Rik in MA, a HS Math Teacher joining @garnet_hillman, @KatieBudrow, and our dedicated Crew of educators as we gather to BUST myths associated with Standards-Based Learning! Join us NOW!! #sblchat
#sblchat Hello, I am Gary Chapin, from @CCEBOSTON, the Center for Collaborative Education. I am a senior associate in the Quality Performance Assessment team.
Hello #sblchat! Katie, science teacher, tweeting from the Chicagoland area this evening. So happy to be busting some myths with you all! And always happy to be co-moderating with @RoweRikW and @garnet_hillman!
I'm Garnet, an author and consultant from the Chicagoland area. I'm always pleased to be joined by my co-moderators @RoweRikW and @KatieBudrow! #sblchat
A1 - Empowering our Learners with REDOs and reassessments, doesn't offer the 'easy way out', but rather fortifies their perseverance,grit, and follow-through! You decide! #sblchat
A1 Mastering the standards on the first shot seems like the easy way to me. Time spent re-learning and reassessing is definitely worth it, but by no means is it easy. #sblchat
A1 - Even after our last marking period closed, our Learners were driven to strive for higher levels of proficiency, before the report cards were actually printed! We saw such DRIVE! #sblchat
A1) Fact: Redos, retakes, and do overs provide empowerment, no 'opt-out' option, incentive for mastery– not satisfying the teacher, takes away the bartering for grades. #sblchat
A1 Redos, retakes, and reassessments are a part of life. Not allowing them lets Ss know that the material wasn't important enough to learn in the first place. Provide scaffolds and structures for continued learning! #sblchat
A1 It isn’t the easy way out because rr&r’s require time and effort on the part of students. I got a retest for my driver’s license but I would rather have passed the first time. #sblchat
A1 Not all students learn at the same pace. The goal must be to get all student to meet standard. Not allowing them gives them an "easy out" in not learning the material. #sblchat
A1 - With deliberate planning on initial instruction as well as correctives for redos, the "easy way out" is students working hard to master the learning objectives the first time around. #sblchat
A1 #sblchat 1st of all, how easy or hard something is ... irrelevant. If they demonstrate evidence of mastery, then they do. If the assessment is too "easy" to generate evidence of mastery, then it's a bad assessment.
A1: The “RE”s are students demonstrating their grit and continued learning. Not everyone learns at the same speed/pace. Lightbulb moments happen all the time. #sblchat
A1: I’ve never known learning to be easy, so why would digging into it more deeply through re-teaching, re-learning, and re-assessing be any different? #sblchat
A1: Retakes etc allow Ss to demonstrate understanding a bit more on their own terms and after an opportunity to relearn or develop learning. Drivers tests, SATs, and teacher licensures allow retakes, so the “it’s-not-preparing-them-for-the-world” argument isn’t 100% true
#sblchat
A1 The easy way out is one and done. Reviewing work to find ways to make it better or to find alternative strategies and solutions fires the neurons. Brian research proves that we learn when we make (and learn from) mistakes. #sblchat
A1: It is easier for a student to give up on learning something than it is for them to do the work to master the material and make another attempt at demonstrating that skill. #sblchat
A1 The "easy way out" is to let kids (and ourselves) off the hook based on the contemptible idea that if they learn it in week 13 it's all good, if they learn it in week 15 it's less than. #sblchat
A1: I have replaced my lectures with instructional videos, this has freed me up to spend all class analyzing student work and engaging in small group instruction to help push students towards mastery through revision and reassessment #MTMSchat#sblchat
A1. Reassessments provide accurate information about where students are at. It’s not normative. At one time, I was a better skater than my kids. I no longer am. That’s not good or bad. It’s true and it’s life. #sblchat
Traditional is one and done! Life isn’t one and done, but try,try again. Why should I grade like your learning stops after I’m done teaching? Kinda egocentric, if you ask me! #sblchat
A1: It is easier for a student to give up on learning something than it is for them to do the work to master the material and make another attempt at demonstrating that skill. #sblchat
A1 #sblchat Does a S not deserve the chance to master an objective in his/her own time. The J-curve is real. If the reassessment is different and as rigorous, why should it matter that it takes some longer to master?
