An informal learning community for educators worldwide. Our passion for learning and connected learning experiences help us to improve our teaching practices. #txeduchat features guest moderators every week.
A1 hey #txeduchat ~ Jessica from Central Texas. Iām half of the Literary Fusions team. We present ways to integrate subjects and technology throughout the United States. https://t.co/Ne63yCUvzz
#txeduchat I like your āqueryā. There seems to be an implied stimulus to elicit the response, right? The TEKS refers to āincreasingly challenging variety of sourcesā as that stimulus. Nice & wide-open.
A1 .@pamallyn really sums it up well...reading is invisible thinking and writing (response) is visible thinking...and you can't really have one without the other #txeduchat
A1: Response is paired with a mentor text and all things are relating back to the guiding piece. Maybe composition is total independent practice out of studentās original inspiration. #TXEduChat
#txeduchat Yes! āWriteā is one of the response SEs, and I think itās interesting to distinguish between that āwriteā and the writing process piece in Composition strand.
A2: Response in all of these domains is imperative in being a productive member of society! Students...people...should be able to interpret stimuli and respond, whether it be through conversation, writing, collaboration...#TXEduChat
A2: Listening and Reading are the "intake" domains of language. Speaking and Writing are the "output" domains of language. They all work together to fully express an individual's response to a text or idea #TXEduChat
We take in information via listening, reading, and writing...process through speaking and reflection...and then respond similarly...or at least we shoukd #txeduchat
We take in information via listening, reading, and writing...process through speaking and reflection...and then respond similarly...or at least we shoukd #txeduchat
A3 comprehension is definitely internal. The response strand requires the students to process and refine their theinking through response which can be communicated to others. #txeduchat
A3: I'm thinking of Einstein's quote: "If you can't explain it simply, you don't understand it well enough." Our response, in whatever form, mirrors our comprehension. #txeduchat
A3: Perhaps response is a product of comprehension. Someone stated something similar to this earlier. How is comprehension measured or challenged without response? #TXEduChat
A3: I'm thinking of Einstein's quote: "If you can't explain it simply, you don't understand it well enough." Our response, in whatever form, mirrors our comprehension. #txeduchat
A3: Perhaps response is a product of comprehension. Someone stated something similar to this earlier. How is comprehension measured or challenged without response? #TXEduChat
A3: I would venture to say they are an ongoing interrelated process. Dependent on each other but maybe not always in the same order and maybe needing more responses than composition sometimes. #TXEduChat
#txeduchat I like that you mentioned āorder.ā I know many students & adults who actually get to comprehension through their response. (Those chatty kids who have to talk through their ideas first to understand what they think.)
A3: I would venture to say they are an ongoing interrelated process. Dependent on each other but maybe not always in the same order and maybe needing more responses than composition sometimes. #TXEduChat
A4: The hope is that assessment will go beyond multiple choice āresponsesā (āguessesā is what Iād rather call it). This SHOULD raise the level of rigor, student ownership, and motivation. #TXEduChat
A5: Grade levels can shift ownership as students continuously stretch their THINKING skills a variety a ways, so as they get into the secondary levels students can start honing on in the best media for THEIR voice decided by themselves and really mold it.
#TXEduchat
#txeduchat A5: Those increasingly challenging sources are the ādriverā for this through the grade levels. Teachers and curriculum designers (librarians?) will have to stay on top of curating these sources.
A6: Oh let me count the ways...lol
1. Describe a photo of current news.
2. Retell the math problem in a narrative (could be through photos, in-verse, cartoon strip, flow chart, info graphic)
3. Reflect on the hypothesis now that one knows the outcome.
Etc.
#TXEduchat
Iām just getting into @Flipgrid & I love it. Also places like Padlet or even making their own Wordpress that incorporates all forms of media throughout a course. #TXEduchat
#txeduchat Yep! I want to equip all content teachers with these SEs and āinviteā them to have students ārespondā to their content in a variety of ways.
A6: Oh let me count the ways...lol
1. Describe a photo of current news.
2. Retell the math problem in a narrative (could be through photos, in-verse, cartoon strip, flow chart, info graphic)
3. Reflect on the hypothesis now that one knows the outcome.
Etc.
#TXEduchat
A5: Text complexity will drive the response based on grade levels but that's only one part of the whole kit and kaboodle of what S3 really is #txeduchat
#TXEduChat One last thing...here are some curated resources for secondary ELAR teachers. https://t.co/5sFLNqHZ47 (I like things all together in one place!)
A7: I saw a tweet recently where a teacher dedicated a section of an assessment for allowing students to show everything they know about a topic...students should be given the same opportunity in their responses. #TXEduchat
One of our top sessions is redefining writers workshop with google docs ... but also there are so many tools we use for annotating, recording and using vocabulary! Check us out https://t.co/CVvdPUiTzV#txeduchat
A5: Text complexity will drive the response based on grade levels but that's only one part of the whole kit and kaboodle of what S3 really is #txeduchat
A6 Response doesnāt just happen in reading/writing class. Content area classes challenge students to think and respond too. Response strand can find a nice comfy place to hang out in science, social studies, math, etc #txeduchat
#txeduchat Yes! I love that. It is so affirming for students and a breeze for teachers to do. Depth of knowledge should be rewarded. Assessment should show learning, not lucky guesses.
A7: I saw a tweet recently where a teacher dedicated a section of an assessment for allowing students to show everything they know about a topic...students should be given the same opportunity in their responses. #TXEduchat
A6 DBQs in Social Studies, CERs in Science, and Number Talks in Math... and so much more! Literacy skills have no boundaries - we use them well...in everything we do! #txeduchat
A8: The traditional TEKS limited students options to analyze anything else which worked against the intrinsic value of genuine curiousity that is the true root of gaining knowledge.
#TXEduchat
#txeduchat A8: As important as lit analysis is for my AP teacher friends, the new response strand really steps up the thinking required to pull off that type of response in the upper grades and college. The response thinking starts in kindergarten and continues up.
