#6thchat is used to chat, collaborate, and grow with other sixth grade educators from around the globe. Each session we discuss a topic voted on by #6thchat participants. It's a great way to help grow your PLN and share ideas with others.
Welcome to #6thchat! Hope you are staying warm, and have thawed out from any snow or ice you may have encountered! Please introduce yourself, where you teach, and what subjects! I'm Kristin and will moderate tonight's chat. I teach ELA and SS in Lansing, Michigan
I think we're had number 8 today. We go lucky and had 2 days where students were not in session that would have been snow/ice days. We have a built in make-up day on March 1, so if we get forgiveness, we should be good to end school on time! #6thchat
Hi everyone! My name's Elliot and I'm not a teacher at the moment but a student at Chapman University in Orange majoring in educational studies! Nice to meet yall! #6thchat
A1) I try to give choice on most assignments either in topic or final product. Can be challenging in evaluating the assignment depending on what the choice might be but I find that the quality is usually improved as students are more invested in the learning activity. #6thchat
Well...we are given 6 and can ask for 3 to be forgiven...had a state of emergency last week so forgiven days are likely...then, you add days someplace (June...). Planning a 4th of July party for kids now! Hahaha... #6thchat
A1: I provide choice of topic and product whenever possible. The challenge with this is helping Ss narrow down their product. Often I provide a menu of options for Ss to use to choose a product for their topic. Ss make web sites and animations for a few assignments. #6thchat
A1: Challenge- coming up with all of the logic (grading, how it work, etc.) for the various options and keeping it all organized as students work through projects
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A1: challenges- making sure objectives are clear so ss know what to do. Also, ss finish at diff times. But that’s what #steam challenges are for!! #6thchat
I was introduced to using animation to show the differences between the Paleolithic and Neolithic eras of the Stone Age from Ss who wanted to try it for a presentation. I've kept it on the menu since then. #6thchat
A1: Ss engagement is high when choice is given for assignments & assessments. Also, choice assessments account for differences in learning modalities, removing barriers such as reading difficulty. Give choice often, but blend with common assessment too = balanced view. #6thchat
Yes, sometimes some options seem more artsy and some seem more technical and scare students off since they think it looks harder and might be harder to display
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A2) I have been working & doing professional development about inquiry and developing more powerful questions & learning experiences for students. I think that we need to be clear about what we are asking so students can see the target. I have an example I'll tweet next. #6thchat
A2: I have a group of student tech-sperts that act as tech squad for staff and other students. I gave them a project a few weeks ago to pick something in tech they wanted to learn more about and let them go free with it offering help as needed #6thchat
I introduced @piskelapp to my Ss during a computer class and they carried it over to my Social Studies class. It's pretty basic, but you can do a bit with it. #6thchat
In reply to
@pjcerullo, @Jeremybballer, @piskelapp
A2: Often times I will ask Ss to investigate other sources (secondary sources) on a topic they may be researching. Also, I have them be more applicable to real life situations. How will it apply to their community, or their lives. #6thchat
A2) Instead of asking Ss to write a "strong beginning" I ask What makes a lead to a story fantastic/fascinating? We work to uncover the traits of a fascinating lead vs a boring lead, & then Ss have fun practicing using visual pictures. The work is always more interesting #6thchat
A1) #6thchat Providing choice in writing topics & doing it more with other products. Challenges are assessing the different products ensuring the objectives were met.
A2: I try to introduce topics using See-Think-Wonder activities so Ss have the opportunity to write their own questions to research. I can guide the flow of the topics, but Ss have a stake in some of the concepts they investigate during their learning. #6thchat
A2: I teach science. Give them materials and ask them to figure it out. Have them make something and tell me what they learned. Rube Goldberg machines are my fav!!! #6thchat
We were open that week for Tuesday and a Half Day Friday (pre-planned for PD). I was out Tuesday for a training so I only saw Ss for 1/2 a day all week
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A2: Collaboration with "experts" = key. Always encourage students to find authentic mentors out in the world who can help them know and do more with a topic of interest or passion. Video chats make this increasingly possible. @Flipgrid even allows Q & A format w/expert #6thchat
One of my favorite Visible Learning Routines--see-think-wonder! For folks who don't know the routines, check this link out: https://t.co/gGyrc31Pxg#6thchat
A2) Not too much experience teaching yet...but what I've found can be engaging is asking students to relate a topic to their own lives or popular news so that it becomes more significant and memorable to them
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A3) Assignments/assessments that ask Ss to collaborate, exercise choice, that show relevance, and that have authentic audiences often show a more complete picture of a Ss' understanding. Multiple choice read and regurgitate show me little of what Ss really know. #6thchat
A3: I think the most valuable assessments are ones where it truly measures the students knowledge and what they learned, but isn't about them memorizing information. #6thchat
A3: Right now we are doing centers with @WonderWorkshop Dash & Dot robots that are a variety of options and allow for lots of different displays of understanding of core coding strategies #6thchat
A3: Assignments that have authenticity! Also, writing or creating type assignments. I have tried hard to limit my use of M/C across disciplines. #6thchat
I always tell my Ss that I am a terrible "teacher," but I'm a pretty decent "facilitator." At this point in the year, they tend to agree that they learn more by doing than when I lead a discussion. I'm very okay with that. #6thchat
In reply to
@Jeremybballer, @SamReisman93, @mrskochheiser, @WonderWorkshop
A3: Ss are working on writing argument letters to Unicode proposing a new emoji. Work is broken into steps with MANY checkpoint assessments; opportunities for skills & standards mastery feedback to drive learning. Love the 1:1 conferring & S collab this creates! #6thchat
A4) Our team determined that time spent on weekly comp, vocab & spelling tests from the basal reader didn't show us what Ss really understood nor did it make Ss better readers; reduced this in order to provide Ss with more authentic work using real books, real discussion #6thchat
A4: I started off trimester teaching digital citizenship and there were definitely some parts of the lessons I really liked and some that I looked at and was like "why?" so I changed them to better fit my needs and students #6thchat
A4: So much has changed for me in my classroom. One of the biggest changes for me is how I assess vocabulary. It isn't just about memorizing anymore. I have Ss create videos where they show how the word can be used in real life. #6thchat
A4) #6thchat We are required to give Reading Street tests but I am teaching Ss to treat the stories like regular short stories & use Notice & Note Signposts as they read them. It is not perfect but I want Ss to apply the strategies we are using with our picture & chapter books.
