#Satchat is a weekly Twitter conversation for current and emerging school leaders that takes place every Saturday morning at 7:30 EST. Co-founders and co-moderators are Brad Currie, Scott Rocco, and Billy Krakower. #Satchat's mission is to expand educator's Personal Learning Network (PLNs) that in turn will promote the success of all students.
Hello and welcome to #Satchat. Today we are looking at the work of John Hattie and what the research says related to student achievement. You can find the questions here: https://t.co/Lza6WQeJD2. Please introduce yourself.
WELCOME
TO
#satchat
Our Topic:
What Does the Research Say?
Moderators:
@ScottRRocco@TheBradCurrie@wkrakower
Questions and Resources posted Here:
https://t.co/K84yty7NR3
Please introduce yourself, where you are from and what you do in education.
The chat starts...
NOW!
Looking for today's #satchat questions and resources on What does the research say? Here they are: https://t.co/K84yty7NR3
Join us at 7:30 am EST for the full chat
Looking for today's #satchat questions and resources on What does the research say? Here they are: https://t.co/K84yty7NR3
Join us at 7:30 am EST for the full chat
Good Morning, #satchat. Judith from South Portland, Maine. I'm a librarian/technology integrator in training. I work with 226 K-5 students in a public elementary school.
Good morning everybody! Brad Currie here live from New Jersey in the United States of America. I am the co-creator of #Satchat and the Director of Planning, Research, and Evaluation for the @ChesterNJSchool.
Good morning #satchat crew. I'm Travis, 6th grade math teacher, from IN. It's good to see that testing more and teaching less IS NOT one of the questions today.
Hello and welcome to #Satchat. Today we are looking at the work of John Hattie and what the research says related to student achievement. You can find the questions here: https://t.co/Lza6WQeJD2. Please introduce yourself.
Good morning #satchat crew. I'm Travis, 6th grade math teacher, from IN. It's good to see that testing more and teaching less IS NOT one of the questions today.
Good Morning, #satchat. Judith from South Portland, Maine. I'm a librarian/technology integrator in training. I work with 226 K-5 students in a public elementary school.
Two hours and counting. #RiderEdChat kicking off @RiderCEHS Homecoming at 9:00 a.m. Topics of interest for Ts, PreTs, Pre Admins and Admins. Please join us. Here are the questions.
Good Morning! Sue here, aka Lurking Learner. Just discovering John Hattie and that he's a Kiwi by birth and now lives with the kangaroos. Looking forward to the chat! #SatChat
Good morning from Kansas, #Satchat! I work as a tech integration coach for a K12 public district! Looking forward to the learning that always comes with my participation in this chat!
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
Good morning, #satchat ! Happy to be here after a pause for wedding planning and celebrating. High school French teacher in Clover, SC, near Charlotte.
Morning friends - it’s another gray morning in central Va but I am reminded that the sun is still out - it’s just that the clouds have moved :) #Satchat
In reply to
@ScottRRocco, @TheBradCurrie, @wkrakower
A1: We do a grade level collaborative planning session each week with our curriculum specialist to share ideas and modify resources for the week. I try to participate in #satchat and others each week, though have found it difficult as of late. Need to get back in the game.
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1: We have collaboration time during the school week where our small group meets, discusses, suggests, gets inspired by each. Then there's Twitter. #satchat
A1) Collaboration by definitely involving myself in more dialogue vs monologue. Actively searching and listening to those who have & deliver on best practices to serve students effectively. #satchat
G’day all (although it’s nearly the end of the day here in Australia). I’m Georgina Pazzi. Passionate educator working at Edumazing (also a #BCorp.) I’d like to join you as long as possible. #satchat
A1. Knowing how powerful discussion, deep questioning and goal setting is, we try to foster that through our PD/time together as a staff (formal or informal). #satchat
A1: working on a collaborative video project with my brothers from #worldgeochat to teach government forms, within the school the ELA and Social Studies collaborate at times when units match up (Gatsby and the Roaring 20s) #satchat
A1: Collaboration ranges from quick check-ins in the hallway to organized online shared PD, collaborative and interdisciplinary team meetings, google team drive...so many ways to connect! 😊 #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
Twitter has been a game changer for growing my #PLN with educators that want to grow, support, challenge, and share. I truly am blessed with some of the virtual connections that I have made. #satchat#bfc530#mtbos#iteachmath#elemmathchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
In the physical world, I partner with school districts to discuss how an educative literacy curriculum that seamlessly integrates SEL into rdg and wrtg workshop can improve student outcomes AND teacher such. It's a win-win! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
#satchat A1 My daily collaboration with my PLN via Twitter has resulted in tremendous connectivity and growth. My PreTs are also expanding their PLNs as they explore the professional development Twitter offers.
A1: Growing a culture of collaboration is one of the most important things any school can do. We (my peers and I at my former school) simply made it a MUST HAVE priority and changed the schedule, planning times, etc. to make it work. #SatChat
A1: Showing up here, f2f meetings with content teachers during CPT monthly and more on the fly. I'm part of a 3-person team so we have the luxury of constant conversation and collaboration. #satchat
A1. I try to use twitter chats and Voxer chats with other educators from across the globe - love learning from others. Ed Camps are great for in person chats. #satchat
A1) We work with the @BeaverCountyILC to build collective teacher efficacy in our county—Connecting, collaborating, and getting creative together! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1 We collaborate in team meetings, across grade levels & subject areas in our weekly PD sessions & we just started giving teams of Ts a full free day to plan & collaborate together at the beginning of each trimester - this has been awesome #satchat
A1: We're also continuing something I started last year called "Cross-discipline Collaboration" where I invite HS teachers from different departments to talk, ask questions of each other and share stories they don't otherwise get to hear. Powerful conversation #satchat
I agree that it can take place at any place and for any amount of time. You can share a quick resource or sit down and run through a piece of text in detail to create a new activity for Ss. #satchat
#satchat A1: Fortunate to work w/another full-time French teacher next door to me now, so we can collaborate all day every day if we like. These days, I mainly collab virtually w/edus who want to do class exchanges.
A1 We have Professional Learning Communities in the schools I work in. Powerful way for educators to work collaborately to improve student learning #satchat
A1: As a first year T, I communicate frequently w/ my mentor. We share materials that we have/found to provide rich, comprehensible, and engaging input for our #ELLs. #satchat
A1: Collaboration involves face-to-face conversations, synchronous online sessions and cohort sessions... Building relationships daily -- making it a priority! #satchat
A1 I participate in awesome PLN’s! They’ve been a great way to connect with educators I normally wouldn’t be able to “meet”. I also share happily with other educators. Free exchange of resources is invaluable! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
At my school we meet as a grade level team, as departments, and as a middle school team ... teacher need more talking with each other ... without this time we have to cross curricula collaboration #satchat
A1: Locally I make a point to make it to regional meetings with other C&I’s we also connect virtually on shared projects/work virtually via Google Hangouts, Zoom @voxer and @Twitter#satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1) As a principal you need to be a team member and allow teacher leaders to lead--The building CIT-Continuous Improvement Team (Building Leadership Team), made up of teachers (teacher efficacy) has helped our building make a great leap forward this year. #satchat
#satchat I love lurking, and occasionally participating, in twitter chats. Collab with educators virtually. In building, I would love to work with @missbellerby@traceygatte@MrsWelsh_BTSD Do a cross curricular activity!!
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1. In the physical world, Ts take time to collaborate, share and plan. Also, attending conferences. Virtual- using tools like Twitter and Voxer to discuss and grow. #satchat
A1: in the digital world, my Twitter PLN is my lifesaver. Providing a network of strong, intelligent educators who can improve MY efficacy and push my thinking forward! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1. We do collaborate here and learn from each other...Different viewpoints, new ways, learning to take risks...As a teacher, I have to always be willing to learn with others = student learning #satchat
A1. In my district we run a variety of learning models for tchrs: micro-credentials, critical friends dilemma groups, deep dive instructional studies, model classrooms, lab sites, district twitter chats, & trad grad classes at much reduced rate #satchat@Learninglex1
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1 Twitter has also been an amazing tool to grow my skills and connections. At school, it is my mission this year to help create effective CLTs that have conversations based around student needs. #satchat
A1. My co-teacher and I plan all lessons together, and check in constantly during the day to see if what we though would help Ss learn actually did. And, of course, Twitter! #satchat
Check out the Visible Learning #edtech matrix I created aligning Hattie’s research/ effect sizes with various technologies #satchathttps://t.co/PDMsmO1f6W
In the physical world, I partner with school districts to discuss how an educative literacy curriculum that seamlessly integrates SEL into rdg and wrtg workshop can improve student outcomes AND teacher efficacy. It's a win-win! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1: we live in an age were collective teacher efficacy can happen outside of our walls - we can connect in so many ways => podcasts, blog posts, sharing on social media #satchat
A1 We don't have common planning time so I try to meet when possible with other Ts that want to share ideas. Twitter is a big source of collaboration & ideas for me. I'm fortunate to have @TraceyCalo offer PLCs to discuss instructional strategies & impactful practice. #satchat
Agree! The network I’ve built through Twitter has been a critical source of collaboration. So many educators that provide inspiration and knowledge. ❤️ #satchat
Twitter has been a game changer for growing my #PLN with educators that want to grow, support, challenge, and share. I truly am blessed with some of the virtual connections that I have made. #satchat#bfc530#mtbos#iteachmath#elemmathchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
GM! I’m a HUGE evangelist for research-based practice, and for building especially building those practices into curriculum.
