Hello friends! Amanda, 4th grade teacher in Belgrade here. I’ve got to give a shout out to my awesome coworker @KathyBrink5 for jumping into her first Twitter chat tonight! 👏🏻 #MTedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
A1: I think in the world we live in and the constant change it is going through I would say application but also a flexible mindset. Ss need to be taught that changes happen and in learning we need to look at all options #MTedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
A1 I feel teaching the whole child, manners, being a problem finder, growing their curiosity, and teaching kids it's ok to fail, so long as you learn from it and improve. #MTedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
A1: Depends on content area... Knowledge: Math facts, geography, general history (concept of timelines, esp.).. earth science basics, time/money... Big Ideas: Freedom, Citizenship, Modes of communication... Global perspective... Civil rights... #mtedchat
Q1: What really matters in a contemporary education? (consider these types of goals: knowledge “facts”, basic skills, understanding ‘big ideas’ and transfer “application”? #MTedchat
A1) In a contemporary education, developing the skills to continue to learn is the most important thing I can think of. When I was in HS, cell phones were barely a thing. Who knows what our students will encounter post-HS. #mtedchat
A1: Most important to me, is the transfer part... Taking learning and putting it into action... Argumentation, construction, critical analysis, etc. #mtedchat
A1 Fostering a love of learning so students will want to continually learn and grow, how to access and find relevant information to solve a problem or to learn something, how to problem solve and think logically, #mtedchat
A2: Variety of ways. I would say students choice in assessment would be the best choice. I am not sold that all things have to be assessed but I know that when they do it is best to let the kids determine the assessment. #MTedchat
A2: We need to assess students in authentic ways. As adults, we don't work in a multiple choice world. Make assessments active..to show mastery at times, but also value the process through assessment. #mtedchat
A2: We need to assess students in authentic ways. As adults, we don't work in a multiple choice world. Make assessments active..to show mastery at times, but also value the process through assessment. #mtedchat
Q2 Assess by having the kids assess their learning - digital portfolios - Screencastify their learning - make videos to show you they have grown, learned, or mastered something. I also agree, not everything needs to be assessed. #MTedchat
I definitely think we do... but we don't have to define assess as a 'test'. How do we record and report growth. Conference w/Ss about goals. We do need to see progress and identify gaps. Must assess to do that. Extend definition #mtedchat All assessment should be used formatively
YES!! When students can show learning through drawing, writing, verbally, through modeling, etc...you KNOW you have mastery. We need to limit assessments that measure 'guessing' or don't allow measurement along the continuum of learning. #mtedchat
I got stuck in defining assessment as a test. Recording growth-now that is someting that is impt. We have WaKids which we can use to measure and record growth on for K. That makes sense. #MTedchat
A2) My fav type of assessments are individualized. Must involve demonstration, synthesis, and personal effort. Cannot be copied. The trick is to use on most important tasks - biggest bang for buck. #mtedchat
Exactly... That's why I'm not a fan of canned programs, robotic whole brained learning methods, etc. It isn't authentic. #mtedchat Kids show they know how to tie shoes, by tying them... not labeling a diagram.
A2 I agree with your comments, Amanda. I think a student’s ability to apply and expand skills in various problem solving situations helps them grow as learners. #mtedchat
Completely agree... Like high frequency words... Why give same spelling list or vocab words to whole group if some know most and others know none. Use Dolch or Fry's lists to ensure ALL kids build vocab/spelling at own rate... #mtedchat
Yes, especially considering how fast our world is growing and that our kids will have jobs that don’t even exist now. Problem solving will be huge! #MTedchat
Definitely... and students learn from others. Important for students to see each others process. That's why I LOVE Math Talk and Socratic Seminar. #mtedchat
I have been playing around with more open teaching paths in my beg guitar classes. Some neat results as students get to chose how they demonstrate their learning. Some like lots of simple demos, others like one or two tough ones. #MTEdChat
A3: On-going assessment (informal & formal) drives decisions throughout teaching lesson or unit. I've stepped away from 'data-driven' & data-informed' and have started using the phrase 'data-infused'. Data can be isolated to the task or extended across as we integrate #mtedchat
A3) With luck, an assessment can drive students to make connections that they otherwise wouldn't make on a bubble-worksheet. Combine ideas, concepts. #mtedchat
A3 maybe it will spark a question that students have or want to learn more about. I would hope it would be jumping point for future learning and not the end all #MTedchat
A3: Does a student grow, gain a skill, or learn? If yes, it matters. If a student is just regurgitating or meeting "demands" of a teacher than no. #MTedchat
EXACTLY! It should be an on-going dialogue about learning. We are implementing Daily 5 and CAFE by @thedailycafe and know the level of meaningful conferencing is going to be transformational for both students and teachers at our school. #mtedchat
I had a principal ask me once, "could Google complete this assignment?" Made me stop and think about what I spend my time asking the students to spend their time on. #MTEdChat
Q4a: On a scale of 1 (low) to 4 (high) rate your confidence with assessment literacy (using assessment for learning, interpreting data, and applying info from data to drive instruction)? #MTedchat
Q4b: What do you need/want/have to strengthen your skills integrating assessment into daily instruction? Resources, coaching, training, team buy-in? #MTedchat
A3 I agree. Students respond to authentic and meaningful assessments realizing the validity of their efforts. I love discussions with 4 th graders during/ after project work. They are so invested and honest about their successes and problem areas as well. #mtedchat
A4a: In the last 5 years I think I moved from a 2 to 4...but it took a ton of self reflection and hard truths about some of the "easy", "traditional", "lessons" I was teaching students. FAILed forward #MTedchat
A4) 3...I have the systems in place to do the conferencing w/ Ss for math, reading, writing but don't have it fine tuned to do all three every day. More to learn. #MTedchat
Q4b: What do you need/want/have to strengthen your skills integrating assessment into daily instruction? Resources, coaching, training, team buy-in? #MTedchat
A4b: At the middle school level I think a huge thing needed is time with the kids. In 50 minute blocks there is so much to cover and then the kids are gone and 30 more are in the room. Made tougher with an A/B schedule. #MTedchat
A4a: With a LOT of practice.. and research on how to use qualitative/quantitative and especially longitudinal data... I am now a proud data nerd. It is likely one of the biggest things that brought me into a principal position. Data tells stories. (3.75) #mtedchat
Q4a: On a scale of 1 (low) to 4 (high) rate your confidence with assessment literacy (using assessment for learning, interpreting data, and applying info from data to drive instruction)? #MTedchat
A4) I'm probably on the lower end of the spectrum... a 2 or 2.5. I can look at what each student is doing individually, but to adjust teaching schedule to meet individual student needs... not always so good about that. #mtedchat
That is SO frustrating... I know many face that issue. Those time restraints are difficult at all levels, and are against what we know about the brain and how we learn. #mtedchat Must teach kids to pace w/ind practice across days...but how to ensure happens equitably?
