#ontsshg Archive
Promoting Feedback and Inquiry in the Social Studies, History and Geography classroom.
Thursday March 31, 2016
9:00 PM EDT
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Very excited to help moderate tonights discussion with !!
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Please tell us who you are, where you teach, and what you teach.
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Hi Louise and Deborah. Thanks for hosting
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Hello! Are you ready? Looking forward to the chat!
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Hi, I am Ian. Educator from Munsee-Delaware, currently teaching grade 8 in Barrie.
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Welcome Ian! https://t.co/q5w4CIqnX4
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Hi, I am Ian. Educator from Munsee-Delaware, currently teaching grade 8 in Barrie.
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We will be using the Q1: A1: format for questions and responses. Let's get started
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Q1 How can Wonder Journals, or Wonder Walls be used with students for Inquiry? How can they be used to elicit feedback?
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Catherine (kinder T) from Kingston, ON here for 9 pm Triple header
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Hi everyone. Tweeting from Hamilton chat.
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Wow! That is fantastic Louise - I love the visuals! Very inspiring :)
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. Hi Jill Hope all is well!
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A1. I have never used the format but I would argue that you could see the progress throughout the year, student questions.
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A1 They can be used to surface quality ideas. Which are worth pursuing.
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That sounds like some amazing Action Research too!
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A1 I don't currently have this going, but love the idea of having a wonder wall for ongoing idea development and observations
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Wow, busy night! Welcome to https://t.co/piIKzuatQW
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Catherine (kinder T) from Kingston, ON here for 9 pm Triple header
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Q2 How can you help struggling readers with the inquiry process? What feedback and scaffolds might be necessary?
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A1 Wonder walls can be used for discourse. What kinds of questions are these?
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I had never done the wonderwall myself yet, but in the future I would put a 'wonderwall' in a library or makerspace too
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A1This would allow for a good entry point and to get student feedback .
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A2 Use assistive technology, we want them to understand content. Checking for understanding is imp.
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Hi Heidi,
Thank you for joining us! I love that you mentioned this as an entry point! Multiple entry points too!
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A1 Use wonder walls to surface assumptions and deconstruct mental models.
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Agreed! https://t.co/qEi8YxLWd1
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A1-I think that it is a great starter for inquiry and to get student voice in the process.
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I'm thinking a bulletin board with an idea in the middle, with string coming out for all the diff ideas that connect
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Thanks Louise, what kinds of feedback strategies could we use to check for understanding?
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A1 Use to explore idea construction, make schema visible. To ask this ? What does this person already know
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Would love to see examples if others have already created a wonder wall!
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yes students could consider the depth and richness of the wonder.
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A2 Communicating/discussion and observation https://t.co/NhrR2SDref
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Thanks Louise, what kinds of feedback strategies could we use to check for understanding?
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sorry seem to be having issues posting picture but I have used Twitter birds to post up around the room, safe place for ss to q?
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A1 Without doing any research students could map the path needed to answer the Question.
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Q3 What roles do anchor charts play in promoting feedback and inquiry?
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A2 Allowing Ss to express thoughts orally; working with a partner to build ideas; providing a variety of texts for inspiration
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https://t.co/eqEF3bKr48
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agree, document cameras, audio, relevant literacy.I bought a book that goes through Hamlet but with text message and emojies
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Collaboration would also support different cultural learning styles. Great point!
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Hmm...maybe trying to actually engage in 3 chats was a poor choice...
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A3 Record thinking and make it visible....co-construct with students based on need
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An awesome Twitter Resource is for Hist/Geo and
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A1Use digital tools/ assisstive tech like smart ideas or Mindomo
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A1 in use Writing notebooks with HS Ss but they are resistant to writing without a topic/structure.
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Hi all A1 I think about wonder walls as a way 2 make our curiosity & learning goals public & encouraging kids 2 share with audience
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has anyone tried making a digital wonder wall??? Junior/intermediate grades??
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As Anchor charts with co-constructed success criteria are key.
