formativechat
A2: By analyzing the data with them. Was just talking about having them assess and give extra points if their assessment matches the teacher's. Often they fail to see where the areas of growth are and are resistant to make chagnges #formativechat
A1: We can listen and watch and ask questions instead of expecting them to listen and watch and ask questions. This will lead all of us to the “what”. #formativechat
A3 LOTS and LOTS of checks for understanding, and then guidance for the what next. Today I was able to do a @nearpod and a google form to give us all some data of and for learning. #formativechat
A2 Don't teach/facilitate to one "middle child" The more Ts differentiate the easier it will be for Ss to find their "style" and take control #formativechat
A2 - 3 Ps of teaching.
Be patient and make sure students know you are.
Be positive is every word you choose and how you explain content.
Be persistent in helping students to be risk takers who aren’t afraid to fail. #formativechat
So true! This is great. Ss need to see their own growth and understand that growth in any increment or form is growth. They do not need to be perfect on the first round. It’s better to struggle - the learning is more deep. #formativechat
A2: By analyzing the data with them. Was just talking about having them assess and give extra points if their assessment matches the teacher's. Often they fail to see where the areas of growth are and are resistant to make chagnges #formativechat
I have done self pacing for a couple of years now and there are some students who need more “guidance” because they think self pace means not productive pace. I usually have a prescribed list and deadlines to start but Ss can work ahead. #formativechat
A2. I think this idea of @robertjmarzano 's goes a long way toward answering this question. Having the student understand where their knowledge is at the beginning of the year and expectations by end of a grading period would clarify goal setting. #formativechat
A1 We can design projects that help students develop skills that the standards say are important, but help students choose topics THEY say are important.
#formativechat#EMPOWERtools
A2: Students need to hear that speed does not equate to mastery. Build a classroom model that allows students to work at their own pace and values revisions and reassessments. Then create formal opportunities for students to engage in metacognition. #formativechat
A2: By analyzing the data with them. Was just talking about having them assess and give extra points if their assessment matches the teacher's. Often they fail to see where the areas of growth are and are resistant to make chagnges #formativechat
#formativechat I use self-paced playlists, video, and of course @goformative! I haven't taught whole class in months. Students work at their own pace, but fomative allows me to track their progress using data.This allows me to really track who understands and who doesn't.
A1 You just ask them what their interests are. I like letting my Ss decide what articles they want to read in @Newsela. I have also been giving them choices in how they show what they know (video, written form etc. )#formativechat
A2 Students tend to know where they are at and if given the chance to work at their own pace they tend to produce better results. Readings at appropriate reading levels, use of accessibility tools, and other such scaffolds help them to achieve. #formativechat
By offering them experiences that help them identify what they don’t know, do know, and how they learn. have stations where ss practice working on skills using diff intelligences.They are designed so all ss can do them (who can’t sort cards). Makes learn. Visible. #formativechat
A2. If students set small, achievable goals- take kaizen steps to get there. Paired with a #GrowthMindset students know that they will get there eventually. #formativechat
A1: Honestly.I often have Ss choose how they learn & how they will show what they learned ,but it isn't until testing is over that I ask Ss to choose the "what"; I feel like the ELA standards are so massive there's not much room . . ..Looking for ideas! #formativechat
I have done self pacing for a couple of years now and there are some students who need more “guidance” because they think self pace means not productive pace. I usually have a prescribed list and deadlines to start but Ss can work ahead. #formativechat
A2: Ts need to know our Ss (strengths, areas to grow, misconceptions). Ts & Ss need to collaborate to discuss data results. They also need to make short & long term goals as well as come up with a plan on how/ when this will be achieved. #formativechat#LoveLiteracyLearning
A2: Making sure the environment is supportive, and that the kids are competing against themselves, not each other, helps the kids take control of their own learning. I like how our track team celebrates new personal best records. Our classes should be like this. #formativechat
A1: I’m at a PYP school that follows AERO (American international standards) and our curriculum lends itself to students driving the inquiry. Once the central idea and lines of inquiry are set, each class can lead their own learning and wonderings #formativechat
A2b - Get away from grades and move towards true passionate learners. It takes time, but most educators truly want kids to enjoy learning. A grade gives an extrinsic opportunity. We want intrinsic! #formativechat
Too many classrooms have become accustomed to valuing speed over mastery. We have shifted our attention from authentic understanding of content to sheer volume of content. What’s the point of moving forward if mastery hasnt been a achieved?
