Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A1: It’s hard to have Ss perceive themselves as experts. I love using @flipgrid and telling them that they will teach the next set of Ss something about the subject. #empowerthem#formativechat
A1: You can involve students in productive discussions models such as relay discussions and reciprocal teaching models where they take roles and try to achieve a pre_identified learning goal #formativechat
A1: This is a tough one. There are those that will jump at the opportunity, and those that will completely shy away. What I do is talk to them before I put them on the spot, and encourage them as the experts. #formativechat
A1: you have to build a community that emphasizes respect, grit, collaboration, open mindedness, growth mindset. This can be done through team building, class building, morning meetings. #formativechat#LoveLiteracyLearning
A1: A nice strategy in a writing course is to have Ss peer review drafts. Encourages them to become authentic audiences for their peers and offer constructive suggestions for mastery. #formativechat
I used it with last year’s @flipgrid topics on literary analysis. I placed them as the middle Tic-Tac-Toe choice board. Ss sat there mesmerized by former Ss. #formativechat
A1: Students must internalize that students who are successful in college are self-directed. I remind my students of this daily. Relying on the teacher for support is a dangerous habit that will not work in the long run. #formativechat
Q1 is now up in our weekly #formativechat ! How can you create an environment where students feel comfortable being learning resources for one another?
Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A1 - Many factors that come into play. For some an easy transition for others not so much. It more of a process rather than a quick solution. Again like most areas in a classroom relationships at core. T needs to model. Flexibility needed. #formativechat
Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A1 Build #stuvoice into your class by empowring students make their own choices, encourage students to learn #mastery and share their passions with others #agency#formativechat
A1: More student talk and less teacher talk! Allow students the freedom to express themselves in a safe and risk-free environment. #formativechat Hi @Rdene915!!!
Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A1-A great way I have found is not answering some questions directly but with "Google It!" Then it becomes a share about with what they find. Collectively we come up with an adaption for our class. #formativechat
A1 I have had the most success by either using stations or starting with groups of 2, and having each S teach something to the other, then switch #formativechat
A1: We sweat students in tables and have a collaboration heavy curriculum at the beginning of the year so students feel very comfortable with each other’s strengths and weaknesses #formativechat
A1: You can involve students in productive discussions models such as relay discussions and reciprocal teaching models where they take roles and try to achieve a pre_identified learning goal #formativechat
So true, Kareem. That’s why I love project-based learning and hyperdocs. The Ss have to earn the learning. I can’t do it for them. They need to acquire real-world skills. I have them! #formativechat
A1: Students must internalize that students who are successful in college are self-directed. I remind my students of this daily. Relying on the teacher for support is a dangerous habit that will not work in the long run. #formativechat
A1: If a student finishes early, allow them to be the expert and help you circulate around the room guiding others. Let them feel you are helping them out. #formativechat
A1 Don't make the learning process competitive or speed focused. Ss are more likely to help if they don't have to sacrifice their own success. Don't grade practice! #formativechat
A group (pair) project set up. Ss assign various portions of content, research, and present to their partner. I have been using it for the last month or so and results have been pretty good. #formativechat
Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A1: By building relationships with students & creating an environment of trust and cooperative learning. Letting them ease in with @Flipgrid or group discussions #formativechat
A1: I think that it's important to identify relative strengths and weaknesses. Every student can be a learning resource at one point or another #formativechat
A1: This is a tough one. There are those that will jump at the opportunity, and those that will completely shy away. What I do is talk to them before I put them on the spot, and encourage them as the experts. #formativechat
Pacing is an interesting way to redirect Ss who have reached mastery at a particular skill to then assist their peers who may still be on the path to mastery. Peer-to-peer instruction. #formativechat
Here we go with Question 1 for the night! #formativechat How can you create an environment where student is comfortable being learning resources for one another?