Right! My job is to teach and if they didn't learn it, teach it again...of course they have to do work too. but the easy way was to move on and ignore that they didn't learn it. And worse...to move them to the next course UNPREPARED! #sblchat
A1 The "easy way out" is to let kids (and ourselves) off the hook based on the contemptible idea that if they learn it in week 13 it's all good, if they learn it in week 15 it's less than. #sblchat
A1 #sblchat Specify criteria and a process for redos that encourages students to identify what they could improvise and what they will do to make improvements.
I use @Screencastify (I upgraded to the paid version~ cheap) and it's really nice and free for the basics. Then, throw my video into @edpuzzle for an extra flair. #sblchat
In reply to
@brian_arnot, @Kareemfarah23, @Screencastify, @edpuzzle
I got into this gig to facilitate learning, not to be The Keeper of the Points If a student puts in the work and demonstrates improved skills and knowledge pertaining to a standard, then we both win. It doesn't matter how many tries it takes - the learning has happened. #sblchat
A1: How many of us find it easier to walk away from our failures rather than face them again and again until we overcome? Now tell me how redos, retakes, and reassessments are the "easy way out." #sblchat
A1-I got into this gig to facilitate learning, not to be The Keeper of the Points If a student puts in the work and demonstrates improved skills and knowledge pertaining to a standard, we both win. It doesn't matter how many tries it takes-the learning has happened. #sblchat
A1 #sblchat Specify criteria and a process for redos that encourages students to identify what they could improvise and what they will do to make improvements.
A2 - Including behaviors in grading only contributes to making grades less meaningful and tougher to determine what learning really took place. Separate grades from behaviors. #sblchat
I started assigning Khan for those who don't get it bc then those Ss can learn through video or text hints. If necessary, I re-teach with a completely different strategy and context so it doesn't seem like a repeat #sblchat
A1 #sblchat Specifying criteria and a process for redos communicates learning continues after feedback, revisions are expected, and a growth mindset is critical.
A1: It's more like - not giving redos, retakes and reassessments gives teachers the easy way out. Grade them once and be done with it. Don't worry about them actually learning. #sblchat
I think students also just tired of doing school, which generally doesn’t honor divergent thinking and strategies/ways of approaching the solution. #sblchat
I use tasks about once every other week. I just want to liven up the recorded lectures, but maybe I'm thinking about it wrong. But I don't know how to get the info across. #sblchat
In reply to
@jeremystrayer, @LaneWalker2, @Kareemfarah23
Indeed! The real myth is that redos are just a second chance to take the test. With purposeful instructional design, re-teaching & re-learning is constant. #sblchat
A2 Focusing on behaviors (both the positive and not-so-positive) is essential for students. Yet when we report them separately, we are able to define them more accurately and target them more reliably. #sblchat
A2 100% FALSE. Behaviors should have no effect on the academic grade. Grading behavior usually leads to Ss having inflated grades due to compliance OR Ss having lower grades due to misbehaviors. Should be reported (and measured) separately. #sblchat
I think students also just tired of doing school, which generally doesn’t honor divergent thinking and strategies/ways of approaching the solution. #sblchat
Behavioral grading is essential to teach compliance and conformance. How else do I get the kids to bring my morning coffee if you remove the threat of poor grades?#sblchat
A3: I see this way of thinking as setting a policy for the majority because if a minority. Is this the ONLY way to teach positive behaviors? Or does it make us feel like the kids who don't demonstr ate those behaviors "get what they deserve"? #sblchat
A2 Actually it is the reverse - behaviours must be communicated separately to “develop positive student behaviours.” Mushing them together provides no information that can be used to positively develop achievement or behaviours. #sblchat
A2: I wont grade behavior but I am encouraged to guide students and give them feedback. I want to develop good behavior in students not quantify it. #sblchat
A2: Positive behaviors will always lead to learning. That's how the brain works. Therefore you don't need to grade the behavior...you only need to grade the resulting demonstrated learning. When that is rewarded, Ss repeat the behavior that led to the learning. #sblchat
A2- Communication about behavior is essential to developing positive student behaviors. Grading behavior is demoralizing and wholly unhelpful for communicating academic progress and achievement. #sblchat
A2: Grades don’t motivate, so tying grades to behaviors don’t increase student learning. Student learning increases when we care about our Ss, build rapport, and make learning meaningful
#sblchat
I started assigning Khan for those who don't get it bc then those Ss can learn through video or text hints. If necessary, I re-teach with a completely different strategy and context so it doesn't seem like a repeat #sblchat
A1: It's more like - not giving redos, retakes and reassessments gives teachers the easy way out. Grade them once and be done with it. Don't worry about them actually learning. #sblchat
A2. Students who are engaged in learning of content which is rigorous and meaningful in a classroom led by a teacher with whom they have a relationship do not need the nectar of bonus points to “behave.” #sblchat
A2- Communication about behavior is essential to developing positive student behaviors. Grading behavior is demoralizing and entirely unhelpful for communicating academic progress and achievement. #sblchat
A2 "behavioral grading" practices don't support the "we meet you where you are" practices. I'm always 😕 when Ts slam Ss for certain behaviors then expect concessions for theirs...goes against the ideal culture ##sblchat
#sblchat If you grade the behavior, what do you do with the kid(s) who doesn't need to study or do homework in order to pass your assessment? It's not the Ss' fault you didn't ask a question worthy of more effort!