Also, memes. I heart Education memes.
#SATchathttps://t.co/Zc4kQ8bDqy
A1: The best thing that has come from social media is being able participate PLNs. I have collaborated with so many educators from around the world it still amazes me. #satchat
Working in Taiwan in the past with teachers, collaboration crossed school lines during summers and with former classmates from teaching programs. #satchat
Good morning! A1: Twitter edu chats, like this one, offer impactful ways of being able to collaborate and engage in meaningful and timely professional learning opportunities...like an international ‘mixing pot of thought’! 😊 #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2: Feedback for Ss comes in the form of comments on work from Ts to explain an answer or praise a job well done. Feedback for Ts comes in forms of one on one convos during planning or meeting times, or in classroom walk-through evaluations. #satchat
Thanks Carla. I agree. And it's energizing for the teachers as they get to hear and share their stories. Sometimes we use the "Game of Stories" to get us started. https://t.co/oRhvPmi6l8#satchat
A1: The physical world- PLC's & PD's or #edcamp . Virtual world- Twitter chats, Google +, Facebook EDU groups. They all give me the resources I need to support teachers in making learning exciting, new, engaging and student centered. #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
In the physical world, I partner with school districts to discuss how an educative literacy curriculum that seamlessly integrates SEL into rdg and wrtg workshop can improve student outcomes AND teacher efficacy. It's a win-win! #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A1.2: Locally we also prioritize PLN and collaboration time within our levels on a routine basis weekly/biweekly. We also will set time aside for vertical collaboration on PD days. Looking at ways to increase this as well. #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
Q1: Working in Taiwan in the past with teachers, collaboration crossed school lines during summers and with former classmates from teaching programs. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
2A) Not only feedback to students, but also feedback to teachers/staff. I need to be more intentional this week to give more feedback to teachers/staff. #satchat
A2: More than praise...authentic discussions about student learning and quality teaching.
A review of teaching & learning artifacts, products of learning, and "next steps" -- HOW will be better for Ss tomorrow? #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A1 Because we rarely have common planning time, I created a private Facebook group for our building to give Ts a place to share the great work they're doing & share ideas. It has had limited success. I was hoping more Ts would participate, but will keep trying! #satchat
True! The analogy is "group work" vs true student collaboration. It must be modeled, done with agreed-upon norms & expectations, and time to reflect. @SchoolReformInc protocols and @LearningForward standards are super helpful as well in building a collaborative culture! #SatChat
In reply to
@addys_dad, @SchoolReformInc, @LearningForward
A2 Feedback has improved so much since we began using SWYCADS - Ss self-assessing and then conferencing with Ts. I can't think of anything that has had a stronger impact on learning in our school.
#satchathttps://t.co/dywxlhm5XK
A1: I think the best collaboration for me has been building relationships with all the great educators I meet. In person, on Twitter, or wherever. The opportunities to connect are there, you just have to get after it! #satchat
Experimenting with backchanneling via Google Slides Q&A feature, PearDeck, and FlipGrid for more frequent, informal, and useful feedback for students and for myself to help guide instruction. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
Good morning! Alyssa from Pittsburgh, Pa- tech coach with @EVERFIK12. Popping in late b/c it’s a cozy, don’t want to get out of bed, rainy morning! #satchat
A1: In the physical world, I must admit that I still feel that too often larger scale p.d. is done ‘to’ educators, as opposed to truly taking into consideration their voiced professional learning needs. #satchat
A1 sustaining efficacy was focus in my ‘96 diss but collective efficacy @Jenni_Donohoo expanded my thinking from individual to community model - her work became a district leader bookclub 4 us & we collected T POV data on how well we create conditions 4 CE across schs #satchat
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
#satchat A2: Feedback comes BEFORE the final product is submitted. It's ongoing and meaningful. Best communication of feedback occurs when given to individuals or small groups. #listeningtoMadame
A2: Feedback is critical. I love seeing it from teachers and students while visiting classrooms. Often impactful feedback happens when people are engaged, collaborating, and showing what they know about the topic at hand in creative ways #Satchat
Q1: Also observed specific teachers from #TAS#taipeiamericanschool who took it upon themselves to stay up to date on latest apps, web programs #satchat
A2: Technology makes it so easy for teachers to give immediate, real time feedback. Students can be writing an essay and teachers can be right in the doc providing feedback! #satchat
#satchat A2 In addition to face-to-face feedback my PreTs have embraced @Flipgrid as a means to collaborate and discuss topics. The opportunity for discussion is 24/7 and provides flexibility and reflection.
A1: Collaboration has been made easy through PLN's like #satchat. Beyond Twitter I attend conferences, reach out directly to other educators who I know & respect for their practice, read ed blogs/books/articles...its about being aware of what is going on & remaining current.
Powerful schools improve teacher efficacy by developing what is within collectively and also reach out and import effective practices beyond the school. Synergy, influence and mastery #satchat
A1: I think the best collaboration for me has been building relationships with all the great educators I meet. In person, on Twitter, or wherever. The opportunities to connect are there, you just have to get after it! #satchat
We started introducing it last year (my first year in district) and we are currently building out November's PD day. We are trying to offer at least 1 choice session for each faculty member. #satchat
Feedback ... should be identifying a weakness and then offering a solution to make it better. Too often “feedback” is just about identifying the problem #satchat
A2 Feedback should be meaningful and prompt. I always tried to give very specific feedback in the moment when kids were working and on essays I made sure they reviewed the feedback through an activity. #satchat
A2) methods of Feedback vary, but it needs to be frequent & immediate to enact a change. Definitely working with teachers to provide more formative forms of assessment to inform students along the way & to impact growth in their understanding. #satchat
a1. #satchat Virtual collaboration is easier to control and manage than physical ones. Having a strong PLN obviously helps but also using hooks of learning from the virtual world into the physical one can create the needed bridges.
A1: our district #muhsd has Wed collaboration late start, we also have 7 periods & teach 5, 1 prep, 1 can be to collaborate, subject area Ts have same period off, I have weekly mentor forums with my team, I collaborate with my PLN on Twitter, #satchat 👏🤓
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A2: Sometimes in writing or during small groups. We're trying to incorporate more individual feedback w/tech #gsuiteedu that's collaborative, not just one sided. Building a culture of trust, transparency, & failure is okay. It's not about a "grade" it's about growth. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A1: As a first year teacher, I am so lucky to have a great team! We collaborate together and check in on each other frequently. We collect data and really analyze our students growth #satchat
A1:Research on collective T efficacy also shows it can grow thru vicarious experiences, so reading blogs, webinars & chats like this can grow self-efficacy. Challenge is how to make those virtual experiences common among teachers w common goals to impact GROUP efficacy #satchat
A2. The pic shows general reminders for feedback, but for teachers it must be also authentic, immediate, specific to the task. When giving feedback to students we must make it so it deepens the Learning exp. #satchat
2A) It's much more than a "good job" statement. We all need to think about what the feedback looks like that we are giving. Make it more than "generic" #satchat
#satchat A2 In addition to face-to-face feedback my PreTs have embraced @Flipgrid as a means to collaborate and discuss topics. The opportunity for discussion is 24/7 and provides flexibility and reflection.