A:1 teach students to respect each other listen to each other care about each other. Have them work in collaborative groups, let them know its ok to make mistakes let's learn from them #formativechat
A2: one activity that I do with Ss is talking about helping and non helping behaviors when it comes to collaborative Learning. We focus on how to give positive and constructive feedback. We model asking questions, providing suggestions, and celebrating success #formativechat
A1- I've found that students don't always see themselves as being experts when they totally can be. Building a classroom where mistakes are allowed and risk-taking is encouraged is sure to help. #formativechat
A1 Start by treating every student equally, value all input. Guide them at first, correct as needed, let them roll. Coaching mentaility. #formativechat
A1: Build student confidence through FA, have kids talk about their learning so that it becomes a natural daily event, then harness kids strengths & encourage them to teach each other and grow together! 😊 #formativechat
A2: one activity that I do with Ss is talking about helping and non helping behaviors when it comes to collaborative Learning. We focus on how to give positive and constructive feedback. We model asking questions, providing suggestions, and celebrating success #formativechat
A1: If I understand the question, you need a positive environment where students feel safe to experiment & explore. #FormativeChathttps://t.co/DIsmtaQAHc
A2: First off, modeling, but you all knew that. I like to use a critical friends protocol and set expectations for "what to look for". (i.e. we are not focusing on pretty (unless we are), we are focusing on content) #formativechat
A1 Students are more willing to serve as learning resources for each other when we teach them that help-seeking is a sign of strength, not weakness. (We have an activity about how to do this in chapter 3 of EMPOWER Your Students.) #formativechat
A2: Also, I think it’s important for the students to assess their own work first and have the teacher model how to assess before peer editing occurs. #formativechat
A1 Jump on opportunities to show that you, the teacher, are open to learning from students. A shy 4th grader made an awesome suggestion for an engineering strategy today and I shared my delight and appreciation. #formativechat
"Google It!" has become one of my go-to's. I love it for vocab. Then discuss the similarities and differences between common language and math language. Keeps it meaningful. #formativechat
Have to model it. Without it they say, it was ok. Good job. Or I didn’t get it. Nothing constructive to help the presenter. Modeling also shows proper conversational etiquette. #formativechat
A2: Model the giving and receiving of feedback, have group talk sessions about learning, teach kids resilience & make feedback part of the learning process and product! #formativechat
A2 By modeling it, getting involved with each groups's interactions at first and being there to support, guide at first, then stepping away #formativechat
A2- My answers to many teaching questions go back to relationship building. Trusting relationships between students and teachers is as important as student/student relationships. If I can trust you, I'll value your opinions and advice. #formativechat
A2: Students give quality feedback when they believe there is a purpose behind cooperation. Often peer feedback feels forced for students and leads to inauthentic collarboration. Build projects where students truly rely on the expertise of their peers #formativechat
A2 - Students can and do give feedback already. Key is to model, provide resources like rubrics and practice it. Make it part of learning process and focus on that instead of grade. #formativechat
A2- Model. Definitely model. Ss may not be used to giving or sometimes receiving feedback that they need to act upon. Model this for them and it helps them to understand. Did I mention that feedback needs to be modeled? #formativechat
That is a big part of it, there's that idea that asking for help is not a good thing, but I do try to emphasize that we all need help sometimes, and it is ok to ask! #formativechat
A2: Peer feedback needs to be woven into a larger strategy that directs Ss feedback, integrates it into a product, and can be reused for multiple learning activities. Peer review can't exist in a vacuum. #formativechat
I had Ss see how fast could find a Spanish word between using Siri or Google, and the way I had to do it, with a GIANT dictionary, 3 seconds vs 45 for a word #formativechat
A1: when you create a culture where each and every ss is an expert in something and you highlight and use those experts to teach other ss rather than be the keeper or all the knowledge, it becomes a comm of experts rather than a comm of learners. #formativechat
A2 Early in the year, provide starters for different situations - agreeing, disagreeing professionally & kindly, building on each other's answers. Students develop discourse habits which become automatic. #formativechat
A2: I find that providing Ss with prompts helps them to speak clearly and provide feedback effectively. Of course, this has to be done through modeling and coaching. #FormativeChat#LoveLiteracyLearning
A1: Build relationships between students and teacher. Students need to feel safe and know that their perspectives and insights are always valued. #formativechat
A2 have students build games and pass them around the room. Have students fill out improvement forms. Shows how help can be constructive #formativechat
A2. 1. Model eff feedback yourself. Scaffold and provide monitored and guided practice, highlight examples, and constantly give feedback of the feedback, lol!! #formativechat
Listen ,watch, ask questions, KEEP learning about it all the time. Other teachers, business coaches, engineers, anybody that gives feedback... Lawayers #formativechat
Ss must be encouraged to exercise their strength for providing feedback. They are authentic audiences for so many things already -- video games, cartoons, TV shows, even commercial products. #formativechat
YES! I do this when I give a SA. I put all of my feedback on it, return it to the Ss, have them self-assess & reflect based on my feedback, then I put a grade on the assmnt. Really has changed the convos after an assmnt. #formativechat
Q2: peer feedback should start with small Quick types of formative assessments with Ts support. This will set up a positive culture for collaborative work later #formativechat
That’s a great question. I bet that this would get a lot of different views on what truly is effective feedback. I believe any feedback that helps Ss on the next task or round is effective. #formativechat
Good answer! I find that I use my attorney skills in my classes a lot, helps me to problem solve, think of both / alternate sides and aspects, #formativechat
Time for Question 3, #formativechat Question: When we ask students to engage in peer assessment, how can we accommodate for their individual content knowledge and skills?