A2: Behavior should have no effect on the grade. This teaches the wrong thing about learning. If I behave, I deserve an A. The assessment needs to focus on the learning that took place, not the behavior. #sblchat
A2: Behavioral expectations are essential and need to be model & discussed frequently. Judging them with grades muddies the academic waters, and is harmful to the teacher-student relationship. #sblchat
#sblchat AND it's unethical to say a kid didn't learn math when they DID learn it, but they were being a jerk (or late, or distracted by trauma, or looking cross eyed at the teacher). That's called, "Lying."
CPM. Illustrative Mathematics looks like it would be really good too, but it's brand new. My top priority was getting something well aligned to CCSS. #sblchat
In reply to
@brian_arnot, @ChasGregory314, @jeremystrayer, @Kareemfarah23
A2 Hey, Robbie here, HS Civics T from PA jumping in to the convo late. Behaviors shouldn't be linked to grades, but certain attitudes probably should. Shouldn't we assess how Ss collaborate, work with others, participate, cooperate with deadlines? #sblchat
A2 while we talk about behaviours, I don’t assign a grade, but appreciate feedback from others who observe positive changes over time....can’t say “by grade 5 all students will behave like ____” #sblchat
I also think that for some of our students it is helpful if we have them reflect on why they are successful. Unfortunately some of my students won't make the connection to their behavior without the reflection. #sblchat
A2: Behavioral expectations are essential and need to be model & discussed frequently. Judging them with grades muddies the academic waters, and is harmful to the teacher-student relationship. #sblchat
A2 Behavioral grading was imposed during the industrial era to create factory workers. That was never about the students, but the businesses and politicians who profited from compliance and conformity. #sblchat
Yes, but those work habits should be reported separately from the academic achievement. Otherwise, the grade doesn't clearly communicate either one effectively. #sblchat
A1 because we only have one chance to get a drivers licence...or enter med school...or pass the bar....or submit a book for publishing. Life is all about multiple opportunities! #sblchat
A2 Hey, Robbie here, HS Civics T from PA jumping in to the convo late. Behaviors shouldn't be linked to grades, but certain attitudes probably should. Shouldn't we assess how Ss collaborate, work with others, participate, cooperate with deadlines? #sblchat
But that's the key - this is how you are reaching the students who don't make the connection easily! You're meeting them where they are and moving forward. #sblchat
Amen. For the first time in my career, I am having students engage in "Math-acognition" reflections every couple of weeks. Emotional connections to the class, success and challenges, processes, goals....it's all discussed 1-on-1 via a Google doc w/each S. #sblchat
I also think that for some of our students it is helpful if we have them reflect on why they are successful. Unfortunately some of my students won't make the connection to their behavior without the reflection. #sblchat
A2b: If we do not have a consistent message or expectation across the board for student behavior then we are also doing Ss a disservice, as well as being hypocritical, to judge them based on their behavior. #sblchat
A2 #sblchat Expected behaviors should be taught, modeled and practiced. Feedback, self-assessment, and behavior grades can guide expected behaviors better than no feedback and combining behavior and academic grades into 1 traditional grade.