A2: Feedback is so important! We have made this a point of emphasis this year specific to writing. Need to be specific and timely. For our shared work, we are using a shared rubric. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A1: Co-planning, co-teaching, observing in colleagues classrooms...all grounded in classroom reality...some of the best professional learning I’ve experienced. #satchat
A2: Feedback is only as good as the time you spend reflecting on how the feedback can help you grow personally and affect student learning positively going forward #satchat
A2: Feedback is short, tailored, and actionable. Preferably verbal rather than written so that it takes less time. It should be more work for the receiver than the giver! #satchat
#satchat A2 In addition to face-to-face feedback my PreTs have embraced @Flipgrid as a means to collaborate and discuss topics. The opportunity for discussion is 24/7 and provides flexibility and reflection.
A2 Whole claas feedback, small group feedback, written feedback (positive, negative, motivational), quick communication with parents to for encouragement/partnership, celebrations.... Feedback must be a constant and immediate. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2. #satchat Mr. Black and I have focused on more immediate, quality fbk this year. If Ss are working on an activity within Google, we split the class and go right into their docs to give real time feedback. I ❤️ adding my bitmoji to their vocab slides 😂
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2: Chats about what went well, what challenges existed, & plans to move forward. I’m creating a student led culture where their input is valued. #satchat
A2: Feedback will look different depending on who’s giving it. The key is for it to be meaningful and helpful in improving whatever it is you’re doing. Feedback for feed forward! #satchat@ScottRRocco@wkrakower@TheBradCurrie
I often see math work with wrong answers marked but rarely do I see comments about where the student made their error with a suggestion as to how to fix it. #satchat
A2: Feedback is a vital part of my classroom. Students receive feedback daily from myself or from each other. We work together to provide both written and verbal feedback across subject areas. #satchat
Q2: As a weekend coach for my children's rec basketball and soccer. We were asked to take to certify in the following program which I found helpful in providing feedback to young students https://t.co/ASbCXpLQPQ#PCA#satchat
A2: we need to teach Ts and Ss how to give and receive feedback. I am a huge fan of the methods described no the book “Thanks for the Feedback” #Satchat
A2. For tchrs, Evidenced-based feedback with intentional focus on what is going well and ONE actionable suggestion for growth after each observation. Plus, running data-inquiry’s cycles w a student-centered coaching model. The 2 together are improving T skills. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2: @bobby__dodd used a walk-through form that he was able to hit send immediately when he left the teachers room and they could see the feedback immediatel! #satchat
A2 - I try to provide students with the ability to provide their own feedback. It's an ability crucial at college. Here's one way I introduce this:
https://t.co/qfhAgH4XCL#satchat
A2. We use Schoology in our MS Science classes, so most feedback is given as comments to Ss responses online. The idea is Ss will go back and read the comments. Constant struggle to get them to do that...#satchat
Feedback is essential and has to happen in a timely fashion => it ranges from post-it notes and 1 on 1 conversations to leveraging tools like @PearDeck@plickers@gimkit for on the spot assessment #satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A2 Feedback must be specific to be effective. It can be given in many ways, verbally, in writing, with examples or with tech. But "great job!" is not helpful. What was great? What is an area to focus on next time? #satchat
A2: In our classrooms, feedback looks like writing conferences with students, conversations during independent reading time, and turn and talk among students. #Satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2. One of my goals is to find other ways to provide feedback...other than what I have in place with Ss...They want to know their progress and how to improve #satchat
A2. Just recently I used @Google Classroom to have a feedback chat with a student. She had misunderstood the directions, and a quick note helped her fix it. #satchat
We started introducing it last year (my first year in district) and we are currently building out November's PD day. We are trying to offer at least 1 choice session for each faculty member. #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
Feedback is essential to learning & growing for everyone in the room; for our students it should focus on their progress towards mastery of the learning target, for staff it should let them know how effective their lesson was & where to go next. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A2 Effective feedback should be transformational. Build trust through relationships, focus on the process, encourage self-regulation and consider how it can impact current and future learning #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
Q2: A lot of Positive Coaching Alliance stuff is around sandwiching feedback - positive, critical and then positive. Or being sure to not have kids focus on scores or results, but doing their best. https://t.co/ASbCXpLQPQ#satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A2
Our feedback is based on our learning targets and scales.
Plus, what we see in student work needs to dictate our next actions and planning as teachers...#satchat
I agree and often wonder if the person getting the feedback Ss or Ts does not agree with the action, what happens next? #satchat I almost want to do an exit survey after each conversation.
A2: My feedback can be as simple as rephrasing what an #ELL said using proper grammar. I also keep in touch w/ the HR Ts to inquire about how the Ss doing as well as let them know how they’re doing in my class. #satchat
The exemplar on feedback for me has developed at staff level @JouettMiddle where the feedback loop includes S to T feedback as well - & what learners need - but they’ve dug deep into visible learning applications in math and ELA for ~3+ years @ashbyjohnson34#satchat
In reply to
@TheBradCurrie, @JouettMiddle, @ashbyjohnson34
A2: @goformative allows teachers to see students working so they can provide feedback immediately rather than waiting to correct the student later. #satchat
A2: Our teachers work hard to provide students w/descriptive feedback that's targeted to improve learning. Rubrics w/clear expectations should guide the feedback. Visited a classroom yesterday where students had rubric out for reference as they completed the task. #satchat
A2: In my K classroom, feedback is ongoing throughout the day...via constant observation, conversations, documentation of learning...informing everything I share with students to help affirm & reform what I do & in support of moving the learning forward for all of my Ss. #satchat
A2 working w/ 8 year olds we call it me time. Every child is special & unique & feedback comes first from 1:1 conferences, we chat, laugh -then get down to business. Later feedback can be a post it or flipgrid vid #satchat
A2: One of the best things I did in my #PBL classroom was remove all grades from student work other than proof of mastery to standards. The students then used my & peer feedback to focus on growth>grades. Great resource: https://t.co/nKsIrRaor9#competencybased#satchat@BIEpbl
A2. For myself, feedback is also so important and there's been times I didnt like what I heard...But, that's how I improved...That's how I become the best I can be #satchat
A3: I believe this gives credibility to concepts like:
- Flipped Classroom
- Google Classroom
- Video lessons
- Interactive learning
But I would caution that none of the above replace an effecitve, engaged and passionate educator.
#satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
Q2: Follow up question. How do you not "jump to conclusions" about students initially when you first get them based on various external factors? I've noticed even with my own children it takes a few weeks for teachers to get to know them. #satchat
A3 Teachers can effectively use this by having their students create micro teaching lessons and having other students in class critique their videos. #satchat
A2: Questioning using varied levels (e.g., Bloom’s Taxonomy, Marzano’s, Costa’s) to assess all students’ understanding. • Asking students to define or restate terms/concepts.
• Having students elaborate using prompts, such as: “Tell me more about?” #satchat
A2: ☑️ and ❌ and 💯 grades aren’t feedback! Giving Ss feedback means describing where things may have gone wrong, what strategies you recognize them using, why or why not it may not be effective, and ways to IMPROVE #satchat
The thing about #satchat that everyone is missing is that we are on the verge of runaway climate change and we need a complete re-think of the global economy to ensure a just society & avoid planetary catastrophe.
A1: Some of the most powerful PLNs are built around curriculum. Folks focus on the What and How of success in core subjects.
Love how Wake County gets principals in on the action! Admins doing hands-on math lessons to learn instructional model:
#Satchathttps://t.co/Yo1zEk4CP1
A2: • Students explaining their thinking (metacognition).
• Explicitly asking students to identify their misunderstandings.
• Eliciting physical responses (e.g., thumbs up) to monitor understanding.
#satchat
A1 One of the best ways to collaborate is through teacher labs. Educators observe one another and then debrief to discuss how the lesson was planned, why certain teaching decisions were made and the impact on student learning. This can be done virtually or in person. #satchat
A3: Ask for feedback, seek others opinions, get connected with the process of giving and receiving feedback, video tape yourself as a start and reflect! 😊 #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
Thank you. Descriptive feedback sounds great! If we are only relying on a letter grade or numerical score to provide feedback, we are doing a disservice. #SatChat
A2 feedback is criticism, kids are just mini people and if the relationship isn’t there the criticism will sting. For reflective open feedback to be effective there has to be trust and a positive relationship between the giver & receiver. Many times feedback is S to S #satchat
A3 Can mircroteaching look like this: Teacher directs students to online resources for further growth? Do teachers need to reinvent the wheel? #satchat
Love this concept - as a former coach breaking down game film was the most influential way we learned where we needed to improve and also had visual examples of what it looks like when done right! #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
Agreed! All of these concepts are great models of teaching in the 21st Century with the clear understanding that NOTHING replaces the importance of the human element, including the RELATIONSHIP between passionate educator & student! #satchat
A3: I believe this gives credibility to concepts like:
- Flipped Classroom
- Google Classroom
- Video lessons
- Interactive learning
But I would caution that none of the above replace an effecitve, engaged and passionate educator.