A4 I’d say I’m at a 3ish right now. I’m in a new grade level this year so still figuring out what works and what doesn’t but I’ve put a lot of thought into my assessment practice this year #mtedchat
I know I learned a ton in the classroom, and even more as an instructional coach. Through trainings, I often blacked out names of a schools own students and we analysed for next steps. SUCH a powerful exercise. #MTedchat
Those grade level changes can REALLY increase your skills in data analysis over time... It is important to gain that perspective in some way. Expands our view beyond 'our kids' and 'what they SHOULD know' #mtedchat
Q5: Students are often passive in the assessment process. How can we foster students to be assessment capable (have ownership)? Why does it matter? #MTedchat
Successful so far... the biggest headache has been the gradebook, honestly. Trying to figure out how to fit the square peg into the round hole has been a bit trying at times, but I think I've got it going. #MTEdChat
A5: Have them create the questions. For instance give them a list of YouTube videos based on the content they need & have them make Vizias for their peers. Heave them make the Google Form on the reading/ content #MTedchat
A5: This is based on an article by Douglas Fisher and Nancy Frey... if you don't get Ed Leadership, let me know and I will email it to you.... SO GOOD! #mtedchat
Q5: Students are often passive in the assessment process. How can we foster students to be assessment capable (have ownership)? Why does it matter? #MTedchat
A5) Biggest successes have come from allowing students to decide how to demonstrate their understanding. Multiple pathways to mastery - I decide what they have to demonstrate, they figure out how they want to show it. #mtedchat
A5: Examples from the article: Help students become aware of their current level of understanding in a learning area. Help students understand their learning path and coach confidence...Teach students to select tools and resources to guide their own learning #mtedchat
Q5: Students are often passive in the assessment process. How can we foster students to be assessment capable (have ownership)? Why does it matter? #MTedchat
A5 one thing I’ve been doing this year is asking Ss if they’re ready to assess and if they’re not I work with them. Makes them feel like they have a say in their learning and makes it easy to ask for help. #MTedchat
A5: Teach students to seek feedback and recognize that errors are opportunities to learn. Support students in learning how to monitor their own progress and adjust course when needed. My favorite: Help them recognize what they're learning and can teach others. #mtedchat
This is a beautiful thing! I also appreciate when we offer students the chance to make corrections on their work. Leaving an error an error lowers confidence and establishes misconceptions. #mtedchat
A5 one thing I’ve been doing this year is asking Ss if they’re ready to assess and if they’re not I work with them. Makes them feel like they have a say in their learning and makes it easy to ask for help. #MTedchat
Q6: Many shy away from project-based learning/cooperative learning because it requires new practices to assess learning. How do/can you assess critical thinking and problem solving tasks? #MTedchat
Yup, I frequently say oh my gosh that’s such a great mistake. Do you mind if I share? I think we can all learn from it. They look at me like I’m crazy at first but it opens the doors to so many great learning conversations. #MTedchat
A6: I always like a well constructed rubric. When offered before process starts, Ss know what is expected and you can clarify confusion along the way. I've also used process timelines, where I star along the learning curriculum where the student hit specific objectives #mtedchat
Q6: Many shy away from project-based learning/cooperative learning because it requires new practices to assess learning. How do/can you assess critical thinking and problem solving tasks? #MTedchat
A6b) I think as educators we also need to understand how the Ss contribute to collaboration affects their learning. Then we can assess the learning #MTedchat
A5 I agree with Brian and Amanda regarding the importance of involving students in the assessment process through questions and multiple pathways. #MTedchat
A6 give students choice about how to demonstrate their learning, have them talk about successes and failure during the problem solving process #MTedchat
A6: I learned the hard way not to grade a group as a group. Student learning, even in cooperative work, should be assessed individually. #mtedchat (IMO)