go ahead and create a “student professionalism” grade to account for all of the other stuff. If they aren’t doing enough work to grade, N/A for the academics. #sblchat
I also think that for some of our students it is helpful if we have them reflect on why they are successful. Unfortunately some of my students won't make the connection to their behavior without the reflection. #sblchat
A3 - Our Learners learn, fail, re-learn, fail again through ungraded learning opportunities until they reach or approach proficiency. They ask for frequent ungraded Exit Tickets to assess their learning. #sblchat#RetrievalPractice#NoHomeworkHere
A2: I think k that part of the myth here is that in SBL we don't value these elements. The reality is that by separating academic and behavior reporting we show more value for both #sblchat
A2) Fact: Requiring homework, credit for turning in on time, being colored, being neat provides 1) no learning, 2) low accountability, 3) desensitizes the purpose of school. Goal becomes point hoarding, not learning. #sblchat
...and do you consider “no sleep night before due to ____” always worried about ____ and cant focus on tasks at school - very often behaviours run deep and are symptoms of something more than “being bad” - nobody starts school wanting to “be bad” #sblchat
A3 Students will do work that is valuable and when they know the why behind it. Nothing better than knowing why something will help you learn. #sblchat
A3: Providing high quality feedback of how Ss can improve is the catalyst for them wanting to work through assignments, tasks, etc... This is something that MUST be introduced, modeled, and sustained in order for it to be meaningful though! #sblchat
A3: I haven't graded homework in about 8 years. And each year I invite Ss from last year's class to talk to my new Ss. The consistent message: If you don't do the hmwk, you won't be prepared for upcoming assessments. Some learn the hard way, but they DO learn! #sblchat
A3 very much a myth. If given enough meaning to the overall goal, Ss will continue with the expectations. Especially if grades are not a huge element of your classroom culture. #sblchat
A2 - The value in (doing the work, participating, working with your team....) is learning the content and skills. Grades should reflect a student's mastery of content and skills. Positive S behaviors can come out of an understanding of the value of the work r/t grades. #sblchat
If you're in the area or up for a drive, @Aricfoster2 and I will be hosting a conference in Armada Michigan on Saturday May 12. Use https://t.co/LbpyPzve5C to register. #sblchat
That's what I thought. It's not perfect, but forms a solid basis. If you're interested in my journey, this would probably be the best place to start #sblchathttps://t.co/YSaE0oHXQw
In reply to
@ChasGregory314, @brian_arnot, @jeremystrayer, @Kareemfarah23
A3 This isn’t a myth if we continue to put scores on everything students do. It is or will become myth if we give only descriptive feedback on learning activities/ practice/fa and use scores only for summative assessments. #sblchat
Try using flex periods, half days, and homeroom times to work with kids who don’t regularly do their work. Build relationships and support struggles. #sblchat
A3: I have 6 years of 120+ students that can bust this myth. Ss do what they value - don't waste their time, make it valuable, build a culture of learning and they will do it - AND they will learn. #sblchat#colchat
A3: I give assignments that go in the ungraded category but I will assign a value so students can learn from mistakes and I can monitor their progress. It makes parents happy to see this too. #sblchat
I do something similar in ELA but have Ss email it home every other week. My process can be found on my most recent blogpost (https://t.co/l5Acj1u5kh).
#sblchat
A3 Students should only do the work they need to in order to master the material. The amount of work will vary from student to student. Provide multiple learning opportunities and pay attention to the work they do. #sblchat
A3) If there is a mutual, respectful relationship and purpose and both are well-defined, students will do the work, for any reason. Also means Ss are more likely to get something out of the assignment if they aren't bullied into it. #sblchat
A3: So false! Kids want to learn, but when we grade everything we pull them from the learning zone, and back into the comfort zone (where only the easy work gets completed). Let them learn, and they will do it! #sblchat
#sblchat You are making a faulty equivalence: the work = the learning. Using the work (or effort or seat time) as a proxy for evidence of learning is an original sin of modern public ed. Hold them accountable for the learning. The "work" is only one possible pathway.
