Rik in MA, Facilitator of Learning with HS Math. Honored to share the helm with @garnet_hillman and @KatieBudrow on "Involving Students in the Assessing Process." Let's mingle and connect! #sblchat
I'm Garnet, an author and educational consultant from Illinois. Tweeting from Little Rock, AR tonight after a great day working on assessment practices! Always happy to join my co-mods @RoweRikW and @KatieBudrow. #sblchat
We have 6 questions tonight as Q1, Q2, Q3 and welcome your responses as A1, A2, A3. Kindly include the hashtag of #sblchat so everyone call follow our conversation.
Just a reminder that our #sblchat meets on the 1st and 3rd Wednesdays of each month. After tonight, join us next time on Wednesday 2/21. @garnet_hillman@KatieBudrow
Ken O’Connor, author/consultant in sunny, warm/hot The Villages in Central Florida. 648 holes of golf, 185 pickleball courts, 95 swimming pools and 120,000 people. #sblchat
If you're new to #sblchat, like this tweet so we can welcome you to the dedicated Crew here tonight on Standards-Based Learning focused on involving Students in the Assessing Process!
We have six questions tonight about Involving Students in the Assessment Process. Please respond with A1, A2, etc and don't forget the hashtag! #sblchat
A1 - Our #MHSAlgebra1 Learners now ask for our almost daily Exit Ticket as they're realizing how frequent Retrieval Practice helps their engagement and retention. #sblchat#MakeItStick@RetrieveLearn
A1 This is their learning, not ours. Kids need to be connected to the assessment process so they know where they are in relation to the standards and can see their next steps in learning. #sblchat
A1: Meaningful ownership of learning begins with nurturing curiosity, understanding how to guide work vs criteria in real-time, & thoughtful reflection goal-setting after the learning cycle. #sblchat#atAssess
A1: It's their learning. They should take an invested interested in their own education. Just as we as teachers want ownership of what we do, students should have ownership in what they do. This includes assessment. #sblchat
A1 Because to become independent learners they have to know 1, where they are going, 2. where they are, and 3. how to close the gap/get better. #sblchat
Hi again... Jeremy, parent in Connecticut.
A1) The learning experience is best when students help establish their own goals. This puts assessments in a larger context rather than feeling like someone else dictates their progress. #sblchat
A1: Ss involvement with assessment helps them to own their learning and focus on their actual learning rather than collecting points for a grade. Self-reflection and revisions engage the learning process not the sorting/ranking of students
#sblchat
Schools are built for students to learn, not for teachers to teach. In order for students to learn, they need to be able to explain where they currently are, so they can grow and learn. #sblchat
Jon from Orange County. First time on #sblchat.
A1: Students need to become self sufficient evaluators of their own progress toward goals to be effective adults and citizens. This does not happen on it own. They must be taught!
I find it really important that students understand the assessment process to maximize student self efficacy-for them to understand that the true purpose of sum. assessment is to measure their learning on learning targets, which is displayed in their report card grades #sblchat
A1: Practically, students have access to their own thoughts 24/7 which means self-directed feedback is always available. We can teach them how to recognize the discrepancy b/t NOW & GOING so they can react with agility. #sblchat#atAssess
A1: When students are a part of the assessment process the mystery is taken out. Students know not only what they need to learn but also how they can demonstrate their learning. #SBLchat
A1:) When we have a hand in the finished product, the parts needed to get there make a lot more sense. Students with a hand in the assessment process now have purpose. #sblchat
I find it really important that students understand the assessment process to maximize student self efficacy-for them to understand that the true purpose of sum. assessment is to measure their learning on learning targets, which is displayed in their report card grades #sblchat
Arriving late, but here. 'Rick Wormeli, in snowbound Wisconsin for the night and maybe for the foreseeable future, given the airline warnings about O'Hare this weekend. :-) #sblchat
A1:) When we have a hand in the finished product, the parts needed to get there make a lot more sense. Students with a hand in the assessment process now have purpose. #sblchat
Jon from Orange County. First time on #sblchat.
