Rik in MA, co-moderating tonight's #sblchat with @garnet_hillman and @KatieBudrow also facilitates a Standards-Based Learning environment day by day with a focus on collaborative learning around HS Math.
801 Katie, science teacher, tweeting from the Chicagoland area. As always, happy to be moderating with the amazing @garnet_hillman and @RoweRikW tonight! #sblchat
I'm Garnet, an author and ed consultant from the Chicagoland area. Please to be co-moderating with my friends and colleagues @RoweRikW and @KatieBudrow! #sblchat
Like this tweet if you'd like us to welcome you to tonight's #sblchat on Autonomy, Consistency, Fairness, and Challenges in a Standards-Based Learning environment. Tonight's our last one for 2018! Join us NOW!
Ian - principaling on the pacific and looking forward to a couple more fun days after being closed today due to no power to our community! https://t.co/ON8EJdXbFG😇/ #sblchat
Everything was closed. There was an increase in anxiety....pretty much everything on our peninsula was closed ... and then the power returned. Whew! #sblchat
A1-Our HS Math learning environrment sees communication as a key purpose of grading. We communicate to parents, future educators, colleges, and others the proficiency levels of our Learners. #sblchat
A1 With a history of using grades as rewards and punishments, we need to be clear with parents and students that the purpose is solely communication of proficiency levels. #sblchat
A1 The primary purpose of grades (summary symbols on report cards) is to communicate student achievement to parents, students and whomever has a right to know about a student’s achievement. #sblchat
After a day of exploring @ursulaleguin’s “Earthsea Revisioned” in critique of the hero’s journey, looking at “Pilgrim’s hands” in R&J I.v, rehearsing @McD_AlicePlays, & then distributing our school’s food drive donations, it’s time to turn in for an early night: sorry, #sblchat!
What everyone not in edu thinks - rank ‘em.
What it really is - to communicate proficiency of a skill, not behavior, to stakeholders. To show Ss where they can improve and where they are strong. #sblchat
A1. Good to “see” everyone. At its core, grading should be embedded into the learning process. A tool to help students and teachers to monitor progress toward established goals (standards). #sblchat
I agree, but that is what I call scoring/marking and shows why it is important to distinguish marks/scores from grades (summary symbols on report cards) - they have different purposes!!!! #sblchat
A1) The system used to tell a student where they started, where they are, where they should get to, and how to close the gap. It’s all about feedback. #sblchat
A1 but is grading just about “where you are”? What about how you got there, or (as per the rules to the game of school) do we reward those with a rich schema thanks to home life & experiences and punish those without? #sblchat
A1 but is grading just about “where you are”? What about how you got there, or (as per the rules to the game of school) do we reward those with a rich schema thanks to home life & experiences and punish those without? #sblchat
With this distinction, the purpose of the grade, only at the very end of the year, is to summarize (at the summative point in time) and communicate to third parties. Until that point, the purpose of assessment is to inform instruction and learning. #sblchat
There has been change....just not wide scale until the social network empowered educators to see it wasn’t “just them” - efolios pulling even with numbers of report cards in Bc and likely soon to surpass them as “grades” can’t/won’t/don’t tell the learning journey #sblchat
With this distinction, the purpose of the grade, only at the very end of the year, is to summarize (at the summative point in time) and communicate to third parties. Until that point, the purpose of assessment is to inform instruction and learning. #sblchat
A2-Our Learners and their Parents know that our grades are purely the demonstrated proficiency levels of of learning. We communicate separately lateness, behaviors, perseverance, and challenges. #sblchat
A1: purpose of grading to communicate but also sort. Many systems need sorting communication for classes, information, etc. I focus more on feedback over grading. #sblchat
What is included in the grade should be as purely as possible what it is you say you’re measuring. If it’s achievement on a standard, then nothing else. If it’s approaches to learning, then nothing else. #sblchat
A2 When academic achievement is combined with behavior and growth in, the grade loses meaning and becomes less accurate. Separate to clearly inform! #sblchat