A3b: The other question I would have is...why are Ss not wanting to complete the work? It sounds like they are not understanding the why, purpose, or connection to the overall standard/learning target. #sblchat
I wish. I’ve never actually seen or heard of a district or a charter brave enough to upend traditional grading to this extent. I did do so at one school for mid-term progress reports, just not the formal report cards Maybe @garnet_hillman or @kenoc7 have. #sblchat
In reply to
@alesso_andrew, @walkerjd40, @garnet_hillman, @kenoc7
A3 A couple of years ago we shifted to stop grading homework. I track it so the students know that I care if they are getting the practice they need. #sblchat
A3: When Ss see that all assignments lead to learning and prep for a summative assessment, Ss will still work because they see the big picture. Ss and Ts rapport also aids in this. The focus must be learning, not point collecting #sblchat
We have to get beyond the rationale of 'it must be graded to be important'. Grades are simply communication. Teachers show students what is important, so we have to watch how we present grades. #sblchat
We reach out to the Parents of our Learners based on exceptional learning or behaviors on the part of our Learners. It's also easier to make the not so #GoodCallsHome after you've made a good one. #sblchat
A3 #sblchat Prioritize activities with rigor to create meaningful learning opportunities so students aren’t completing busy work and teachers can spend time scaffolding instruction and providing timely feedback that includes reflective questions.
A3 Having not used ✔️s Xs %s or letter grades ok tasks for over a decade....kids keep doing “work” for the descriptive feedback and for/when they know why it will benefit them “just because” ain’t a motivator and for some a letter just makes it more angst inducing #sblchat
A3. All work does not have to be graded to be completed! Once my kids realized the work is to help them and get feedback with no penalty they were all in! #sblchat
Our #MHSPrecal Learners have grown to appreciate and value the immediate feedback they get from our Google Form Exit Tickets. #sblchat#RetrievalPractice
I can provide you with many examples for K to 12. #sblchat It is now probably the norm at elementary, becoming common for Ms and growing significantly at HS, esp. in New England and IA.
In reply to
@DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
A3- Best way to improve student work completion is for work to have clear nexus to formative work summative graded work. Students must be able to identify ways their work mirror what is being asked of them & graded so they see importance of trying & getting it right. #sblchat
A2: If we want to teach students about behavior we can't lump it into a general letter grade. It actually takes away from accountability and valuable feedback on positive student behaviors. #sblchat
I believe Culver Academy gives a grade for "process" and a grade for "content" or something like that. Both are weighted equally....but given separately. #sblchat
In reply to
@DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman, @kenoc7
If I have provided respectful and relevant tasks to move student learning forward, then the kids need to do them. If they can show their learning without practice, then they should! I did not blanket assign work that all had to complete. #sblchat
If we assess and give feedback over the course of a term, part of our summative process can be looking at the growth on a particular standard. Give that a cue in the “professionalism” column. #sblchat
A3 #sblchat Prioritize activities with rigor to create meaningful learning opportunities so students aren’t completing busy work and teachers can spend time scaffolding instruction and providing timely feedback that includes reflective questions.
Sadly, I’ve seen more Standards-based report cards that have little to no effect on the teaching and learning strategies throughout the term. #windowdressing#sblchat
In reply to
@kenoc7, @alesso_andrew, @walkerjd40, @garnet_hillman
A3: You have to step back and think about what you are trying to accomplish with the assignments. Your purpose is key. Students can sniff out busy work like no one's business. #sblchat
A4 - Busted!! No! Learning motivates learning! Our HS Math Learners will convince you that they grades are a result of all the learning they (we) choose to engage in each day! #sblchat#Interleaving#RetrievalPractice
A4 Relevant, respectful tasks and assessment procedures motivate learning. Students want to be challenged with things that are not too easy and not too difficult. #sblchat
A3 - (very similar answer as my A2)... the value in doing the practice is the knowledge and skills gained that will be shown on summ assessments. When Ss understand "you'll get out of this what you put into it," work quality remains high even if it's not For Points. #sblchat
I'm also sure that you provide ample opportunities during class time for practice tasks to be completed. It's important for that time to take place during the school day! #sblchat
A4 When you use the grade as the carrot (or the stick), you are really just perpetuating a trick for short-term motivation. Working with students on being motivated to learn (instead of working for a grade) has much bigger and longer-lasting payoffs. #sblchat
If we assess and give feedback over the course of a term, part of our summative process can be looking at the growth on a particular standard. Give that a cue in the “professionalism” column. #sblchat