A1 We five students ownership and a voice in what they are learning by seeing exactly where they are in relation to what we are teaching. Not every student needs chapter 1 section 1. #FormativeChat
I love the idea of discussing data with students and forming realistic goals that work well for them! Even if they aren't met the first time, it's a valuable learning experience/practice #formativechat
A2: If Ss focus on their growth; they see the choices along the way as their personal path- like their own personal training plan- which is focused on their needs, their options, their strenghts, etc. #formativechat
PYP stands for Primary Years Programme, it is an international curriculum framework for schools, we are part of the International Baccalaureate Organization #formativechat
A2 I always give students a quick 3 to 5 question litmus test when they got to class. I knew where they were, what they needed, and what they didn’t. Didn’t count for a grade, but they participated and graded their own. Got more out of it that way. #formativechat
I love how you give students opportunities for re-assessment. I think that a big part of supporting different paces of learning and letting students know it's okay if they don't get it the first time! #formativechat
A2: Through ongoing coaching and feedback, students develop more self-awareness for learning. We need to promote more listening actively and collaborative dialogues more in the classroom. #formativechat
I have started using "exit tickets" in Maths- great way to see whether students understand a concept. Excited about using them across the curriculum. #formativechat
Think about the best PD. Was it forced on you, or was it something you actually wanted to use to master your craft? No different for students. #formativechat
A3: Ts don’t need to tell the students everything they are to learn. They don’t need to unlock any mystery of learning. Ss need to uncover the “why” for their own selves. Ts can partner with them by becoming more of a facilitator for their learning. #formativechat
A3: I would say by being very intentional about your hook. Give the oportunity to explore the relevance of the material ina real world context. #formativechat
A2: Help students understand how they learn best. Use self check lists to give students the opportunity to see the expected outcomes and to determine the level that they are working at. #formativechat
A3 I taught my students had a great their work with more than just right and wrong. We use different color ink, wrote in the margins, did all of the things a thorough grader would do. Turned formative assessments into a study guide. #FormativeChat
A3 Learn w/them, not for them. Too often Ts provide the answer, we need to let them #FigureItOut more so they are the catalyst to learning & discovery #formativechat
A3: My “why” and what’s important for my own self to learn may be different from their “why” and their importance. All the whys matter and everything that important to learn for the betterment of own self and our society matters. #formativechat
A3 - This is part of a “Make it your own class” mantra. Once we move away from the teacher/student idea, and focus on a community of learners, then real progress starts. It’s not easy, but the results can be transformational for students and the teacher. #formativechat
To build on this idea, we need to rethink the purpose of the student learning portfolio. There should be a system for Ss to record their reflections and thinking and monitor self development. #formativechat
I taught math in a #flippedclassroom setting, so I used exit tickets… It was just the first thing we did instead of the last. All for the same reasons. #formativechat
A3: Students discover the "why" organically when our units are framed as a story that culminates with a project that is personal to our students #formativechat
#formativechat A3-In math, the Why goes much deeper than each topic (though I try to make each topic relevant). I think Ss need to understand why being literate in math is important in their lives. I do financial literacy and math career projects to help them see the end results.
A3: I ask Ss why they think a certain skill is important, & I also set up scenarios, situations/where Ss work to discover the importance of the skills then Ss share their conclusions. This sets up an environment for Ss to be on the lookout for more reasons why. #formativechat
A3. There needs to be an emotional hook. Students need to see why something is important to them or why they need to learn it. Students need to be curious, ask their own questions and follow their own line of inquiry #formativechat
A3 It begins with having activities that the students have chosen. When they introduce the topics, the why is already on their mind. Their interest in the topic makes it easier to dive deeper into it. #formativechat
A3: Students discover the "why" organically when our units are framed as a story that culminates with a project that is personal to our students #formativechat
A3: Ts don’t have to have all the answers. Ss may have different ?s than Ts anticipated, but these are the ?s that help them make connections to the learning. Ts should support this learning & not feel obligated to always provide the “why” #formativechat#LoveLiteracyLearning
A3: Allot time for students to reflect at each lesson. Use exit tickets strategies to encourage Ss to think the why, how and what if the lesson. #formativechat
I guess give them to students prior to the session so that you know which ones need the instruction and which ones need to work on something else. #formativechat
Yes! I have Ss reflect in pieces, but I want to use a portfolio next year for a continuous and ongoing reflection of their learning. If I want Ss to see connections and not pieces; I need to set them up for that. #formativechat
#formativechat "We" have assembled an educational puzzle for Ss. The "why" for any one particular piece may not be obvious until the whole picture is complete. At some point, Ss need to trust Ts..and Ts need to validate the trust & be thoughtful about the necessity of each piece
A3: I just keep coming back to asking the students what is their why. What are their goals? How does our learning connect to those goals? #formativechat
#formativechat A3: I utilize opps for students to express/choose their interest in topics (once a unit) and keep going back their motivators as well as adding my own (from standards and personal experiences) (Sorry, I cam in late! New to chat - thanks to the sidebar on twitter)
Personal connections for our Ss are essential to making the learning last- not just for a test or until the end of the year, but for a lifetime! #formativechat#LoveLiteracyLearning
A3 when introducing Spanish grammar,tell stories, give examples, and let kids identify patterns and prior knowledge. They come up with their own explanations and then compare to text. More engaging than a lecture & they love showing they are smarter than the book #formativechat
A3: Students discover the "why" organically when our units are framed as a story that culminates with a project that is personal to our students #formativechat
Thank you for an awesome chat! Only a few more Mondays, but it always get me excited. Next Monday, I may be out grilling, but I will take a break to chat if we meet. #formativechat Have a great week!
As we wrap up #formativechat, we'd love to give a HUGE shout-out to @DMooreSpanish ! We are pretty sure this is her 5th time guest hosting and every time is amazing!
Awesome chat! Thx! If you get a chance, join #teachpos on Sunday night at 7:30 pm Est. Always positive. This week is assessments we love! #formativechat
#formativechat a1 Way back in the dark ages a lecturer said to me, "Do a project on anything you like". To have ownership I needed far better metacognitive language, to be able to drive questions. How do I know something if I don't know it even exists! Teach ss how to question?!
#formativechat a2 Sometimes you need to master a skill before you can move on, for safety etc but with academics, sometimes it is just high expectations all the way, so you jump into the game and play until you get it & can win (or lose & still learn something) Scaffolding helps
A2. I think this idea of @robertjmarzano 's goes a long way toward answering this question. Having the student understand where their knowledge is at the beginning of the year and expectations by end of a grading period would clarify goal setting. #formativechat
#formativechat a3 Instead of telling a student something is important. Ask them what did they learn from it. Where will it link to other topics, what can they do now that they couldn't do before? This is their bag of "why" we learn.