A1 Jump on opportunities to show that you, the teacher, are open to learning from students. A shy 4th grader made an awesome suggestion for an engineering strategy today and I shared my delight and appreciation. #formativechat
A2: Using a spoof protocol to assessing work from last year or made up work. From Evidence-Based Teaching by Petty. 1st students assess alone, then in pairs to compare, then in groups of four, the class then explains and resolves differences. #formativechat
I wonder because I am sure there are educators who are not involved in getting feedback enough, which is why the power for building our skills lies in our #PLN and chats like #formativechat
A3 We can ask students to offer each other their reactions, questions, and interpretations. They can do that no matter how much (or little) expertise they have. #formativechat
I actually did “research” using different books and YouTube vids designed for business. I have also talked with more experienced staff about it. #formativechat
That’s beautiful! Totally worth it! I write down responses on their Google docs and they must then respond to them, but I like the grading after the conversation. Brilliant. #formativechat
YES! I do this when I give a SA. I put all of my feedback on it, return it to the Ss, have them self-assess & reflect based on my feedback, then I put a grade on the assmnt. Really has changed the convos after an assmnt. #formativechat
I think providing models is crucial. Along with this, I think it's important to involve students in the process of creating essential questions and unit/less formation when possible #formativechat
A3- Never ask a S to put a grade on their peer's work. Offer corrections, advice, feedback, additional resources but not a grade. Different perspective sometimes means more than a final letter/grade. #formativechat
A3 Ask them what they think needs to be assessed in the work; build words that describe, to them, what that looks like Build from their language not ours #formativechat
A3: I think feedback levels can be scaffolded in the same way Qs or tasks can be so that Ss can respond at their level of comfort, skill and knowledge. #formativechat
Teachers often struggle giving feedback because they are constantly trying to balance effort, completion and mastery. Focus purely on whether your students are mastering skills and providing feedback will feel much more straightforward and productive #formativechat
A2 - I really like the consensus from the tweets that a teacher's role is changing from keeper of knowledge to coach, mentor, role model. Really feel our profession is changing and more and more Ts are focusing on the students and learning process. #formativechat
A2: Model what you believe effective feedback looks like. I saved this Ladder of Feedback from an @TCRWP group I follow. I’ve made my own one and love how it guides students through each step and provides example questions #formativechat
A3 Help them to ask questions and listen to answers, FIRST! If the have gaps that need to be filled, the reviewee can help with thaty through dialogue. Win/WIN building content knowledge and providing genuine feedback. #formativechat
A3: Appeal to their strengths. Perhaps start with the basic framework of how mastery should appear -- then ask Ss to focus on the part that resonates with them the most. #formativechat
A3: Know your students! Build genuine relationships, work from individual S strengths and allow every S to share thier expertise, whatever it may be in any given learning situation! 😊 #formativechat
A3-Review criteria with students, provide clear guidelines and structure and have students offer their advice and opinions but do not have students necessarily involved in the "formal" grading process of their peers #formativechat
A3: I it is a great question and I honestly don't know the answer to it. I think creating an awareness of how everyone is different and possesses different skill sets and content knowledge can help students be more productive when doing peer assessments. #formativechat
Time for Question 3, #formativechat Question: When we ask students to engage in peer assessment, how can we accommodate for their individual content knowledge and skills?