I agree that happens but it is because the report card was developed before a standards-based mindset. We need the why before the what and how. #sblchat
In reply to
@DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
A4 Sorry, but schools just don’t carry enough “wrath of G_d” style clout to frighten all kids into compliance with grades. Besides, if all we were meant to do is hold kids accountable, we’d be accountants, not educators. ;-) #sblchat
Classroom culture is essential to making a successful shift to SBG. The entire environment must support learning above anything else. From the way we speak, to the way students speak, from assessment practices, to daily activities. #sblchat
A4 When you use the grade as the carrot (or the stick), you are really just perpetuating a trick for short-term motivation. Working with students on being motivated to learn (instead of working for a grade) has much bigger and longer-lasting payoffs. #sblchat
A4: Relationships and engaging, valuable learning experiences motivate learning. If you want to see students dig in...don't get them with a carrot (A)...grab them with an intriguing problem! #sblchat
We prefer meaningful and challenging work. When we review the dictionary for the term 'rigor', much tends to be negative. Check it out please. #IMHO#sblchat
A4: My experience is that SS are motivated to get good grades by parents and fear of not getting into their desired post-secondary placement. They will try to achieve high grades by any means possible and sadly the easiest way for them to do that isnt always kearning...#sblchat
A4: My Ss are motivated by the experiences they face on a consistent basis. They are also motivated by the relationships they establish while learning is taking place. No "grade" given in a course can reflect that. #sblchat
A4 Mindsets motivate learning. Give Ss an environment that truly prioritizes learning over earning and they will flourish. When given the opportunity, Ss care about their growth, knowledge, and skills-not their grade. #sblchat
A4 I do not think grades motivate learning and I see this in the "higher" Ss more than anything. My academic Ss rarely care about the learning, they care about the points they could get for the work to boost the grade. Why I am trying to transition. #sblchat
A single grade for process is almost useless. We have to identify the specific behaviours that we value/make a difference, teach them, practice them and giver feedback on them. #sblchat
In reply to
@ItsAMrY, @DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
A4 #sblchat Feedback incentives, and focus from teacher, parents and classmates can encourage grades and competition to shape motivation. However, modeling and questioning can change mindsets so motivation is based on learning and growth and collaboration.
Q4grades predominately motivate is something that you choose. This is a culture that will have to shift. We are still dealing with grades and rewards such as Honor Roll. #sblchat
Classroom culture is essential to making a successful shift to SBG. The entire environment must support learning above anything else. From the way we speak, to the way students speak, from assessment practices, to daily activities. #sblchat
A4. I know this is not popular to say in this group, but I think the system makes high school kids grade-crazed. I agree that relationships and meaningful work can drive a higher level of engagement, but Ss live in world which rewards grades. #sblchat
We know so much more than when schooling started - and Qs about reporting cards started about 5 minutes after the first template was approved.... we should always be questioning why we do what we do so we can do better (and ABC isn’t better) #sblchat
In reply to
@kenoc7, @DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
Agreed. It’s so hard to understand what my kids are doing and learning in their classes. I have to fall back on whether or not their grade is high enough to placate me. :( #sblchat
A6 Entering a zero in the grade book is not teaching. Holding students accountable for their work and planning together to improve the behavior is. #sblchat
A5 - 'Giving a ZERO' lets the Learner off the hook for the learning and allows educators to be lazy and let the learning not happen! Please #STOPIT! Empower the Learning! #sblchat
The challenge that we islanders face is fighting the 6 others classes that use grades a motivator while I try to build learning and passion as motivation. #sblchat
It is better than not doing it but it has limited value IMO. Grades may be feedback but in the most limited way compared to words describing strengths, areas for improvement and next steps. #sblchat
In reply to
@ItsAMrY, @DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
I agree that we have to acknowledge the current situation of a culture that rewards grades. However we can make sure kids know that when the learning happens, the grades will follow. So let's focus on learning! #sblchat
A5: @kenoc7 and I had a fun back and forth with someone on the FB group this weekend about this very topic. Giving a zero lets Ss know that learning is not the TRUE result of that task/assignment...it is compliance. It also lets Ss off the hook for learning! #sblchat
A5 Zeros usually communicate that a student didn’t turn in work. That’s a behavior. Instead of muddying it all up with the academic grade, report it separately. Plus the punishment for not doing the work is doing the work. #sblchat
Speaking of @DanielPink#sblchat He is coming to speak at Glenbard South High School. If you're in the Chicagoland area, it's a great opportunity to hear him speak!