#satchat
A3: For me, this is about prioritizing time for reflection. Finding one of may tools to do this, then looking at it as an individual, but also when possible, in a collaborative team to reflect on each other’s teaching. #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
• Performance tasks (e.g., constructed responses, application tasks).
• Using native language to clarify concepts (through other adults or student peers).
• Usingchecklists/rubrics;studentsapplyingcriteriatotheirworkand/ortothatoftheirpeers.
• Using exit tickets. #satchat
A1: I have weekly meetings with teachers in my department and we talk shop and bounce ideas of each other. I try to share strategies with my coworkers from @AceThatTesthttps://t.co/FSvHYsBqLO#SATchat
A2 Feedback has to be immediate and actionable to be effective. Saying Good Job means nothing. Likewise, neither does a simple grade on a paper. #satchat
#satchat A3 If the culture of the school is one of collaboration and respect, then self-improvement via video or peer-evaluation becomes safe for introspection. It's all about relationships.
A3: I can imagine this as a complement to coaching sessions where Ts could show areas of strength as well as areas where they are trying something new. #Satchat
A2 I conduct a minimum of six short observations of teachers in action with immediate noticings and wonderings and then feedback based on their answers. #satchat
Q2: According to John Hattie, feedback has a .70 effect size on student achievement. What does feedback look like in your educational environment? #satchat
A3. Starts with trust/relationships so everyone feels safe to do this; also important to build in consistent cycles of “learning-implementing-reflecting with video-adjusting practices”. It’s a process but powerful. #satchat
Any adult #engineers have any feedback for these student engineers? We are learning about the power of feedback-it would be more meaningful coming from an outside source! #makerspace#assistivetechnology#STEM
A3 It has to start with the superintendent and the board members. Several districts still do not have 1:1 tech in 2018. Shame to all of those who have not made this a priority (yet we can spend money on outdated textbooks). Your Ss are falling behind their peers. #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A3: I have enjoyed seeing myself being recorded. It has helped me quite a bit, especially with bad habit breaking. Other's are more reluctant and that is understandable. #satchat
Not sure this is “micro-teaching” but I’ve made short instructional math videos for Ss to use as a station while I’m doing sm grp guided math. Ss enjoy and I’m freed up to work w Ss. #satchat
A3: We has a student teacher the other day ask to borrow the @goswivl to record a lesson. Great way to break down cottage and enhance effectiveness as an educator #Satchat
A1 Teacher efficacy is important-in my mind broader than collaboration. That said, increasingly Ts need to collaborate more. Perhaps consider a Maths, a History &an English T-Teaching History Unit. Maths - Timelines & Stats,History-History Research,English-Essay writing
#satchat
I'll be honest here. I hate seeing myself teach on video! BUT I loved welcoming others in my classroom to watch me and provide feedback. I love the #observeme movement instead. #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A3: Reflection is key to teaching but I've always been hesitant to watch myself on video 😬. I am working on being more open to that to aide in my personal reflection process. #satchat
Exactly! We were just discussing this at a meeting yesterday, what better way to improve than to see what you are or are not doing? Videotaping is powerful! #satchat
Wow, checkout @sivewright204 contributions to the #ssdrive in the PBL folder found here - https://t.co/NyGbhyolL9. Some really interesting and creative project-based learning ideas that will surely get soc. studies teachers brains churning! #sschat#satchat
A3: Creating short iMovies was a gamechanger for our Ts & Ls when trying to capture teaching & learning moments! These movies "sparked" GREAT discussions about what is effective & beneficial in the classroom. #satchat
A3: Invite others into your classroom to help with the video recording and/or observing to receive feedback. This helps with validating what we're doing right and seeing things we need to work on. #satchat
A3 #satchat We ❤️this strategy in station rotation/inclass flipped. We use @edpuzzle@Screencastify our biggest barrier=Apple earbuds vs. chrome books. Picturing = improves memory.
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A3. Watching videos of instruction can help us significantly grow as educators. If it happens to be our instruction, we can see positives and areas for growth. If it is a small clip of a skill, it can be used to model the exemplar. #satchat
A2. p3. I think relationships make or break feedback. @candor talks about caring personally when giving actionable feedback. I can’t stress the need for ❤️ enough. #satchat
A2: One also needs to make sure the feedback we provide to peers, students, student-to-student, etc. is of high quality. Scaffold #radicalcandor! (I think I mentioned this in last week's chat also...) #satchat
Long ago, I worked a program at UNC-Chapel Hill where 1st year medical students were recorded meeting a patient. It was instructive for me as the videographer. #satchat
Microteaching links the feedback loop into an efficacy cycle - what makes a difference for which kids - its observation, feedback, autonomy, reflection at a granular level #satchat
A3: The hardest adjustment for me as a new teacher was the lack of feedback I have been receiving about my practice. As an undergrad I received feedback daily from my co-ops and supervisor. Not having that anymore has been an adjustment in my reflection process. #satchat
A2 It's easier for Ss to accept feedback if they're comfortable w mistakes. I spend time early in the year discussing growth mindset& how much I love mistakes because they help us learn. We practice using "yet" #satchat
A3 There is nothing as powerful as watching yourself in action teaching! If you can be open minded and reflective it’s a potential game changer for how you deliver instruction! #satchat@TheBradCurrie@wkrakower@ScottRRocco
A2: Feedback should also be gvn on behavior & expectations. We automatically think academics but it is a step in all instruction including behavior expectations for Ss. Immediately going to negative consequences is like giving a test after 5 min of teaching a concept. #satchat
A3: I think this one is tricky. It's very easy to turn a taped lesson into a dog and pony show. School leadership must be clear on the purpose of taped lessons in order for them to be helpful.
#SATchat
Yes! Acting as a lead learner is critical for setting a positive climate of prof learning and growth in the building. Leaders have to model risk taking, learning, stretching, etc #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A3) Peer observations (Note--not "evaluative"). Make sure that is clear-not evaluative. It make a few cycles of peer observation to reach open/honest discussions #satchat
A3. That's an experience watching yourself teaching after being taped...I've done it...It's risk-taking. I think I might start with peer visitations first and then ask for T volunteers to tape, different content area/strategies...Best Practices..#satchat
Q4: According to John Hattie, teacher credibility has a .90 effect size on student learning. What are the signs that students know educators are credibile in their instruction? #satchat
RESOURCE: https://t.co/sZKcJq02Wl
A3) I tell Ts in the beginning this not a I got you moment, but I am using another lense to help you grow. As an admin, it is important I build trust. #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A2 In New South Wales, Australia the Government mandates Assessment of learning (Summative), For learning (Formative) and As learning. This means students should get feedback from this 3 channels, makes it a daily activity.
#satchat
#satchat Teacher to teacher collaboration has ramped up at a dizzying rate due to all the great teacher bloggers, Twitter, PLNs, #edcamp, and more. Many more options for planning & collab, as a result. (New teachers aren't limited to what veterans in the building will share.)
A3) Taping lessons, teacher and admin walkthroughs, time for self reflection, honest self assessments. Also receiving input from the students themselves- this is often very honest & matter of fact but can have the most impact on performance & delivery in the classroom. #satchat
#satchat A3: Sounds good to break down vid ecordings of a lesson. What vid & editing tools would one use on a Mac, for example? My lessons are 5 to 10mn long usually, but could still break those down further.