A1: Students need to become self sufficient evaluators of their own progress toward goals to be effective adults and citizens. This does not happen on it own. They must be taught!
A1. The feedback cycle is what supports the assessment process for Ss. If they know where they're going and what is needed to get there, trust between Ts and Ss is fostered. #sblchat
A1: It's important for students to be involved in the assessment process because it affects their learning. If students are allowed to be involved in this process and give their input they will be more willing to engage in lessons and strive to do well on the assessments.#sblchat
But what about the high-stakes assessments where students are not involved; i.e., state assessments, end-of-course exams, ACT, SAT, etc.? How do we prepare them for those? #sblchat
A1-Creates ownership and buy in and shows that we value Ss input. Also is a way for Ts to see if Ss are understanding what is being taught-if they can create meaningful assessment q’s thats a good indicator that they are getting it! #sblchat
A1: When students are a part of the assessment process the mystery is taken out. Students know not only what they need to learn but also how they can demonstrate their learning. #SBLchat
A1: It's important for students to be involved in the assessment process because it affects their learning. If students are allowed to be involved in this process and give their input they will be more willing to engage in lessons and strive to do well on the assessments.#sblchat
Those are like tire pressure checks. Shows a small part of the bigger piece of the machine of learning! Maybe teach how to read and respond to those questions (if unsure pick “c”) but know they test for a certain thing (not necessarily what was learned) #sblchat
But what about the high-stakes assessments where students are not involved; i.e., state assessments, end-of-course exams, ACT, SAT, etc.? How do we prepare them for those? #sblchat
A1 Involving learners in the assessment process shifts the role of the teacher from evaluator to coach. Powerful act of trust & increases metacognitive process for learners #sblchat
A2 - When our Learners understand the connections or relationships between the Standards, we believe they better understand how they are applied. #sblchat#MakeItStick
A2 Involving students in unpacking standards helps them gain a clear understanding of the learning progression that will happen in the formative realm. Standards are broad, so unpacking them together makes them seem less daunting and attainable. #sblchat
A2: First and foremost, they must have a teacher who understands the standards. A teacher who is fluent in their own standards can then convey the standards to his/her students. #sblchat#knowyourstandards
A2 I like using examples of other students work (where possible) and assess with the student to see if they agree with how I see their work meeting the performance standard rubric #sblchat
A2 Involving students in unpacking standards helps them gain a clear understanding of the learning progression that will happen in the formative realm. Standards are broad, so unpacking them together makes them seem less daunting and attainable. #sblchat
A2 We kick each unit off by asking as many questions as we can. From there, we start to dive into our standards, using the questions to guide us as we move forward. #sblchat
I know we certainly wish we didn't have to, but it can work to teach it as a "genre" with critical thinking/test taking skills needed. Same high level thinking. We must help them disregard the high-stakes element and focus them on their year round learning. #sblchat
A1 Involving learners in the assessment process shifts the role of the teacher from evaluator to coach. Powerful act of trust & increases metacognitive process for learners #sblchat
A2: Usually I break standards down into inquiry questions for each day. I often have learners journal on the daily target question at the beginnig and end of a lesson so they can assess what they need to do to achieve an effective answer. #sblchat
A2: We can use student-friendly language to provide access; co-constructing criteria allows students to begin internalizing criteria from the beginning. Teachers still have to be intimately involved to ensure fidelity to essentials, but asking for input is more "active" #sblchat
A2: I’ve begun rephrasing standards as student-friendly learning targets, so when we work on writing assignments, we can return to check we’re on-task and engaging with criteria. I need to get better, but am providing the targets
#sblchat
#sblchat Don't think earlier text was tagged. Basically, I was responding to the dichotomy of curricula (William Pinar) who said there was a public and hidden curricula for sts to learn: the standards (public), and how to take tests, study, etc. (hidden). Grades speak to public.