A2 What is included in the grade should be as purely as possible what it is you say you’re measuring. If it’s achievement on a standard, then nothing else. If it’s approaches to learning, then nothing else. #sblchat
That’s why I trust “grades” less and less - unless connected to a standard so that authentic work can be compared to it and everyone has goals to aim for and a map that they can measure themselves to (not just who has the best memorization skills & gets best nights sleep #sblchat
A2-As crazy as it may sound, our grades don't record growth since we do not average their first attempt with their last. We simply overwrite with each subsequent last. #sblchat
A2 Included - only achievement on standards; not included - behaviours, penalties, extra credit, bonus questions/points, attendance, group scores. #sblchat
A2 A bit of a tangent, but how do we help with the understanding that there isn’t “the summative?” It’s not an event. It’s a point in time at which we consider ALL evidence. And only evidence on what it is you’re measuring & reporting, excluding everything else. #sblchat
Yes! Along with neatness and work habits - focus on content not font (and time management as this is a skill that needs to be taught, not just be a presumed skill) #sblchat
A2 A bit of a tangent, but how do we help with the understanding that there isn’t “the summative?” It’s not an event. It’s a point in time at which we consider ALL evidence. And only evidence on what it is you’re measuring & reporting, excluding everything else. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
A3-Our HS Math Professional Learning Community (PLC) for #MHSAlgebra1 is consistent with Summative Assessments "What" and our pacing. However, our teachers have the autonomy in "How" the learning takes place. #sblchat
A3 First and foremost, standards based classrooms must be criterion referenced and evidence based. Students and teachers must understand the standards (where they are headed) in order to determine how to get there and by what means they will show their learning. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
A3 Diving in to the standards together and really exploring what they are asking of students. I also think looking at evidence of mastery would be really helpful. #sblchat
A3 Consistency is interrater reliability, largely. My favorite way to support it is to bring a team together with examples of Ss work and discuss our opinions of ratings on standards. Where there is inconsistency, we calibrate and document. #sblchat
Just had a discussion with a newish teacher who was asking how I would arrange my “grade book” - I admitted she’ll hate my response: learning outcomes/big Qs on top and then how Ss showed their learning below - and not everyone has to do it the same way #sblchat
A2 Included - only achievement on standards; not included - behaviours, penalties, extra credit, bonus questions/points, attendance, group scores. #sblchat
A3 Consistency comes from clarity and shared understanding of performance standards/levels and agreed upon guidelines/procedures so their are shared grading practices, not individual, idiosyncratic practices. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
A2 continued: what should not be included: a one shot assessment for comprehension/standard mastery with one modality, lack of student choice and voice. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
A3 and it’s important that we do this calibration from time to time on what matters most to prevent “coder drift”—a term from rating scale research. #sblchat
RT Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
By focusing on the personal growth and learning (in this case for a boy with some absence issues and not being able to complete some tasks the same as others) “bonus points” et al aren’t necessary - showing learning is what matters #sblchat
Have you read On Your Mark by @tguskey? There's a lovely section about the six ways grading is used currently. It's fascinating to then think about how it should be used. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency amongst teachers and classrooms? #sblchat
A3-Our HS Math #MHSAlgebra1 Learners demonstrated their proficiency today on a Summative. We now know how to cycle into the new Unit with interleaving and #RetrievalPractice from the prior Unit. #sblchat
A3) I’ve been developing SBL in my room for a year and half now. Recently, others have shown interest. In my department we’ll begin collaboratively building targets, assessments, and rubrics for classes. I’m looking VERY forward to it. #sblchat
A3. In order to establish consistency among Ts, there should be intentionality around collaboration, engagement, and reflection. Ts have to be immersed in purposeful professional learning and supported. #sblchat