GPS & @GlenEllynPL host book talk: WHEN: The Scientific Secrets of Perfect Timing by Daniel Pink 7pm Tue, Apr 17 at Glen Ellyn Public Library.
Then please join us as GPS hosts this major international speaker, Dan Pink, 7pm Tue, Apr 24 at Glenbard South
https://t.co/Y5BlVLYSG7
I wonder if “knowing” is enough. It might be, especially for agreeable students. Valuing the “why”, to me, is more important & can’t be forced. “Need for future” isn’t compelling & often isn’t completely accurate. #sblchat
A4 while my oldest likes playing the game of school for top %s....she is intrinsically motivated but my youngest frets why a task with a perfect score is a 3 not a 4.....letters are even more confusing and ambiguous #sblchat
Zeros do not motivate students. For some they won't care or they will just give up on learning. Zeros are also mathematically unfair to use in gradebooks. #sblchat
A3 & A4: “Students’ knowledge of a subject is tied to their experience of the grade...powerful emotions attached to grades drown children’s inherent interest in
any given subject.” @LindaFlanagan2#sblchat
Having worked within the constructs of traditional reporting for years, it can be done! Start with changing the conversation about learning and performance, refrain from using carrots & sticks, etc. Let me know if you I can help further! #sblchat
In reply to
@Mr_TubbsSS, @garnet_hillman, @DrPeteSullivan
#sblchat I think the level of certainty to that statement may depend on the teacher. I believe grades can be clear and fair enough that the student themselves would give the same grade and for the same reasons. It takes work on the T's part.
In reply to
@DavidHochheiser, @kenoc7, @alesso_andrew, @walkerjd40, @garnet_hillman
A5 Seriously, most kids who get zeroes have no idea what they mean or what the assignment(s) are. Once a student gets more than one zero, that myth should bust itself, right? #sblchat
A5 When a zero is assigned with no opportunity to reassess, we are teaching irresponsibility. Responsibility is being held accountable to our learning, recognizing challenges, and working to overcome them. Accepting zeros is giving up. #sblchat
A5 When a zero is assigned with no opportunity to reassess, we are teaching irresponsibility. Responsibility is being held accountable to our learning, recognizing challenges, and working to overcome them. Accepting zeros is giving up. #sblchat
A5 #sblchat Rather than killing a grade by assigning a zero for missing work, assign an incomplete or my new favorite grade book placeholder of “in progress.” Furthermore, create criteria and supports for submitting late work and understand why work was not submitted.
Zero is the nuclear option that destroys and kills an opportunity build. It tells students that I’m more interested in ending a convoersation than beginning one. #sblchat
#sblchat A great thing about my school is that our grades are accompanied by a general narrative that describe the results and attributes of a student working at that level. Engaging Ss in metacognition fills in any gaps.