A2: Ss better understand the standards, not when we "dumb down" the language but instead when we pair them up with success criteria so that Ss know what mastery looks like and Ss are better able to articulate where they are in their learning. #SBLchat
A2 @TheMsMorgan and her teammates give students opportunities to analyze the categories and descriptors in their scales. Ss add their own thoughts and understandings to the learning progression. #sblchat
A2: Utilize the @RightQuestion QFT process and have Ss generate question dreived from the standard. Then task Ss to find answers to their created questions and/or build learning around them as their T. #sblchat
A2: I loop with my students so I share all standards for all three years I will be with my students. They can also work on the standards in the vertical progression as well as linear. #sblchat
I enjoyed Connie Moss’s Learning Targets text; I was leery of “I-can” statements at first, but have come to really appreciate what they do for student focus #sblchat
A2: Unpacking to create a learning progression that makes the increase in sophistication or synthesis of targets transparent. Meeting standards not just "sum of parts" but the synthesis of skills, knowledge, & understanding with increased complexity. #sblchat#atAssess
A2- Involve students by having them have a voice in creating rubrics/learning targets/learning scales as they relate to the standards. Let them experience what the different levels feel like from a “1” to a “4” and ask for their input for how to make it clearer. #sblchat
A2: Ss better understand the standards, not when we "dumb down" the language but instead when we pair them up with success criteria so that Ss know what mastery looks like and Ss are better able to articulate where they are in their learning. #SBLchat
A2: I have been experimenting with thinking routines that culminate with wonder questions. I then have the students spend time answering the questions they want to answer instead of mine. #sblchat
A2: I loop with my students so I share all standards for all three years I will be with my students. They can also work on the standards in the vertical progression as well as linear. #sblchat
#sblchat The principles of constructivism are very effective here. For example, students analyze models, samples, etc. and form connections, patterns, correct procedures, and the evaluative criteria for their eventual efforts at the same content.
A2 I also always frame the “end” of a task (like our science fiction stories) as the start of what we are doing next - with personalized areas I want them to focus on next (voice, dialogue, periods....) #sblchat
A2 Use a blank single-pt rubric to to co-create proficiency criteria with learners. Opens discussion for understanding standards & creates self-assessment opportunities https://t.co/0HbYecVXji#sblchat
A2: I have been experimenting with thinking routines that culminate with wonder questions. I then have the students spend time answering the questions they want to answer instead of mine. #sblchat
This is certainly worthwhile, Tom, but gosh, I find teachers themselves lack the skillsets and/or vocabulary to do this cogently. We may need to preface students' attempts at this with real teacher deliberations and development first. #sblchat
I am curious about how this vertical and linear progressions looks in your classroom. I don't get to loop with my students but am interested in finding ways to engage my students where they are at. #sblchat
A3 - Since our school uses Common Summative Assessments (CSAs), our Learners are not yet involved in the Summative assessing, though they are in the Formative phase. #sblchat
A3 At times with my students I would give them the standard and tell them to prove it. We had moved through the formative process together and built proficiency. At that point, they could choose how they wanted to show me their learning. They loved it! #sblchat
A3: Students can be creators of the summative assessments and their methods or process can be factored into their mastery of the standard or objective. #sblchat
A3: One way is by having students choose how they prove mastery. For example, one math standard says "Prove the Law of Sines..." Rather than giving students a problem, simply tell them to prove it to you. The ways to do that are endless. #sblchat
A3 I make rubrics with students. They decide what goes on, I only approve. We also conference at the end to determine proficiency. If you know want to how we do it, here’s the info: https://t.co/XT7U9kPqh7#sblchat
This is fantastic! My co-teacher and I have been looping from 9th to 10th ELA for the past four years now (two cycles). It’s a beautiful opportunity for continuity and growth (look at our colleagues in music or world languages etc who often get this experience!) #sblchat
A3: Going through the process of making scoring inferences using rubrics & criteria can help them gain insight into the process of how teachers will make determinations. That said, it is our job to determine proficiency. We can ask what they think, but we decide. #sblchat