Agree that there would be differences...effective feedback should definitely move learning forward. It’s really about what the student does with the feedback that determines if it’s effective I think. #formativechat
A3: One of the beauties of running a self paced, mastery based, blended learning classroom is that students only work on content they are ready for. Students will only be assessed on content they have proven they are prepared and ready to access #formativechat
A3: Ask for student input as far as what the expectations should be, what responses should look like/ sound like, what could the feedback sound like? Perhaps, have Ss provide feedback in their strongest areas? #FormativeChat#LoveLiteracyLearning
A3: Grouping Ss by knowledge and skills they can excel with can help them feel more apt to peer assess because they know the skills well. This is where formative assessment helps with the groupings! #formativechat
A3: Reviewing the expectations/criteria. Providing examples and non-examples. Having frames and having stuents focus on specific portions depending on skills and content. #formativechat
A3: keep reflections general rather than specific.
4 things you learned.
3 Questions you have.
2 things they did well
1 thing they could improve.
#formativechat
Q3 First if the same content is presented at Personalized levels then all will feel comfortable engaging #newsela#tweentribune Also if students are given options for feedback with assisstive tech Voice and Choice has new meaning #formativechat
Guess my answer is already taken. When they have to grade each other they feel pressured to give good grade even though it may not be quality work. #formativechat
A3- Never ask a S to put a grade on their peer's work. Offer corrections, advice, feedback, additional resources but not a grade. Different perspective sometimes means more than a final letter/grade. #formativechat
A3: Having exemplars, rubrics, criteria for success. If students are providing feedback often enough in a feedback cycle expertise in every area shouldn't be necessary #formativechat
Not sure how to say this, but much of peer feedback or review is left unused when Ss value only what the teacher suggests. Must add VALUE to the peer feedback process. Have Ss reflect on their peers' comments. #formativechat
A3: Even using @Edmodo 's small groups to pair students based on what you want them to focus on. Then keeping that space open as a conversation place between the students. Kind of back channel for peer feedback. #formativechat
Also to the opposite end. They tend to be too harsh and look more at "losing marks" than at whether or not the assessed learning target was met or missed. #formativechat
A3 - Use different methods of feedback written, oral, sketching. Have set standards laid out as a reference. Encourage own research and critical thinking. Celebrate successes and use mistakes as a chance to learn from in this process too. #formativechat
Time for Question 3, #formativechat Question: When we ask students to engage in peer assessment, how can we accommodate for their individual content knowledge and skills?
A3: I think feedback levels can be scaffolded in the same way Qs or tasks can be so that Ss can respond at their level of comfort, skill and knowledge. #formativechat
Awesome to have some new educators to the chat, #formativechat going global tonight, thanks to everyone who is here at the early morning hours! #formativechat
I really like this Michelle! If students need support with completing the learning task, then they are most likely going to need support with giving certain types of feedback about it to their peers. #formativechat
This has been a really great tool, agreed, @edmodo for so many reasons really helps Ss to develop a presence, collaborate, build confidence, connect, safe space, I can keep going :) #formativechat
Thanks for joining #formativechat everyone! We appreciated reading your thoughts about #peer assessment and how to help students learn from one another!
#formativechat where 30 minutes feels like 3 ... such a great convo ... so many well made points, relevant examples, and inspiring thoughts. Thank you.
Thanks for joining #formativechat tonight, everyone! I learned a lot of practical strategies in our short time together! Shout-out to my chat partner, @Rdene915 !
A3 Help them to ask questions and listen to answers, FIRST! If the have gaps that need to be filled, the reviewee can help with thaty through dialogue. Win/WIN building content knowledge and providing genuine feedback. #formativechat
agreed, David! I think part of what can make this happen is an overall shift in focus from grades to growth. Students are there witnessing each other's struggles and triumphs. Help them communicate the positive things they see. #formativechat