A4-The Core Practices of our Standards-Based Learning is shared with Parents and our Learners in an ongoing manner. We focus on the perseverance for learning, the relevance, and the application. This shift takes times but is so worth it. #sblchat#WorthItAll
A4 When introducing standards based grading to students and parents, the conversation must center on learning. The reason we are educators is because we care about students and their learning, so begin the conversation there and explain why you are making the change. #sblchat
A4 Explain how standards-based practices develops students as learners, not grade grubbers and results in assessment and grading that is accurate, consistent and meaningful. #sblchat
A4 Start with the why (thanks @simonsinek). Then talk about how it works (and what it looks like). Even better, have former students explain the why and how. #sblchat
A4) We put together an informational webcast for parents. We also held the progress reports until conferences so we could go through all questions and concerns with our families face to face. Start slow! #sblchat
A4 Can I be honest that it’s a little disappointing that we still have to? 🤭Okay—I vented. Now I’ll be more positive and answer the question... #sblchat
Clear, simple terms in a variety of media. I use a video I made explaining how/what it is, send an email, in person convos, another video grading an assignment with the rubrics/scales. #sblchat
A4 I loved one of my kids teachers who had “open houses” during the day so the class could model their learning for parents - and explain why they do what they did #sblchat
A4. There can be a visual of what traditional vs SBL practices look like provided and used as a reference point, open dialogue, feedback and inquiry, time for processing, etc #sblchat
A4 Explain how standards-based practices develops students as learners, not grade grubbers and results in assessment and grading that is accurate, consistent and meaningful. #sblchat
A4) I’d like to know! Being the only SBG teacher in my school, I’m seen as the odd one out; an anomaly to be disregarded at best, and criticized/undermined at worst. It’s been rough and I’ve grown weary of the toll. #sblchat
It makes me so sad to read about places where standards-based has been poorly implemented and is creating anger and resistance. That is happening in a really bad way in Bermuda as we chat. #sblchat
A4) Having clear objs and learning goals with exemplars and other examples of the process. Other materials may include hand-helds and packets with schedules and standards to be met.
#sblchat
Stand your ground, Will. Your Learners will thank you. Their futures will thank you. Some traditions should be done away with like old grading... #sblchat
A4: I start with the Why and then explain how it works. Just made an informative video for parents yesterday. I’ve had little to know push back bc most students seem to do better now that parents have a better understanding when looking at the gb #sblchat
A4 Know your community of parents and students. Know what you’re likely to face as criticisms and be prepared to be proactive. As soon as it becomes reactive, you’re in trouble. Don’t start with report card reform! Start with assessment literacy. #sblchat
A4: build the agency with Ss, and the parents will follow.If we show our Ss we care about how they learn and that learning targets can be reached in different modalities and timeframes, honor Ss' approach, they will lead their parents in understanding. It's a proces. #sblchat
A5-Our HS Math Learners experience setbacks, failures, and challenges on a daily basis. The perseverance, grit, feedback, and trust in the environment makes the learning more relevant, appreciated, and retained. #sblchat
@Willmdunn We had Learners this week thanking us for the interleaving, the #RetrievalPractice, the REDOs, and the perseverance in learning that are creating a heightened Confidence. #sblchat#WorthItAll
A5 it shows that learning is not a linear process, there are different rates and speeds for learning for a reason - and a strong learning community will help identify strategies to overcome any barriers and that it’s not “do it the first time or not at all”! #sblchat
@Willmdunn We had Learners this week thanking us for the interleaving, the #RetrievalPractice, the REDOs, and the perseverance in learning that are creating a heightened Confidence. #sblchat#WorthItAll
A4: I spend two class periods breaking it down with my Ss, then they compose an informative email to their parents/guardians explaining it (CC’d to me so I can catch any misconceptions & reach out to Ps). #sblchat
A4: I spend two class periods breaking it down with my Ss, then they compose an informative email to their parents/guardians explaining it (CC’d to me so I can catch any misconceptions & reach out to Ps). #sblchat