A3- Provide a variety of options for summative assessments that gets at the content being assessed rather than the vehicle. I like to always give lithe choice of creating their own as well-as long as it meets agreed upon non-negotiables to demonstrate learning. #sblchat
A3 - I want to know (and use) what my students think are the most important things we ought to know and be able to do. It will drive their abilities to synthesize the material and make meaningful connections. #sblchat
We do aim to give them on the same day and do not return until all have completed. Not convinced yet that CSAs are best for differentiated Learners... #sblchat
A1: Practically, students have access to their own thoughts 24/7 which means self-directed feedback is always available. We can teach them how to recognize the discrepancy b/t NOW & GOING so they can react with agility. #sblchat#atAssess
A2: We can use student-friendly language to provide access; co-constructing criteria allows students to begin internalizing criteria from the beginning. Teachers still have to be intimately involved to ensure fidelity to essentials, but asking for input is more "active" #sblchat
Students need plentiful experience imagining diff ways to express mastery, incl the tchr's invitation to propose alternatives to tests/projects, if the format for those is not what is being tested. Proposals must be focused on the same evidence presented on the original assment.
A3: Ask them. For reassessment, I’ll ask Ss to choose a method to demonstrate their understand. (NOTE: It’s less about the method, and more about evidence provided.) #sblchat
Like this tweet if you're new to #sblchat so we can welcome you to the dedicated Crew here tonight on Standards-Based Learning focused on involving Students in the Assessing Process!
I have the same group of students from 6th to 8th grade. They are taught pre-algebra, HS Algebra and HS Geometry all by me and all with the same group of kids. They carry over year by year. I have 7th graders that have started the next year's standards. It's awesome. #sblchat
A3: I love conferencing to come up with a summative grade together. If there’s disagreement, you can always ask for more evidence. Grading “with” students, not “to” them #sblchat
A3 claim ownership of the summarize process - of good at m/c recall, okay - but maybe a drawing for some or conversation with those who know a lot but struggle with m/c and drawing formats.... #sblchat
A3- Provide a variety of options for summative assessments that gets at the content being assessed rather than the vehicle. I like to always give lithe choice of creating their own as well-as long as it meets agreed upon non-negotiables to demonstrate learning. #sblchat
A3: Where demonstrations are negotiable we can give students choice and flexibility in how they show what they know, do, or understand. Still have to show learning vs criteria, but format can be adjusted where possible. #sblchat#atAssess
A3: using rubrics for student peer & self assessment, along with exemplars, can help them to deeply understand learning expectations that are eventually assessed summatively #sblchat
I love this, Tom. When we analyze samples and others' work, we are building our own internal editor and thinking about our efforts and understandings with the same task. 'Very helpful! #sblchat
A3. Student created products based on agreed upon summative goals is a consideration for how Ss can be involved in summative assessment of their learning #sblchat
Love love love pbl - especially the use of design thinking strategies - really helping me and my learners think more and deeper about the whole process - ideation to creation #sblchat
Thanks Rick! I think it is important to have students experience - especially when using holistic rubrics - what it's like to synthesize criteria. Not ignoring singular criteria, but considering all of it in its totality. #sblchat#atAssess
Exactly. It’s about the evidence (common or otherwise) rather than the method. Ts / PLCs spend too much energy on the format, and not what’s acceptable evidence. #sblchat#atassess
A3 I make rubrics with students. They decide what goes on, I only approve. We also conference at the end to determine proficiency. If you know want to how we do it, here’s the info: https://t.co/XT7U9kPqh7#sblchat
Love love love pbl - especially the use of design thinking strategies - really helping me and my learners think more and deeper about the whole process - ideation to creation #sblchat
A4 The formative process is ‘all hands on deck’. FA is meant to inform both the teacher as well as the students. If I keep it to myself as the T, Ss are left in the dark wondering where their proficiency lies and potentially doubting the importance of the formative work. #sblchat
A3: This is an area of growth for me. All I currently do is reflection when the Ss submit summatives AND when they get them back. They compare their perceptions of their work before and after feedback is given. #sblchat
