I'm Janet Avery, Curriculum Director in Jerome, and your moderator this evening! #IDedchat We are counting down here - just 7 school days left....and so much to do. :-)
A1: Everyone has their own definition of "high levels". As long as they are pushing themselves to their limits in order to achieve and learn something new, I'm content. #idedchat
I think that is a key "pushing themselves" If we have learners with growth mindset - they are more willing to continue growing and pushing themselves. #IDedchat
I try and push them every day to become better. While there is some "pushback" I can tell that they are learning because I am pushing them to succeed. #IDedchat
If we are gonna do something with it, take it and apply it to different content. Build background knowledge around it. Do some kind of #PBL with it also... #idedchat
A2: Learning at higher levels....I see students asking questions and searching for their own answers. I see individual paths. I see choice. I see students leaning in! #IDedchat
In science, it would be an explanation of why you came up with way you did in a lab. For math, the way you came up with the answer is different than mine, how did you do that? English could be a compare and contrast of why you believe what you believe? #idedchat
I love that phrase "leaning in" I imagine a conversation that people are truly interested in - they lean in to listen. Students lean in to learning that interests them. #IDedchat
I want my kids to know the material when they leave my room more than just getting facts memorized for a test. I haven’t done a great job with this during this year. #idedchat
Agreed. I have students learning from the content as well as learning from their mistakes that they made. Always wanting to become better= growth. #idedchat
So many ways to look at this. I can't tell you how many Ps tell us that Dr/Schools told them what their Ss would grow up and NOT be able to do. Not shaming anyone, it's just encouraging to see Ss defy odds when given opportunity. #idedchat
A3) I ask Ss to test me or write me a problem based on what they just showed mastery on. If they can produce a question they usually know it at a higher level.#IDedchat
I've had Ss learn to read in 3rd gr. Learn times tables in 6th. Not talk and surprise us and learn Slope and block coding. Patience and immersing in a learning environment. It's okay if they're not ready. So I'm cautious with 'High' and 'Low' anaylisis. #idedchat
A3 I scaffold and differentiate the background learning so that all of my Ss can grasp on and take on at their own levels. We do a lot of step by step projects that allow Ss to continually gain understanding and edit their own work. #idedchat
A4: ALL students need to understand the target - then they need to know that we will give them the tools to reach that target (or exceed it). #IDedchat
A4 We have high expectations for all because students and teachers really aren't sure of how far they can go until some goals are out there to reach for. #IDedchat
A4) If we set expectations low, it is more difficult to raise them later. Plus, we are doing a dis-service to all involved. People will rise up when supported. #IDedchat
A4: All Ss need goals or limits that need to be pushed, that they are and how much depends on the learner. It gives them something to work towards. #idedchat
A4: I tell teachers, when we are talking about high expectations for all, that scaffolding is key. Some students need a step ladder, some need a stool, some need a 10 foot ladder. Just don't give them a rope. #IDedchat
When you let Ss explore in presentation form for their DOK, every kid (your GT to SpEd) can and will achieve. Will it look the same? No, but...each will give her honest effort to reach that goal/target. #idedchat
A5: I just gave a project where students created a business. What that business looked like was up to them. Every student had a different vision for their business. #idedchat
A5: Whole class lessons where problems go from concrete to abstract. Diff Ss drop out of lesson earlier. Math sites for diff lessons. I explained every problem in a lesson & had adv Ss leave us behind. I have legal seatwork that i train early (coding, etc) #idedchat
I try to have a group of 3 with low, middle, and high. Sometimes negative behaviors get in the way. With that small of a group. I have them work together as I assist when and where needed. #IDedchat
Well in math it is usallly based independently finding and solving problems. They can set goals around the number of problems, the type, or rate of solving.
Within reason, I give them the time and 1:1 or very small group support that they need. This time of year in K, there is also a lot of peer mentoring and support happening. Ts come in all shapes and sizes! #idedchat
R6: this is where I differ from many of my colleagues. I have “soft” due dates. That means that I have dates where I might move on with what we are learning; however, there is only one date that matters—the last day of school. If it take them that long, OK... #idedchat
A5: Sometimes I would provide 2 or 3 options for assignments (easier to more complex) and let kids choose. I was often surprised at how often they'd chose the more complex work, especially if they could work on it with a friend. They pushed themselves. #idedchat
I won’t take off points. I grade on what they have shown me. I agree with 1-1 time, lunch time, before and after school time, find a buddy... #IDEdchat
Someone shared a study on differentiation with me last week. They went back into schools to find no one was still doing it. Said it was too much work. Thoughts? https://t.co/JX53cfZli6#idedchat
A6: To support students who fall behind you do not give them an out. You hold the same expectations and then step up your game to add in the extra support and encouragement. #IDedchat
I think many teachers have that opinion - because it does take more time; however, there are ways let students differentiate on their own by giving them voice and choice. #IDedchat
#IDEdchat Kevin I am right there with you. Not that I am a fan of grades...but since they exist they should never reflect a students ability to meet deadlines..
R6: this is where I differ from many of my colleagues. I have “soft” due dates. That means that I have dates where I might move on with what we are learning; however, there is only one date that matters—the last day of school. If it take them that long, OK... #idedchat
I don’t agree 100% with this, but an admin I know once said “we teach content and how well Ss get that info. We aren’t assessed on teaching responsibility.” I think we do both; however, there is much more emphasis on getting content done. #IDedchat
R7: Revise, innovate, create something “new”. Isn’t being innovative taking something and making it better? Give Ss that opportunity. I always try to find something for every student to do better on their project. There is time to fix it. #IDedchat
A8: I believe I have many strengths otherwise I wouldn't be a teacher. I feel as though my strengths are relationship building and making the content relevant for anyone to learn in my classroom. #IDedchat
R8: I think trying new things in my room. I’m teaching AP Physics next year. A little nervous (disclaimer: I’m getting less sleep now than I usually have) about it. So I’m thinking of how I can use tech ideas and blend into the curriculum. #IDedchat
#IDEdchat I see your point. But let meeting deadlines be a separate item in the report card. I am not saying it is a important skill just should not be mixed in with a grade that reflects knowledge of content.
My first month of class is going to be spent on these ideas and concepts. Teaching Ss the 4Cs, thinking about how can I change this, creating community partnerships through parents, etc. Our Ss deserve this! #IDedchat
A8: Strengths - being calm in storms; finding positive in the negative; finding creative solutions. I need to work on filling my bucket so I can continue honing my strengths. #IDedchat
When I was an admin, I wouldn’t punish a S with a grade deduction when it was a behavior issue. Kind of a double jeopardy issue with me. I had a convo with one of my staffs (I was the AP) and they completely agreed. My school where I was principal didn’t. #IDedchat
A8: According to Strengths Finder my strengths are learner, input, intellect ion, reflection and strategic I would say these have served me well. #IDedchat
R9: I want to be the best. I want my kids to be the best. I want my school to be the best. I’m never satisfied and want better for everyone in my school. I get frustrated with mediocrity. #IDedchat
A9: Weakness: Letting time manage me. I have a fantastic assistant who I need to better utilize - she started scheduling time in buildings - and helped MAKE it happen! #IDedchat
A9) Why weaknesses are plenty. Sometimes too firm, sometimes to soft with feedback and acceptance. I expect a lot from myself, but I have trouble passing that quality on to others. #IDedchat