A4: One assignment was workbook pages on grammar use. I’m going to be having students “teach” different parts of speech as they become experts. #6thchat
Honesty is the best policy. When Ss realize you are willing to be open with them, they will open up to you. That's when they get the best learning done. Relationships of honesty are powerful. #6thchat
In reply to
@elliot__walters, @Jeremybballer, @SamReisman93, @mrskochheiser, @WonderWorkshop
A5) I struggle with having Ss spend time using feedback effectively; have recently read about how some Ts delay giving grades and instead have Ss take feedback first, act on it, then resubmit work w/changes prior to receiving grade. Looking forward to others' ideas here #6thchat
A5: I provide rubrics and checklists at the beginning of assignments, and before Ss get a "grade" on their assignment, they get a feedback sheet of things that went well and some corrections that need to be made to fully show understanding of the topic/standard. #6thchat
A4: I've almost never felt satisfied that I knew where my students' skill levels were after simply giving a traditional test. The depth of knowledge just isn't there most of the time. #6thchat
A5: When it comes to writing I give my Ss time in class when I hand back their grades to go back and read what I wrote to them. Then, I have them do a short reflection piece on their writing. #6thchat
A5) #6thchat One way for them to actually focus on the feedback is by not putting a grade on it too. Trying to provide feedback followed by revision time. Much of the feedback is during short conferences.
Once they see the letter or percentage on the assignment, it's all over for them. No grade means they have to read the feedback and act upon it. #6thchat
Q5: Sometimes it's our language. Instead of saying finished piece tell Ss to submit their best working draft. Then, feedback throughout the process seems applied to ongoing learning, not after the learning! #6thchat
Notice myself doing this an alarming amount as a student sometimes...you are definitely right--giving time to reflect and propose new ideas is much more effective #6thchat
A5: Still a struggle for me to get them to read and act on it; rather than just “resolve it” I started putting “See me 😊” on math papers so I can help them retry on these assignments #6thchat
A5 Also, LOVE giving actionable narrative feedback in Google Classroom and having students write a reflection and action plan back to me via private comments. It's a powerful exchange and captured for Ss to reference when they try the same skill again. #6thchat
A5 With our @geniushour projects we slow down, give feedback, use great feedback to reflect and set goals based on that going into the next project. #6thchat
A6) I think it is important to have Ss discover "why" some examples are stellar and others are not. Just giving Ss examples and saying "do this" not "that" doesn't always help them internalize the "why." It takes more time to do this, but always worthwhile #6thchat
Yes...excellent. I often have them highlight or underline their "best example" of something we are focusing on within the classroom. Ex: Highlight where you used a simile or metaphor. Or circle your favorite word choices. #6thchat
A5) #6thchat Watching #FiveMinuteFix videos by @AngelaStockman right now & the videos last week focus on giving feedback bit by bit based on the learning target of the day. Feedback is specific & manageable for Ss and Ts.
A6: As a teacher in a new district, I had very few exemplar for my Ss. This year, I was able to do more of this and it was beneficial because Ss could discuss what they saw compared to the rubric. The downside: Some Ss try to make carbon copies of the exemplar. #6thchat
A6: Since I am new to my curriculum this year I don't have many samples, but I would ideally show 1 good and 1 bad to critique at the start and then not show again so there is little risk of repeated work
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A6: Writing, Writing, Writing...every time we write, I show them good examples/bad examples and I show them my own writing process. They have to see that writing is messy, difficult, but rewarding. The biggest con I see in this is just the time it takes. #6thchat
A6 I think using mentor texts in writing is beneficial. Students need to see what good and not so good looks like. Trying to build up my samples. #6thchat
A6 Models can overwhelm Ss sometimes when the gap between a mentor and S's present skill level is big. @teachkate & @MaggieBRoberts DIY Literacy gives demonstration notebook routine to help make the most of models! #6thchat
A6) #6thchat I love showing examples & having Ss talk in groups about what's working in the piece & what's confusing. As I am trying new things, I do not have samples from last year. I am collecting examples as I go now.
Yes, such a great point. Some Ss prefer the easy way out. If example #1 is a "best of the best'...just copy it and plug in new idea here and there. #6thchat
A1: Students choose when they are ready to take their test. Most take it on the last day of the unit but about 25% take it prior and 1 or 2 always take it a few days after the class. #6thchat
That's why I make sure not to tell them which example is the "best" in the grouping. It makes them think about what they should see when they are using the rubric to assess what they see. #6thchat
That was our last question folks! Thanks for your ideas and attention! Enjoy the rest of the evening, and if in Michigan...stay safe and off the roads tonight! #6thchat