In reply to
@kenoc7, @DavidHochheiser, @alesso_andrew, @walkerjd40, @garnet_hillman
A5: Can't even take this one!! While grades may only motivate the high achieving (often grade-chasers), zeros are NOT motivators for low achieving! In fact, they paralyze them. Oh and why try and get out of the 100 ft hole when it will take a 700 ft ladder?! #sblchat
Or it tells us that this student is really checked out, which should make us accountable. This is “child find” / RTI / counseling stuff. Kids who fail bc of apathy or inability need help. #sblchat
A5: I have never had a student come back to me after graduation and say "I was successful when I graduated because you gave me zeroes when I didn't do work." #sblchat
A6: im making the move to SBL in August but this question makes me wonder about the soft skills we are supposed to teach. Maybe the 0 belongs there but it doesn’t have anything to do with mastery of the standard. #sblchat
For me, the content was essential to demonstrate the skill. If they didn't have a handle on the content, they couldn't effectively show the skill. So, the assessment of the standard encompassed both. #sblchat
In reply to
@Mr_TubbsSS, @mrdyche, @DrPeteSullivan
A5 A zero is NEVER anything other than a response to behavior. Further, it is a response that severely undermines student learning -- which is supposed to be the point. #sblchat
Zero is the nuclear option that destroys and kills an opportunity build. It tells students that I’m more interested in ending a convoersation than beginning one. #sblchat
A5: Another opportunity to change mindsets: don’t even make it an option! “It’s due when it’s done.” You’ll be surprised how much gets completed when you’re consistently reminding them its missing. A zero ends that chance! #sblchat
A7 The opposite is true - we are more accurate when the number of proficiency levels is reduced. We need to be able to describe what learning looks like at each level. #sblchat
A6 - We've found using the 4-point scale has contributed to more focus on Learning and less focus on grade grappling. There is negligible learning between an 88 and a 90 on the traditional 0-100 scale. #sblchat
A6: The more levels the muddier the waters of learning. Learning requires clarity of purpose. Targets must be clearly defined. How can that be the case with 10, 20, 50 levels? #sblchat
A5: Giving a zero to a student is the equivalent to just stating aloud, "I failed to make this lesson and assessment meaningful for you, so here's your reward." Disgraceful. #sblchat
A6: Insert *eyeroll*...no way! I wish there were two levels (a third only in high school). Learned or not yet. In high school, I could see the use of excelling as communicating exceptional strength. #sblchat
I’ve been begging the schools to have all students create a folder for their work. Share the folder with parents and teachers. done. #promisedland#sblchat
In reply to
@ChasGregory314, @ItsAMrY, @kenoc7, @alesso_andrew, @walkerjd40, @garnet_hillman
A6: im making the move to SBL in August but this question makes me wonder about the soft skills we are supposed to teach. Maybe the 0 belongs there but it doesn’t have anything to do with mastery of the standard. #sblchat
A6 because I am new to SBG I struggle with determining how much to assess. Too many marks become overly complicated and arguably take away the meaning you are trying to build. #sblchat
A7 The opposite is true - we are more accurate when the number of proficiency levels is reduced. We need to be able to describe what learning looks like at each level. #sblchat
A5 “Giving” a zero also confirms that the teacher is the holder of grades marks et al and can hand them out as they like - and while frustrating, not doing a task does not mean learning has not taken place #sblchat
My team and I have found that when we moderate assessments together we have richer and more aaccurate conversations about student work when we are using 3 levels instead of nitpicking over a point here or there. #sblchat
A5: Grades in general (not just 0s specifically) do not teach responsibility or motivate. Engaging lessons, passionate teachers, and a welcoming environment do that #sblchat
A6 #sblchat OMG pet peeve myth, many levels of performance may create PRECISION, but in this case it is precision as an illusion of accuracy. You can be wrong down to many decimal points. You are still wrong.
A6 I have worked in a system of Meets or Not Yet Met, and M, Progressing, or N. I would love to work with four levels. What rating scales do you use in your districts? #sblchat
A6 The more levels for grades the less the accuracy because teachers are wildly inconsistent when using 101 levels (%) but much more consistent when they use 2 - 7 levels. #sblchat
A5: Giving a zero to a student is the equivalent to just stating aloud, "I failed to make this lesson and assessment meaningful for you, so here's your reward." Disgraceful. #sblchat
I totally agree. My E12 team made the switch to SBL this year and the SS consistently tell us that they understand the reasoning, but they don't like it because they have been conditiined to value points and grades. #sblchat
A6: Research shows that Ts can typically separate work into about 5 different buckets. When more levels are introduced, it just leads to grade inflation as only the top 4 and bottom 1 is used. #sblchat
Thanks so much to all the participants of #sblchat this evening for sharing their ideas. There are only two more chats for this school year 5/2 and 5/16 - don't miss them!
A6 The more levels for grades the less the accuracy because teachers are wildly inconsistent when using 101 levels (%) but much more consistent when they use 2 - 7 levels. #sblchat
A6. This one is easy: Ask: “Ina 100 point scale,describe the differences between a 85, 86 and 87 in terms of level of knowledge demonstrated.” If you can’t, you need much smaller scale. #sblchat
Thanks so much to all the participants of #sblchat this evening for sharing their ideas. There are only two more chats for this school year 5/2 and 5/16 - don't miss them!
Seems silly, but point based teachers will still argue this is important for accuracy. I say only if a student as an opportunity to earn each and every percent between 0-100. And does it still describe learning? #sblchat