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AND share those walls with others. More eyes often help with assumptions mental models. https://t.co/YsOf9MPFSC
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A1 Use wonder walls to surface assumptions and deconstruct mental models.
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I try to give a general focus - ie Poverty and let students choose form for writing
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We are seeing that students blogging increase reading and writing https://t.co/3KyFPXVHfI
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A1 in use Writing notebooks with HS Ss but they are resistant to writing without a topic/structure.
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Q4 What norms need to be taught first before that safe environment can be created for feedback processes to truly promote inquiry?
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I think we also need to remember to take certain anchor charts down when they've done their job. Reduce that visual clutter.
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A3 - Provide a record of learning that is visible. New learning can be added and referenced throughout the year
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anchor charts in the form of mind maps can help Ss understand how one question can lead to a new question of
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anchors help S's know where they are in the inquiry process imp. when S's are new to concept https://t.co/5TuhsuqMMS
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A3 Achor charts are helpful 2 ground learning processes as they can be reviewed frequently. Legacy pieces & self assessment tools.
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You have to build a culture of trust. Mistakes are welcomed. There are no wrong answers https://t.co/iTtP7WLQmm
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Q4 What norms need to be taught first before that safe environment can be created for feedback processes to truly promote inquiry?
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many Ss express worry about blogging being too public and perm. - I try to give a private out like a notebook
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This is something I struggle with... anchor chart paper :)
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yes and place to put feedback into context
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A4 Introducing Social Skills- learning to collaborate, respect, building caring relationships https://t.co/0JVBCxx9Wo
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I would say what norms need to be experienced and deconstructed for insights.
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Agreed must make mistakes to learn, demonstrate how misconceptions can help in the learning process https://t.co/Zz8nrlT4cx
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You have to build a culture of trust. Mistakes are welcomed. There are no wrong answers https://t.co/iTtP7WLQmm
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Q4 What norms need to be taught first before that safe environment can be created for feedback processes to truly promote inquiry?
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A4 Norms are important-the way we will work together - so we can B true co-learners & communities of learning. Same 4 T as 4 Kids.
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meta cognition skills are also key! they need to be aware of what they are learning and whether or not they are on the right track
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Q5 How do we make the inquiry processes ‘authentic’, while still being ‘true’ to the curriculum?
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Build a culture where students are comfortable & find value giving & receiving honest feedback. It's about more than feeling safe.
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I agree that social skills is a big facet of a classroom - feedback not just about academics
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A5 Start with the students' circle of experience and go from there. Have some ideas rolling for our exploration of community
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also using double entry journal where they leave space for you to write back, small space big opport
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A4 - Build a classroom community that feels safe to share your thinking and risk-take. Community circles & intentional teambuilding
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I've been waiting for this question all night!!
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.A5 Build background knowledge connected to content, builds interest, curiosity and questions https://t.co/IXeHlltbJL
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Q5 How do we make the inquiry processes ‘authentic’, while still being ‘true’ to the curriculum?
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This is great! Give Ss those opp's to bounce ideas off of each other
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A.3 I like to use anchor charts as checklists during peer and teacher editing to identify if everything has been included
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A1: Wonderwalls promote ongoing questioning, provoke thought b/n peers,contribute to culture of curiosity. https://t.co/21dACXtUYS
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A4 is it overly simplistic to say “make sure you do something with the feedback”? Give the process value. https://t.co/Zr7oC3Hbo5
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Q4 What norms need to be taught first before that safe environment can be created for feedback processes to truly promote inquiry?
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I find it sometimes hard to build the framework for Ss to work in without "giving it all away"
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I agree, Ss need background knowledge - esp. inquiry will lead to unplanned areas of knowl we need to build first
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In the middle of a thunder storm! Hope the power stays on!
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should feedback be non-invasive (not on top of student writing) to respect and value S voice?
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use authentic texts visual/written to inspire ss natural curiosity. Pictures from WWF or books about human rights make gr. 8s q?
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Yes! Thunder just stared here too -- I also hope my power doesn't go out:)
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Feedback does not need to be attached to assessment! We can develop safe and acceptable ways to share :)
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Post its are good- https://t.co/m0uaSrgzTf
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should feedback be non-invasive (not on top of student writing) to respect and value S voice?