Struggle doesn’t mean failure. Remember, Steve Jobs finished high school with a 2.65 GPA, J.K. Rowling graduated with a C average, and the Rev. Dr. Martin Luther King Jr. got only one A in his four years at Morehouse. #sblchat#masterychat#atassesshttps://t.co/d0MZN3sp2S
A5 Yes to all of the answers so far! For Ss who are particularly discouraged or are significantly behind, setting very small steps to build a strong sense of efficacy through successes is necessary. Think a staircase with lots of tiny steps. Still goes to the same place. #sblchat
See the article in the most recent issue (December 2018) of Educational Researcher by Marcus Crede on What we Know and What We Don't Know about grit! #sblchat
I'm challenged daily alongside our Learners and we develop a trust for learning that pulls us through our "Strategic Confusion" to aha-moments. #sblchat
Struggle doesn’t mean failure. Remember, Steve Jobs finished high school with a 2.65 GPA, J.K. Rowling graduated with a C average, and the Rev. Dr. Martin Luther King Jr. got only one A in his four years at Morehouse. #sblchat#masterychat#atassesshttps://t.co/d0MZN3sp2S
A5 Yes to all of the answers so far! For Ss who are particularly discouraged or are significantly behind, setting very small steps to build a strong sense of efficacy through successes is necessary. Think a staircase with lots of tiny steps. Still goes to the same place. #sblchat
A5: We focus on growth (you're only "done" with something if you're published, etc.), so all "failure and setbacks" are framed as the norm. How do we move on? Not what does it mean as a result; what does it mean as process. #sblchat
A6 Get to know the standards with teachers. Talk to parents and students about the why. Revisit the non-negotiables often to make sure the focus is put squarely on learning. #sblchat
A6 I’ve found it useful to show samples of “other” eportfolios to show how an assignment next to a rubric/performance standard can help identify “next steps” via descriptive feedback - sometimes visuals help.... #sblchat
A6 One strategy to have in your pocket is to learn from Amazon and Intel and their process of “disagree and commit” to keep mutiny at bay. #sblchathttps://t.co/JOOevTjPAc
A6: the biggest struggle for me is not having the know how. I look to this community for guidance. I know I’m failing at certain aspect of SBL but I’m happy in knowing I’m headed in the right direction and my principal trusts I’ll figure it out. #sblchat
Our next #sblchat is Wednesday January 2nd in the new year. Your Standards-Based Learning Crew wishes all a restful, refreshing, safe, and healthy new year! @garnet_hillman@KatieBudrow
A6) Be involved instead of giving the orders. We have lost too many good Ts due to leadership delegating, letting us fail over and over again with the only feedback being, "I like your effort." Ts need more that to be successful and to look foolish b4 the Ss. #sblchat
A6) There are so many questions and debates at first. Be there to meet and give as much time to build rubrics and identify essential standards as needed. Find local experts to provide guidance in the journey. #sblchat
A6 Hasten slowly. Ensure a strong base in standards-based instruction and assessment before moving to standards-based grading. SB report card comes last. #sblchat
A6: school leaders should value constant feedback over lots of grades. I know many educational admin feel value with having a minimum amount of grades. I see the need for communication, but that's not the way. Encourage narrative initiated by Ss #sblchat
This chat would not be successful without my wonderful co-mods @RoweRikW and @KatieBudrow. Thanks to both of you and can't wait to see what 2019 brings! #sblchat
An excellent resource is: Lipnevich, A. A., & Smith, J. K. (Eds.) (2019), Cambridge Handbook of Instructional Feedback. Cambridge, England: Cambridge University Press.
#sblchat
What everyone not in edu thinks - rank ‘em.
What it really is - to communicate proficiency of a skill, not behavior, to stakeholders. To show Ss where they can improve and where they are strong. #sblchat
Our next #sblchat is Wednesday January 2nd in the new year. Your Standards-Based Learning Crew wishes all a restful, refreshing, safe, and healthy new year! @garnet_hillman@KatieBudrow
A6 Be active participants in the learning with the Ts. Build trust for the process via honesty, transparency, reliability, competence, and a supportive and benevolent disposition. It's okay to admit if you don't know... #sblchat
Thanks for another great chat everyone! Many thanks to @garnet_hillman and @RoweRikW for being such awesome co-mods. Can’t wait to chat with you all again in 2019! #sblchat