A4 I’ve been doing more work around goal setting - especially some reflection on what they are proud of and what they (and I) feel should be their next area (not plural on purpose) next step to focus on #sblchat
A3 what if we thought of these as ways to celebrate learning? Or a way a child can demonstrate how his learning links to his interests? I wonder what would happen if kids looked forward to these, not hide and make excuses.#sblchat
Agreed and we need rubrics and assessment tasks that allow for the possibility of performance at all levels not tiered assessments and scales. #sblchat
A4 I think peer and self assessment are the two most widely used methods of formative assessment in my room (and also my favorite formatives). Can’t get students much more involved than that! #sblchat
A4: I ask that they review the FA and identify their learning gaps. Then they should create a plan for filling the gaps...need my help or you got this? #sblchat
A2: A few weeks ago, my sub came in and my student said, "Do you know what we are learning?" After she said no, the student responded, "Let me show you." When students know their standards, they take ownership in their learning. #sblchat
A4 Learner reflection guide involves students in the formative process, direct their learning, reflect, & set plans for next steps https://t.co/X38pNE185n#sblchat
A4: Our students have a daily work log on a Google Doc to create their work agendas. It also includes the unit learning targets. When we conference, we can each leave notes on student progress or clarifications. (more @ https://t.co/CwOXs0KtIC)
#sblchat
A4: I give students choice in their practice or if they need to do it at all. Gone are the days where all students do the same practice. They work on what they need more practice in. Again, give them choice! They choose what they need to work on. #sblchat
A2: A few weeks ago, my sub came in and my student said, "Do you know what we are learning?" After she said no, the student responded, "Let me show you." When students know their standards, they take ownership in their learning. #sblchat
A4 Know that this is a way students inform teachers as much as the teacher informs the students. This isnt an event we do "to" kids but instead "with" them #sblchat
A4: During the Formative process we give Ss the tools to evaluate their own learning with a focus on growth mindset. I don't know it yet,this is what's holding me back from reaching mastery. Then they can make choices in their learning that are tailored to their needs. #SBLchat
A4: Students can articulate aspects of strength and aspects in need of strengthening so that they can (for themselves or others) determine what comes next in the learning. Students have much to tell one another about how to improve quality. #sblchat#atAssess
A2: Students can be involved in standards by rewording standards into student language. Use words that students use so they can comprehend them. This will help them gain a better understanding of their learning progression. It will also make them less scary to students. #sblchat
A4 - FA is a process that happens mostly minute-to-minute, hour-to-hour, and day-to-day not a series of events so if it is done right students are automatically involved. #sblchat
Q4: Use FA to reinforce or reassess—Ss naturally involved, tchr observing & listening. Think like sports practices. I used FA to determine who started match as vb coach. #sblchat
'Livin' the dream, man! Thank you, thank you for being such a leader, opening your practice and thinking to others. You're an inspiration and eye-opener, Kirk. #sblchat
A4. One thing I like to do, and the content has to be just right for this, is have students write short quizzes for other students to take. Then they go over them together. Feedback doesn’t have to come from the teacher. #sblchat
A4-Since formative assessments drive&inform our instructional moves,I like to have Ss evaluate the formatives I give them at times-asking if the Qs make sense and if they feel like it’s reflecting what they’ve learned in class. Shouldn’t assess what we haven’t taught! #sblchat
A4 I’ve been doing more work around goal setting - especially some reflection on what they are proud of and what they (and I) feel should be their next area (not plural on purpose) next step to focus on #sblchat
We have curriculum for Applied Skills Design & Technolofy - which many link to coding - but I love how it blends math coding literature and breaks down the subject-silos! #sblchat
I agree, but with rising ed tech possibilities, there are more and more opportunities to do this almost face-to-face, in a sense, asynchronously, so that teachers can find the time to have one-on-one's to greater degree. Screen-casting is one example. #sblchat
Are you talking about 'self-reported grades'? That one is tricky. Ss are super accurate about reporting where they will land. Which means they can slack or push themselves. Hattie talks about how Ts need to anticipate and account for this. Which is cool. And hard. :) #sblchat