Great question! We did everything we could to push the limits, but ultimately developed a "rosetta stone" to translates from mastery grades per @MasteryConnect to A-F (per district requirements). Just doing that, however, was a game changer for #growthmindset#satchat
In reply to
@specialtechie, @BIEpbl, @MasteryConnect
A3: Just as ask our students during the writing process to revise and edit, we must do with our students. It’s incredible how much we change from our first year of teaching, reflection helps us improve! #satchat
A3:This is the best, yet the hardest thing to get T's to do. You really have to have a high level of trust w/the person you are working with to do this well. T's & coaches can set this up as a coaching cycle, but they have to be a willing participant. Trust comes first! #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
A3) Peer observations (Note--not "evaluative"). Make sure that is clear-not evaluative. It make a few cycles of peer observation to reach open/honest discussions #satchat
A2: some of the best feedback advice is from @alicekeeler, Ss must respond to actionable feedback for full credit, FB is given before the “grade”, teach peer feedback https://t.co/k5edSZE8SA#satchat
A3: For the same reasons football coaches spend hours each week breaking down video => watching our own teaching provides insight into the 1000s of decisions we make, sometimes without even noticing we are making them! It is vulnerable and organic! #satchat
Yes, in our PD we have a group of Ts meeting to learn more about this. Some are from elementary & one of them told me thatin her classroom it was "brilliant. They took control of their learning, wanted to know what they did wrong & truly learned from their mistakes." #satchat
A4: Students know if an educator is legit the moment they meet. Students have a great ability to detect if the educator truly cares about them, knows their stuff, and makes learning relevant #satchat
A3: I must admit that micro-teaching is something I have very little experience with, but I can certainly understand its potential benefits...making the time to record and analyze is key...I’m at fault for not making the time! #satchat
A4 Modeling. When teachers model the behaviors they wish to see in class such as growth mindset, compassion, making connections, openness, student see authenticity and credibility. #ConnectionsBasedEducation#satchat
A3: If you are an administrator and your thinking about wanting to video teachers. Think about the style of the teacher(s) you want to take this on, the workload this may add to them & check for & assure their understanding of why we would do this. #SatChat
A3: We learn about teaching by watching teaching in action. Filming a lesson provides us the opportunity to truly be self-reflective & captures aspects of our practice we might not be aware of. Film can foster better self-reflection by ensuring we don't miss anything. #satchat
A4 - This can be a somewhat problematic question. What are students using as their measure of credibility? Many studies show that Ss evaluation of teachers are unreliable.
Does the 'fun' teacher get the best rating?
#satchat
A3 Micro-teaching through screencasting is quite powerful. Also consider students as teachers who can also explain their thinking through casting. Provides multiple exposures to achieve learning success #satchat
A4. When students are empowered in a lesson to solve problems (rigor/Relevance)- this happens when content experts understand where to take the learning and become “guide on the side”. #satchat
A4: I think kids do have a good idea if a teacher knows their stuff. When you know your content and enjoy it, the passion comes through. Ss pay attention to that. Ss talk about Ts they feel are ineffective because they do not seem to like what they are doing.#satchat
Seems @ATT has a rule - make the client miss their service for a minimum of two weeks, because having it lost for SIX DAYS - seems no sweat off their brow! Then, and only then - begin to actually fix problem.
@FCC@PUCOhio@SenSherrodBrown#SaturdayMorning#satchat#iPhone#help
I’m chewing on this. Do you mean it is impossible to give feedback without trust or is it impossible to receive feedback without trust? Or both? I’m not sure how I feel about that. #satchat
A3. Picking a specific focus for the feedback I think would be critical. Also, having a Trusted critical friend that will push your practice. Using protocols for the feedback to keep it low-inference. And, having a set system and schedule would help #satchat
Q3: According to John Hattie, micro-teaching has a .88 effective size on student achievement (teachers video taping lessons and breaking down footage). How can educators make this part of their improvement process? #satchat
@Obi_Jon_ Funny you should post this. Having lived in New Zealand for a bit, it always concerns me when ideas from there are embraced without a critical eye. Think whole language. #satchat
We may have to chat more about that! I've seen it done when I worked as a personalized learning coach, and it's amazing what the S's can do. :) #satchat
In reply to
@engineerteacher, @BIEpbl, @MasteryConnect
Very true...It wouldn't be helpful if the taping is dog and pony production...Taping needs to be authentic...Whats happening in the classroom and encourages reflection A3 #satchat
A4: My students definitely know what makes a good teacher and are very open to providing me with feedback about their learning. Students know how they can learn best, and getting their opinion helps me to alter my teaching so all students can learn and grow! #satchat
Teaching is an extremely personal thing. If we fail to do the things I’ve mentioned above (styles, workload, understanding) we often find ourselves sideways on initiatives we are hoping to roll out. #satchat
A4 trust, I have taught pre-K-3rd, young learners are very vulnerable, they will believe T’s they feel like them. When they sense you don’t they wall you off. It’s critical to see them as very thin skinned. To build that trust I convince them of what they’re great at 1st #satchat
Ss, Ts, & Ls can share their voice -- and their learning through screencasting....Love using this free tool to capture their thoughts, feedback, etc. #satchat
I hope this is not still your situation but, if so you can always seek out informal feedback from a respected peer or admin. Don’t be shy seek out what will help you grow. #satchat
A2: I conference with my Ss to discuss their reading & writing. Timing is always an issue. This year I started using a timer in an attempt to keep both of us on task. I jot down what we discussed, my observation & recommendation. #satchat
#SatChat A4. Would you trust a doctor that you didn’t trust?! Ss need to know their T is a credible source also. Do this by spending time, early and often, building relationships with staff and other students. Build a culture of positivity.
Q4: According to John Hattie, teacher credibility has a .90 effect size on student learning. What are the signs that students know educators are credibile in their instruction? #satchat
RESOURCE: https://t.co/sZKcJq02Wl
A3 professionals like golfers, bballers, etc. who constantly watch game tape do find areas to improve their craft. Ts might need explicit modeling on how- Meaning they might need to see other Ts "breakdown" their lesson while watching video. #satchat
A3: 1st step is make it the “norm” instead of something Ts do in their pre-service programs, encourage it, model it myself, create relationships & a culture where we use video, @Screencastify@Flipgrid maybe even collaboratively #satchat
In reply to
@TheBradCurrie, @Screencastify, @Flipgrid
It's not so much the research itself (though meta-meta-analysis is a suspect way to generate hard recommendations)--it's education's quick embrace of hard numbers in a very soft science. #satchat
A3: One of the biggest ways to move to microteaching is to move to a #competencybased model within a #PBL framework. It takes time, it's not easy, but it's beautiful thing to facilitate the growth path for every student every day. #satchat
A4: Students need to see their educators as learners...modeling lifelong learning...and being vulnerable enough to admit when we don’t know.
#satchat@TheBradCurrie@ScottRRocco
A4: Students can smell phony a mile away. They have an inherent sense for when the adults are faking it. I’m always impressed by how their instincts are so spot on with this! #satchat@TheBradCurrie@wkrakower@ScottRRocco
As always start w a prototype - who might participate to help develop the process, work on challenges, and give feedback on process as it develops and is revised to reflect T feedback #SatChat
I think for me, I have been working on over the years that how feedback is given to me shouldn’t be as critical as exploring whether the feedback is valid or not. Even if I don’t trust them or how it’s given, if the feedback is accurate, wouldn’t it serve me to listen? #satchat
A4 You often get that credibility Q in subjects like Business Studies: “If you’re so good at Business why are you teaching us? Why don’t you just run your own business and make millions of dollars?” There is an assumption that you’ve never done anything other than teach
#satchat
A4 My own two children (ages 14 & 17) know which of their teachers are credible. They are the warm demanders who love them and challenge them! #satchat
A4 Our Ss definitely know what good teaching looks like. When they think a teacher is not up to par they'll let me know (and they're usually spot on). #satchat
I would disagree with certain aspects of 'kids know what works for them'.
Also, a teacher having a great relationship with a student doesn't mean the student is learning the most from that teacher.
#satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
A4 Teacher confidence in their craft is evident to students. The real question is, do we want to be experts and provide the answers, or do we use our expertise to ask the right questions that inspire curiosity to motivate students to find answers themselves? #satchat
For me, why do the intentions of the giver of feedback impact the accuracy of the feedback? Either the feedback is valid or not. Shouldn’t that be the question? Should we dismiss valuable feedback because we don’t like how or who? #satchat (1/2)
4A) There is a level of engagement that you can uncover by observing students and talking with students after class that points to this=teacher credibility #satchat
I know what you mean Melany. It's hard to get feedback without trust between the two people. As a coach, I need to be careful not to come across as "evaluative". Once that happens, it's hard to become a resource & support for growth. #satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
POWERFUL feedback: I use Google Forms to gather weekly feedback from Ss -- what's working, what are their successes & challenges, & what do they want to learn.... It allows me to adjust teaching & learning activities each week! #satchat
I understand “a teaspoon of sugar makes the medicine go down” but at the same time if the feedback is valid, that is an opportunity for me to learn about myself regardless #satchat
A4: Students know if an educator is legit the moment they meet. Students have a great ability to detect if the educator truly cares about them, knows their stuff, and makes learning relevant #satchat
That's very fair...and I agree. A teacher can be fun and rigorous. But asking an elementary, middle, or high school student to decipher this is dubious, in my opinion. #satchat
I’ve seen teachers also ask kids to give feedback on a new strategy, an activity, a teaching practice .. both survey in general but in the moment feedback as well brings kids into a learning community partnership at individual and class level #SATchat
Great topic (tangible examples of Hattie in action) for #satchat today. Stepping out early as the family is on the rise. Next stop, breakfast with them, and off to a 5K fundraiser for @MenomonieMiddle#BalanceLAP
A4: Building trust and cultivating the student/teacher relationships creates a strong sense of credibility for students and parents. And it’s okay if you don’t know the answer- demonstrate that you are willing to learn too! #satchat
I couldn't agree more. While I'm all for a meaningful way to measure growth, it HAS to be more than the outdated A-F system that saps the joy & wonder of learning from our students. Especially in the early years. We. Can. Do. Better! #satchat
It’s the marriage btw caring personally and giving candid feedback. It has to be actionable, but you have to lead with a relationship and caring. Here’s an intro. #satchathttps://t.co/8EG1fUadSi
What I’m reflecting on is a need to both work I’m giving feedback in a manner that is better received AND work on receiving feedback regardless of how it’s received. So much work to do #satchat
A4) 1 of the signs that students know teachers are credible is when they can make what they are learning relevant & current. Students today want to learn & apply immediately what they are getting in the classroom or online. #satchat
A5: Nobody learns well from only one teaching style. Ss need to do some of the learning themselves. Teach them how to learn, not just the material; they won't always be in a situation where there is someone there to guide them through the process. #satchat
A4: Ts show credibility through connection, compassion and content knowledge. Credible doesn't mean being liked. Ss must know they are accountable and that Ts are too.
A5) Direct Instruction Balance or "segment/chunk" out the lesson has to be intentional and based off adapting to student needs/learning during the lesson #satchat This is also an area of great reflection/discussion after observations
#satchat A4: Absolutely. Our learners are aware, even at an early age. Edus should share w/ss what they're doing professionally outside of class time. Share what they're reading, doing during planning, doing after 3:20 to prepare for class, & so on.
Great questions. I think we're largely wasting our time asking elementary students to evaluate their teachers. It's one thing to have a good relationship with Ss, but that doesn't necessarily equate to good teaching. #satchat
What I’m reflecting on is a need to both work On giving feedback in a manner that is better received by others AND work on receiving feedback regardless of how it’s shared. So much work to do #satchat
A4: I think elementary Ss are rather perceptive and very honest. They will share what they are thinking about your instruction/lesson whether you like it or not. 😝 #satchat
A5: Direct instruction cannot meet all students because every student is at a different level. Being sure to provide opportunities for direct instruction, guided practice and small group instruction allows me to meet students at their level. #satchat
A5 Yes positively direct instruction has critical role. Concerned that some teachers will use this factor to create a Classroom dominated by lecture. #satchat
A3 There is nothing as powerful as watching yourself in action teaching! If you can be open minded and reflective it’s a potential game changer for how you deliver instruction! #satchat@TheBradCurrie@wkrakower@ScottRRocco
A5. Blended Learning is about using sound instructional practices and at appropriate times deepen with tech. Direct instruction is still good to use when done right. It’s about educators understanding what can students learn and what must teacher teach. #satchat
A4: Take steps to learn about individual student’s diverse cultural and linguistic heritage, interests, background, developmental stages and learning, emotional and medical needs #Satchat
A5. Ss need to know what grappling w/ the new learning looks like- if direct instruction has a great structure (teach, model, active S engagement & link to their independent work) direct instr. can be extremely powerful! #satchat
I agree. Did you know that in my beginning teaching time I use to be scared to be in front of the room teaching incase I was observed. Students need us, we are the experts in our content, and we bring the excitement about our topic, we can help explain it & excite them! #satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
A5 Direct instruction can be very valuable on the most difficult content. Teachers still should use direct instruction, but it should be a small portion of the day. Other learning activities can help Ss learn new material or cement learning of current topics. #satchat
This one's key – and mind-blowing!!
We need to build Ss' content knowledge about science, social studies, the world... BC it actually matters more to reading comprehension than their reading skills.
REALLY.
The research, explained in 3 min:
#satchathttps://t.co/JgIBhXHjNT
I definitely see that. I struggle with the process of separating out the emotional impact of the feedback and the validity of feedback. That is where the work is. The Johari Window has been helpful for me! #satchat
In reply to
@specialtechie, @carlameyrink, @MelanyStowe
I’ve seen teachers also ask kids to give feedback on a new strategy, an activity, a teaching practice .. both survey in general but in the moment feedback as well brings kids into a learning community partnership at individual and class level #SATchat
A4: Instruction means pedagogy and the choices we make in the opportunities we give our Ss to learn also content knowledge. Ss want Ts who r experts in content but also how they find answers to things they don't know. #Risktaking & #growthmindset can increase credbility #satchat
A4: Plan appropriate lessons based on knowledge of students’ cultural and linguistic heritage, interests, backgrounds, developmental stages, and learning, emotional and medical needs. #SatChat
A5 Direct instruction is important so students have content with which to apply skills. Direct instruction should be based on formative assessment, information about students learning needs. We direct instruct based on needs #satchat
I also think that when teachers model out loud self talk and metcognitive strategies with learners and ask for feedback we shift learning power from T to S - how do teach kids to ask for feedback? We ask them and use theirs to inform our own growth #Satchat
A5 Direct instruction is important so students have content with which to apply skills. Direct instruction should be based on formative assessment, information about students learning needs. We direct instruct based on needs #satchat
I don't think so. Depending on the relationship, it can be more of a suggestion, another idea/perspective. Like when a district elevator comes in, it's much different than feedback from your coach. #satchat
In reply to
@sstorm01, @3_DLeadership, @MelanyStowe
As a former admin, I can share that my Ts loved it when I learned alongside them. It helped me bc I got their perspectives, and it made me more approachable actually. Admin can and should learn w their Tchrs. #satchat
A5: The person doing the talking is doing the learning! Balance is key. We need to make sure we use direct instruction to provide absolute clarity on the task at hand and what our expectations are. #satchat
LOVE using @padlet to gather feedback from Ss, Ts, & Ls based on the discussion.... sharing out in text, voice, images, and/or video! @padlet is an AMAZING tool to capture student learning #satchat
A5: Ss need some foundational knowledge before they can make use of the knowledge to explore and make meaning. Direct Instruction is sometimes the most efficient way to get that foundational knowledge to all Ss so that they can delve into inquiry and meaning making. #satchat
A5 a healthy diet includes protein, carbs, etc. Teaching needs a balanced diet as well to ensure all Ss have a pathway into the instruction. Ts need to create lesson designs that aren't just great for the way they learn, but for everyone in the room #satchat
A4: Use an asset based approach that leverage students’ strengths to ensure all students can learn at high levels, regardless of background, developmental stage and/ or needs. #Satchat
A4: I'd have to read more to really come to a strong conclusion BC I'm not sure how much I'd trust student assessments of teachers.
But I fully agree that the components (relationships, content knowledge, teaching passion) of credible teaching are important!
#SATchat
A5: One thing that worked for me was to have students request direct instruction (either whole class or small group). Giving them the ownership and allowing them to opt out if the topic was already mastered, etc. made a huge difference! #satchat
It’s the marriage btw caring personally and giving candid feedback. It has to be actionable, but you have to lead with a relationship and caring. Here’s an intro. #satchathttps://t.co/8EG1fUadSi
A4. I think it's important to be real with Ss at all times...Don't be afraid to make mistakes and let them tell you...🙂 That's trust...And none of us know it all...Never harm that we don't know and will find out #satchat
I’ve been to Hattie’s workshops. I’ve read Statisticians question his methodology.The grea benefit of Hatties work is he to quantifies what works.That empowers us as professionals to say no. Homework is the classic with a 0.29 Effect Size, well short of his benchmark 0.4 #satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
A4: Ss trust the T & respect them & the lessons the create; Ss don’t ridicule the T, they don’t challenge the T on every topic & they are comfortable asking Q & sometimes exploring the answers together; they aren’t bored they are challenged #satchat T is a resource
A5 Balance between direct instruction and inquiry is essential. Direct instruction can have side effects. Here’s a great article from Zhao that is food for thought https://t.co/nRxiTGaPRL#satchat
A4: Teacher authenticity is something students appreciate and respond to...sharing our mistakes in the classroom, that we are real people with real lives, that we truly believe in who we support...makes a difference! #satchat
A5: No one approach works for every S. In balanced literacy you use different approaches throughout the teaching. Same premise for too much direct instruction. Ts need to find the balance in all instruction. #satchat@TheBradCurrie@wkrakower@ScottRRocco
A5: It’s not enough to directly teach English and provide the comprehensible input for #ELLs. They need rich and ample opportunities to use what they’re learning. #satchat
#satchat Jeri from Jersey retired English teacher but still involved! Obvious answer is @Twitter & a PLN of pros 2 follow! PLC; school-wide book clubs; Hangout/Facetime; email - I think there could be better use of faculty/departmental meeting time, but that can work too!