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A5. Over past few years in gr 8, our inquiries have matched curriculum without planning. Ex. Residential Schools (M Lit. & Hist.)
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Yes! https://t.co/C8cbiE0mFE
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use authentic texts visual/written to inspire ss natural curiosity. Pictures from WWF or books about human rights make gr. 8s q?
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Give the horse Koolaid ;) We debrief our feedback. (1 of 2)
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Feedback can be done on sticky notes on the work which the Ss can then take and put into a feedback journal that they keep
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“What feedback can you definitely use?” Lets the donor know that the recipient values the process. (2 of 2)
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Q6 How can I give feedback to students that helps them to incorporate FNMI?
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What about having students help construct the norms? Students create their own norms for working in their small-group
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does this speaks to the control we as Ts feel we need? I often wonder this.
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Ask the student and discuss the advantages.
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agreed feedback should be ongoing through the inquiry process. For learning not just of the learning
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We did this for physical education where students gave each other feedback on their game creation and presentation.
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well meaning, positive feedback can be seen by the S as evaluative (a conversation is ideal but hard logistically)
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agreed! I also try to get them to record what they've taken from the conversation. It helps it stick!
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well said!! I create anchor charts just for building feedback processes - not just about product
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A6 I think we need to reframe our perceptions of FNMI discussions. It's not just history, it's present day happenings!
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Students need to test their ideas about norms.
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totally! So I feel like I either give too little or give too much.... Trying to find the balance!
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Under what conditions does this norm work. Explore boundaries. When is that norm not useful?
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I think that keeping it and around wonderings of Ss is key myself
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Provide opportunities for them to re-visit & change their norms? What works, what doesn't, and problem-solve to change..
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I also find it hard sometimes because student don't have a frame of reference for the content and inquiries are off base
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I talk about this in my book, & being explicit about building this in non-evaluative ways - not the job of S to assess
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however making sure to check in during the process and provide feedback is vital
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however making sure to check in during the process and provide feedback is vital
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this is why good to have a wonder wall go back to those q?s and blend in ss voice into inquiry
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A5The curriculum has big ideas. We need 2 create provocations 2 spark interest, draw student curiousity out, build background K.
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Q7 Share any great strategies for feedback and inquiry that have worked with you!
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curriculum can be explicitly laid out for Ss (have Ss read curriculum doc) and inquiry Qs can develop from there
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A6. Feedback for should be continuous with lots of opportunity to practice and demonstrate skills. Traditional Learning
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ss don't assess but can provide comments and apply criteria esp. through met/not yet charts
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that's what I've done as a result! Been somewhat better since doing that..
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I have seen teachers use google docs to provide feedback https://t.co/ftfm5V7hPH
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Q7 Share any great strategies for feedback and inquiry that have worked with you!
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a7 start small, I find using the visual thinking strategy see think wonder gets ss of all achievement interested.
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A5 - Focus on Big Ideas. Try to bring current issues to the forefront. Make it as real-world and applicable to their lives.
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q7 model your own thinking process, what do you question, wonder about out loud whenever possible. Maybe even when watching news
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Sharing circles is just one strategy that I also used to build vocabulary and structure of feedback comments.
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A7 met/not yet charts and online blogs work well; two-way reflection journals allow for conversations too
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Conversations with Ss & between Ss are key. They often ask ea other Qs I may not think of https://t.co/bhu46NzKTo
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Q7 Share any great strategies for feedback and inquiry that have worked with you!
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as well as positive feedback and constructive criticism which can be modelled in class
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A7 I have also seen google docs work very well both during the process and on the final product
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ss are more engaged when given explicit instructions and expectations
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Well said! I couldn't agree more about the importance of conversations in the feedback processes!
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A7gallery walks work well for feedback
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Do you give Ss overall only? Student friendly version? Or full cure docs?
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Wow, thanks for a great chat!
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Thank you all so much for sharing such amazing insights into feedback and inquiry!
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thank you moderating. This hour just flew by