A2: if old enough, Ss can send an email to parents explaining the learning targets in a way that makes sense to them. “I will be able to...” statements are a great start #sblchat
A4: However, research does show that self-assess can be inaccurate for several reasons, including "age" & "proficiency" so it is important to verify the students own findings so that learning remains on track. Novice can be overly optimistic about where they stand #sblchat
A4: I’ve also begun having Ss email Home each week (CC’ing me) with a summary of their work/learning of the previous week. It’s great formative reflection
#sblchat
Thank you so much!! I greatly appreciate the kind words. I wouldn't be where I am today without watching the video 7 years ago you put on YouTube about homework. That was the catalyst that started the change in my pedagogy. #sblchat
A5 I would set team norms in the classroom and was then able to do it with teachers as a coach! They come up with the same expectations we have, but when they write them, they own them! #sblchat
A4: I love the anonymity of a google doc. I can give feedback immediately and no one else needs to know. I'm always checking in on the students on my "short list." #sblchat
A4: I find student exemplars at each performance level of a rubric to be a huge step in ensuring teacher clarity of learning expectations, facilitating greater feedback opportunities #sblchat
A5 We set team norms at the start of the year (for both students and me). Works really well. Though @garnet_hillman has greatly helped me perfect the process! #sblchat
It is all subjective. Multiple pieces and types of evidence increase the likelihood of reliability and more valid inferences about student achievement. Doesn’t make it more objective. #sblchat
A5: Students are keenly aware of what social norms look like and can provide strong/weak examples. Where flexible, give them an opportunity to shape the social norms of the classroom. #sblchat#atAssess
You're spot on about face to face being the best! It's just that, given the student load I had for decades (185 or more each year), I know the guilt that comes when we can't do a thoughtful interaction individually with students. #sblchat
A3. I allow them to design their own projects for test retakes based around standards and the marked up (feedback) rubrics, reassessing standards that didn’t get achieved. #sblchat
Thanks Jacob. I think sometimes there is this thought of "just get the students to do it" when there can be times where they are not mature enough or proficient enough to make self-assessment a productive experience. Just naive to think it's always positive/productive. #sblchat
Also, EdTech is making it possible to do traditional F2F tasks digitally / online, creating time for more individual and personalized F2F interactions (feedback) with our Ss regarding their learning. #sblchat
A5: should be apart of setting the classroom expectations. Daily tally competitions of class versus the teacher based on meeting class expectations. Talk with your classes consistently about expectations and how they are doing. #sblchat
A3: my Ss track growth & progress on Evidence of Mastery doc shared w/ me & parents. we chat together at marking period to determine “most appropriate summative mark”. idea from @Catlin_Tucker & @JoyKirr#sblchat
A5- Our school uses a PBiS model and we are always working with Ss to create behavioral norms as they relate to our SMART acronym-safe,mindful,accepting,respectful,truthful. Ss work together to create expectations around the building. #sblchat
You’re right. No way to be 100% objective in grading. But isn’t the goal to get as close as possible to have accurate standards? Otherwise we run into the same issues with the traditionally disjointed grading methods. #sblchat
A5 I strongly believe in creating community from expectations to guidelines @responsiveclass@RWD it’s their classroom not my I am just a partner in learning #sblchat
Social Contracts, shared agreements, vision statements, norms... call them by any name but talking about expectations we all agree on and writing those down. #sblchat
A5 we also have class/school common language to help with our mindfulness and regulation (red yellow green blue) Zones of Regulation & Friends for Life and know we ebb & flow through them (we don’t want to be stuck - esp in frustration zone) #sblchat
Q5: Still a huge fan of class meetings. Changed climate in my classrooms-used at all levels. Powerful for expectations, solutions, and celebrations. #sblchat
A5: RELATIONSHIPS is key to success with setting behavioral expectations. Get to know your students and really understand where they are coming from, this will be key when you have the one on one talks with students regarding Behavior expectations. #SBLchat
#sblchat For insight (and wording to use) with behaviors, dispositions, habits, etc., I recommend teachers get up to speed and help their students do the same w/socio-emotional learning, and in particular, self-regulation and executive function, both of which are very teachable.