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
A5: The workshop model is a great balance of all of this; explicit instruction and then independent work time and/or collaboration. There are points that need to be clarified for kids too! #satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
A5 - I think it largely comes down to Ss prior knowledge and the content. I believe, if students are learning new information, direct instruction is a great way to instruct...clean, organized, and potentially places a lower cognitive load on working memory. #satchat
Not necessarily. I have found that is something we often take for granted. Some Ss still need to develop their problem solving/learning/study skills. Working in teams and pairs, and eventually on their own, helps to develop those skills. #satchat
A5: The key to this question is the word BALANCE! In education we tend to hear things in absolutes. There is NO magic bullet & the instructional mode should fit the goal & needs of the learners for that particular lesson and/or parts of the lesson. #satchat
A4 Just waking up. This is a GREAT topic. Can’t wait to read everyone’s responses. I’ll say this ... In some jobs, you can fake it ‘til you make it. Not teaching. Nope. #satchat@ScottRRocco@TheBradCurrie
I like to let Ss & Ts reflect on their work, decide what their strengths are & what their areas of growth are. Then I'm in the position of saying, "yes, I agree, how can you work on that?" When I give feedback in that way, it's usually well received. #satchat
In reply to
@3_DLeadership, @MelanyStowe, @specialtechie
A5. If we want to prepare our kids for their futures, we need to think about what skills, tools, and knowledge and approaches they are leaving with. Varied approaches help our students to utilize the learned knowledge & to creatively apply it to problems generatively. #satchat
Something I’m chewing on; is it the kids don’t know how to learn, or is it they don’t know how to learn the way we want them to? I’m wondering if that’s an issue. #satchat
#satchat A5: It's not a one size fits all world, so we naturally cannot rely on only one method of instruction. We are better equipped to reach the majority of our learners if we vary our methods.
A5) When I think of Direct instruction, the Sage on the stage mindset quickly comes to mind. We all need to feel that we are partners in our learning and become active participants. Often lecturing to students turns them off instead of on. #satchat
A5: Take into consideration Ss attentions spands based on their age- anything over is going to lose them. Direct instruction has a place but needs to be effective and efficient. #satchat
Read #boldschool by @Wes_Kieschnick Its the best book on this subject. Love this quote
“Direct instruction did not get a bad reputation because it is a bad strategy. Direct instruction got a bad reputation when it became our only strategy.”
#satchat
In reply to
@wkrakower, @TheBradCurrie, @Wes_Kieschnick
Q6: According to John Hattie, interactive video methods has a .54 effective size on student achievement. What types of enaging technologies can teachers use to enhance student learning experiences? #satchat
A5: Not every kid learns the same way or learns it the first time. Direct instruction is important for clarification but Ss need opportunities to learn it at their own pace & in multiple modes. U can't differentiate every time.Provide opportunities & foster selfadvocacy #satchat
A5. Students learn even more by doing, reflecting, and revising their work. The tchr talk should be MINI. Here’s a great resource from @RonBergerEL about the par of doing. https://t.co/tnCgYssd4d#satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
A4 #satchat It can be important for the school community to know how well qualified the Ts are. How they live what they teach though, makes a world of difference. The Ss pick up on whether your into the subject as much as what you want the Ss to be.
A5: It's about reaching Ss where they are and moving them forward... It requires a variety of strategies, tools, & approaches to learning... and authentic learning experiences that are intentionally planned based on specific learning targets #satchat Thx @WeberEducation
Agreed 100%! Legit educators show students they care by building relationships & then leveraging those relationships to push their students to new heights--even if those heights are beyond what the student believed was possible! #satchat
A4: Students know if an educator is legit the moment they meet. Students have a great ability to detect if the educator truly cares about them, knows their stuff, and makes learning relevant #satchat
The militia members said they plan to bring guns and equipment such as bulletproof vests and lend a hand to the Border Patrol to protect against people unlawfully entering the country.
https://t.co/IxD1F9Iwck
Q6: According to John Hattie, interactive video methods has a .54 effective size on student achievement. What types of enaging technologies can teachers use to enhance student learning experiences? #satchat
Yep. That's fair.
I cringe when I see the popular TedTalk from Dr. Pierson tweeted out with the quote "Kids don't learn from people they don't like." It's just false.
I wrote a bit about it:
https://t.co/lWEQVS5EqS#satchat
That could be another issue. That's why we, as teachers, need to be flexible on how the students learn and how they present mastery on a topic. #satchat
Sovereignty is an immutable endowment from the Creator to the people. The #jurisdiction of sovereignty is transient. #WeThePeople vacated the Articles of Confederation to constitute one sovereign nation from thirteen nation states. The people are the source of law.
#satchat
.
WELCOME
TO
#satchat
Our Topic:
What Does the Research Say?
Moderators:
@ScottRRocco@TheBradCurrie@wkrakower
Questions and Resources posted Here:
https://t.co/K84yty7NR3
Please introduce yourself, where you are from and what you do in education.
The chat starts...
NOW!
A5: There is no one-size-fits-all instructional program. As Ts we must find creative ways to meet & engage all learners. Trial & error goes along way😎 #satchat
A4: work in collaboration w students on scholarly projects & share the results of your joint efforts at PD events & in publications
If you can, bring students to a RL setting to demonstrate your expertise
Guest-host a virtual event or create a regular OL forum
#satchat
Q4: According to John Hattie, teacher credibility has a .90 effect size on student learning. What are the signs that students know educators are credibile in their instruction? #satchat
RESOURCE: https://t.co/sZKcJq02Wl
A6: We are using @Istationed to provide additional at bats for students in school & at home to support their development as readers. Rolling out @Flipgrid next week at a learning session. #Satchat
So true, Chris! Painful lesson I learned early in my teaching career was to claim "authenticity" when it wasn't. Kids can smell it like a shark smells blood in the water! Let go, be honest, and leverage your community resources and mentors. #satchat
Loving this thread. It never hurts to check your assumptions about what kids should know.. Huge dividends when you invest in setting clear expectations! #satchat
For S's, I love the idea of using "Drop Everything and Reflect" with S's instead of just DEAR(ead). I think I saw that on Twitter during a chat as well. #satchat
In reply to
@carlameyrink, @3_DLeadership, @MelanyStowe
Q6: According to John Hattie, interactive video methods has a .54 effective size on student achievement. What types of enaging technologies can teachers use to enhance student learning experiences? #satchat
I know! Not quite multi-tasking but close! Yes, I like to pop into #satchat and often hang around for #CatholicEdChat in addition to #bfc530 I hope you’re well today Bridget?
A6. Our students use Flipgrid to reflect and collaborate, podcasts and videos to demonstrate learning in create ways and all is linked thru our LMS. We are moving towards Blended Learning- awesome. #satchat
A6. One I always wanted to try was partner with another classroom in district and visit each other, have lessons together, via tech conference/face time #satchat
A5: direct instruction has an impact on the subject at hand (say math) what it utterly fails at is aspects of citizenship, democracy, student choice and agency. It models learning that is teacher centered so longer term students are not independent learners #satchat
A6: All Of our students have @khanacademy accounts with grades 2-6 having their @NWEA MAP Instructional Area Math scores entered into the system to support personalized, point of need support. #SATCHAT
In reply to
@wkrakower, @Istationed, @Flipgrid, @khanacademy, @NWEA
A6) Social Media, flipgrid, flipped classrooms, and interactive apps have been great tools to keep students engaged and utilizing the 4Cs in our school. #satchat
Your bullshit has an effect size of 1.0+ if you've found a way to get 75% of the people it affects to believe it while simultaneously barley understanding what it means.
#satchat
1 of 2
Q1: According to John Hattie collective teacher efficacy has a 1.57 effect size of student achievement. How do you collaborate with other educators in the physcial and virtual worlds to impact student success? #satchat
Not sure giving students enough credit. They want teachers who care about there work and care about them too. Usually can’t have one without the other #satchat
Yep. That's fair.
I cringe when I see the popular TedTalk from Dr. Pierson tweeted out with the quote "Kids don't learn from people they don't like." It's just false.