There is no way to be 1% objective in grading. Clear criteria and shared understanding of those criteria lead to greater accuracy and consistency in teacher (and student) judgement. It is essential that teachers do shared marking. #sblchat
A4. I use a self paced model where students check in for a mini-conference after completing a learning task to address the connection to standard. Also have them ask/explain to each other. #sblchat
A6 - Educators can be more involved in our own evaluations when we ask others to observe us and look for something specific. I often ask myself whether I'd want to me in my class. It keeps me amping it up! #sblchat
A6 As a teacher and instructional coach, my involvement was very dependent on reflection. When I took the time to reflect, I was able to have an effective conversation with my evaluator to keep moving my practice forward. #sblchat
Have to duck out a little early #sblchat as my Thursday is just beginning! Thanks @KatieBudrow for a thought-provoking chat. Have a great rest of the week everyone!
A5: I actually have my kids craft our class expectations using a series of inspirational quotes they interpret in groups. They then boil their interpretations down to expectations a 5th grader can understand. #sblchat
I agree strongly, @tammymrl. #sblchat Class meetings create community and belonging, which are huge factors for developing student tenacity/efficacy, and can even be stepping stones to restorative justice practices and civil discourse skills.
A6 set goals for growth PD needs to b differentiated just like for s our Ts r at all different levels needs to b personalized and allow for passion & interest #sblchat
Q6 Ts, first, need to be part of their professional growth plans. Dialogue about specifics on the front end and feedback along the way helps foster effectiveness in Ts. #sblchat
A6: @KrimmelKISD we have jumped on the pineapple chart movement, teachers have a chance to invite their peers into their classroom to offer feedback or to learn something new. #uKnighted#SBLchat
A6-Our district will be using @protean for a PLP platform starting next year- there’s tak about having teachers use this platform as well to set professional goals, provide evidence of growth, and reflect. #sblchat
A6: Teachers should set their own goals for evaluations. That way they are meaningful and more likely to inspire change. Those goals should only be loosely tied to district initiatives. #sblchat
Just another reminder that our #sblchat meets on the 1st and 3rd Wednesdays of each month. Join us next time on Wednesday 2/21. @garnet_hillman@KatieBudrow
If anyone is interested, my first two books were published this week! Standards Based Learning in Action is available from Solution Tree and The Grade Cleanse is on https://t.co/SeaquQbXzb. #sblchat#shamelessplug
Yep—Jane Nelsen’s work (Positive Discipline). Circle up kids, use agendas driven by Ss, Ss lead, process described in book. We do family meetings w/ our kids. #sblchat
A6: teacher evaluations should be a dialogue where the teacher is doing a majority of the talking/answering/reflecting. Always connected to their own personal goals. Observers should ask prior to eval “do you want me to look for anything specific?” #sblchat
If anyone is interested, my first two books were published this week! Standards Based Learning in Action is available from Solution Tree and The Grade Cleanse is on https://t.co/SeaquQbXzb. #sblchat#shamelessplug