I wrote a bit about it:
https://t.co/lWEQVS5EqS#satchat
Relationships strengthen that learning. Ss are more accepting of the feedback from teachers they trust. Does it have to be like? No, that may be too “surface-y.” Does it have to be trust and care? Yes. Affective filter is a prime example. #satchat
A 5 - Hattie’s work is not just a list where you pick and choose. Read his work which often is “misused if not just abused” - what are the outcomes you intend to impact? Want kids to learn team work competencies? Individual sit and get for tests won’t get that result #Satchat
A key factor in direct instruction is that it’s not actually didactic, but instead incorporates dialogue around a clear learning target, guided practice, closure, & independent practice where individual feedback is essential. #satchat
Q5: According to John Hattie, direct instruction has a .60 effect size on student learning. Why is it important that teachers balance direct instruction with other methods? #satchat
Spot on! Love the Workshop Model! Here's a great resource to get started for those who may not be familiar with this approach: https://t.co/CVuRuMlKBJ#satchat
totally agree with the learning myths. problem is so many people (admin, Ts, etc.) still evaluate based on these myths, thereby perpetuating this endless cycle in education #satchat
#satchat A6 We are so fortunate to have a myriad of technologies to use in our classrooms to enhance our instruction. My PreTs have embraced Twitter, Snapchat, Instagram, Google Tools, and @Flipgrid among others to build on effective teaching. @RiderCEHS
A5: We cannot afford to ‘assume’ nor leave knowledge and skill development to chance...explicit instruction and modelling need to be an essential part of the teaching/learning equation. #satchat
A5: student centered learning & using the 5 E lesson plan, explain comes 3rd, @alicekeeler let the Ss engage & explore, make them need you, create meaningful direct instruction, use fun tools like @PearDeckhttps://t.co/eSo6uLAYTa#satchat
In reply to
@wkrakower, @TheBradCurrie, @alicekeeler, @PearDeck
So many great educators here in #satchat. Can I ask a favor? What grading/report card SAAS do you use, and would you recommend it? (sorry for OT, answer when you can)
A6. We’re starting to increase use of Seesaw -(k-3) Ss to engage in reflection about goals, how they met goals, what they’re proud of (esp. in WW) & share home. Gr8 comm. device to build parent understanding of what we’re trying to accomplish too. #satchat
A6. I like technologies with engagement elements that practice some reseached based approach. For example, Kahoot (& others) is a great way for students to practice retrieval practice. EdPuzzle is another great way to make sure students are engaging with the content. #satchat
A6: Tech is a bit of a tough one for me. I find that it is often a distraction for my lower level students while being a great tool for my high level students.
That said, short videos (less than 2min) on the projector work great
#SATchat
Thanks everyone for a great chat. It’s hard to be ready to learn at 6:30 am in Midwest for this weekly chat but learning from all of you is so powerful. Thanks for making me a better leader. #satchat
The #POtuS calls for unity then relapses to his demonic carnival barker self and blames the media for the execrable lowlife gutter direction he’s taken the country. While his adoring fans cheer every POS that comes out of his foul mouth. #satchat
A6 key word - interactive — What makes a lesson design for learning interactive? What takes kids deeper into context of vid so learning sticks? How do they process what they are watching? What do they do? How does every child engage not just a few? #satchat
A6: I’m really a @Flipgrid fan & my Ss love it! It works well for flipped classroom tasks as well. @Seesaw has great potential but we have not found a way to incorporate into our curriculum & hours. #satchat
A6: @DartmouthHS we just launched a 1:1 initiative. Teachers are integrating Google Classroom, embedding various video clips, digital resources, & apps into their instructional practice. We are also working to expand our use of blended & personalized learning. #satchat
#satchat A6: We use Skype or FaceTime to connect with world language learners around the world. It's the most powerful learning experience I've seen in the classroom.
A6: Like anything, the technology one uses must be intentional and specifically adapted as an enabler for the activity, not a distraction or end in itself. #satchat
That's the end of the chat!
THANK YOU #satchat PLN
Great conversation, lots of learning & new connections made.
Enjoy your weekend.
We are back next Saturday at 7:30am EST
Please take a minute and complete our survey on future topics:
https://t.co/XDrPrYzRum
A6 I swear @EmpaticoOrg free platform is having a huge impact on my kids. It’s avail for 7-11 yr olds right now and is connecting students & T’s from around the world . We are learning so much, engagement is 100%, classroom mgmt is a non-issue because they’re so into it. #satchat
A6: I use SeeSaw and Book Creator with even my youngest students. They love creating work to share their learning with others. And it is easy to share their learning with families and other stakeholders. #satchat
Q4: According to John Hattie, teacher credibility has a .90 effect size on student learning. What are the signs that students know educators are credibile in their instruction? #satchat
RESOURCE: https://t.co/sZKcJq02Wl
A3: micro teaching requires some tech skills: Using tools like @goswivl , @edpuzzle@screencasto and others, then knowing how to organize files and deliver to students (Google Classroom or an LMS), building those skills takes time, support and encouragement. #satchat
A6 There are many great edtech resources to enhance metacognition, self-regulation and feedback using interactive video. Some I’ve used: Microsoft Teams, Nearpod, TES Teach, PlayPosit #satchat
Dear #CNN remember the endless hours of airtime, free advertising you gave away to Trump as he bloviated at his rallies because it was a lazy, controvesial way of getting ratings and maybe your executive suite would benefit from proposed tax policy? Just asking. #satchat
"Understanding our values also allows us to expand what we consider relevant professional development, help us see beyond the limits of our goals, scope and sequence." from Empower Your Students by @LaurenPorosoff and @jhweinstein#BookCampPD quote of the day
I’m fairly new to the Hattie conversation. I have been having discussions about Collective Teacher Efficacy with two goals: create a positive culture for all and adjust the mindset to work under the belief all can learn. #satchat
A5 Joyce and Weil had a book called Models of Teaching. On Direct Instruction they note that it is an efficient method of teaching but can if over used disempower Ss from exploring & problem solving from an inductive-first principles approach. Balance is needed.
#satchat
A1: Reach out to specialists (reading, librarian, art, music) and elective teachers. They have a global view and can bring in resources and tools used across content areas and CTs. #satchat
Alternate post: .@CNN has no plans to claim personal responsibility for inciting election dysfunction and perpetual rage on the political left.
One person is responsible for the fake terror bombs, thanks to LEO, that man is in custody.
#Satchat#SteveScalise
If you meet every day with optimism – if you confront every obstacle with determination – if you refuse to give up, if you never quit, if you face every challenge with confidence and pride – then there is no goal you cannot achieve, and no dream beyond your reach! #YBLS2018
A6: SO many options! The vesitile nature of #gsuiteedu to create experiences for S's instead of just one-and-done lessons, is a win for me! #hyperdocs@Flipgrid Also, @Seesaw & @ClassDojo to keep S's & P's engaged together. 4C's, everyday! #satchat@GTeacherTribe for more ideas!
Q6: According to John Hattie, interactive video methods has a .54 effective size on student achievement. What types of enaging technologies can teachers use to enhance student learning experiences? #satchat
My Ss created this Wall of Learning Blocks during the first days of school. They continue to discuss ways to overcome them. One way has been to encourage & teach each other. They are well on their way! #satchat
Do you think we buy into crap like this because we were all taught math so poorly, that to most of us, math is an I penetrate fog, so we loom upon those who use it so as instantly smarter than us even if there's zero evidence of that? #satchat
If you meet every day with optimism – if you confront every obstacle with determination – if you refuse to give up, if you never quit, if you face every challenge with confidence and pride – then there is no goal you cannot achieve, and no dream beyond your reach! #YBLS2018
Thanks for this info, Pam. I haven't read Hattie's work, just heard bits and pieces from blogs and chats. I have to admit, I was turned off by what I'd heard. Now I'm curious to read his work. #satchat
I use @Seesaw for S digital learning portfolios & to communicate with Ps. There are LOTS of learning activities for Ss, but I haven't used those due to tech limits. This week I "APP SMASHED" Ss FlipGrids into their Seesaw journals - keeps learning all in one place! #satchat
In reply to
@theteachernme, @Flipgrid, @Seesaw, @Seesaw
Read #boldschool by @Wes_Kieschnick Its the best book on this subject. Love this quote
“Direct instruction did not get a bad reputation because it is a bad strategy. Direct instruction got a bad reputation when it became our only strategy.”
#satchat
In reply to
@wkrakower, @TheBradCurrie, @Wes_Kieschnick
