Welcome to our #RealTalk section of student #educacy chat!
First introduce yourself with you name, location, position, and your team for March Madness!
A1: Class discussions would benefit with formative assessments being used because Ss could use notes, prior @goformative tasks, and other information to pull from to make effective discussions that are rich with prior knowledge and thinking. #formativechat
A1 Students can write, draw, build, or otherwise can help students discover and deepen their thinking, which they can then contribute to a group discussion. The viewpoints become more creative, diverse, and thought-provoking, and everyone has something to say. #formativechat
A1 variety of assessment materials: reflection logs, question post its, video responses, 3 stars and a wish. Basically anything to get everybody in my class to share a little or a lot of what they know without feeling so exclusive. #formativechat
A1 Students can write, draw, build, or otherwise can help students discover and deepen their thinking, which they can then contribute to a group discussion. The viewpoints become more creative, diverse, and thought-provoking, and everyone has something to say. #formativechat
A1 #formativechat Good Form Assm't ensures that the learning target is followed but is not rooted in time. By having something like learning stations, you have the opportunity to loop back and provide feedback and expectations based on student readiness
Formative assessments can be an opportunity for a student to showcase their learning in a bit size way that is concrete. For students who shy away from class discussions you can discuss the assessment beforehand and ask them to share their work with the class. #formativechat
love this, especially the creativity and thought provoking elements, will then lead to even deeper discussion, more ideas, collaboration #formativechat
A1: I feel like using FA to determine who is where is almost like knowing "secrets" about the kids while they discuss. You can use questioning to get them to places you want them to go #formativechat#educacy
A1 - Can receive comments and ideas in a variety of ways using a tool like @goformative such as written, drawing, and audio and level the playing field by having other express knowledge. More risk taking. #formativechat
A1 With choice for how Ss share their understanding, they can also open new opportunities for other Ss. It does not position students into a mode for response they may not understand or have fluency or comfort. #formativechat
A1 Students can write, draw, build, or otherwise can help students discover and deepen their thinking, which they can then contribute to a group discussion. The viewpoints become more creative, diverse, and thought-provoking, and everyone has something to say. #formativechat
#formativechat Think pair share for students to collaborate before they have to share with the class. Self assessments to allow individual students to be able to gauge what they need. Four corners to get up and move and see how your answer compares with others in the class.
A1 using FA to learn questions that students have about the day to start discussion. I use a 3 question model. What did you do? What did you learn? What questions do you have? #formativechat
A1: By providing feedback while working, students can prepare for discussions. I've told Ss, through formative's feedback, that I will be calling on specific students to give that answer or share that idea during discussion #formativechat
A1 popsicle chat is a strategy I want to try out. Saw it in one class where a teacher grabs a popsicle stick and asks students to share a realization or reflection. #formativechat
A1 Students can write, draw, build, or otherwise can help students discover and deepen their thinking, which they can then contribute to a group discussion. The viewpoints become more creative, diverse, and thought-provoking, and everyone has something to say. #formativechat
@teacherforest#formativechat that is a great way to certify learning and have students interact with learning target. Something like this is not used nearly enough
A1 As Dewey put it, thinking begins with some doubt, difficulty, or uncertainty that we want to resolve. Relating prior knowledge directly and positively affects achievement. FA can make students' thinking visible and actionable #formativechat
A1)Sooooo many possibilities: my favorites are having students answer a quick question and stick it on the board, individualized questions based on data, and any observations during class. #formativechat
A1 As an ELL teacher I have to differentiate the formative assessments in my class to be able to get the information I need to make decisions on how to proceed. Even my checks need to be at different language levels. #formativechat
A1: Kagan cooperative learning structures work well for meaningful discussions. Allowing Ss to collaborate with group b4 sharing out helps them feel more confident. #formativechat
A1 #formativechat I love to use individual white boards they hold tight to their chest so no one sees their answer- gives the reluctant answerers confidence to jump in the game.
A1. It can provide scaffolding learning to show growth and opportunities for students to collaborate ideas with each other which can be analyzed to see what students understand. #formativechat
Q1: Formative assessments should be differentiated to each students learning ability. Students should be able to draw, write, explain, perform, act out, any thing that will display there understanding of the topic #formativechat#EDA655
A1) Formative assessment allows teachers to understand where to guide students. This individualizes for students and meets their specific needs #formativechat
A1: Student-created questions prepared before discussions, then allowing Ss to share their qts. w/ a partner before giving themself a chance to share whole group.I observe & react accordingly. #formativechat
A1 #formativechat Good Form Assm't ensures that the learning target is followed but is not rooted in time. By having something like learning stations, you have the opportunity to loop back and provide feedback and expectations based on student readiness
A1 #formativechat A fun one is laundry day- each corner a different detergent tide, gain, cheer and bold & each a different set of activities to collaborate on about the unit
Could you have a discussion with emojis? Maybe they could have a set number in front of them and as they listen, they can put up an emoji to show understanding and confusion. @EdjiNotes is good for this. #formativechat
A1 As an ELL teacher I have to differentiate the formative assessments in my class to be able to get the information I need to make decisions on how to proceed. Even my checks need to be at different language levels. #formativechat
Good evening, I am new to Twitter and tweeting. I am a second-year special education teacher working toward my bachelorās degree in Elementary Ed. #formativechat#edchat#MEDA5400edchat
In reply to
@Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @nathan_stevens, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
A1 #formativechat A fun one is laundry day- each corner a different detergent tide, gain, cheer and bold & each a different set of activities to collaborate on about the unit
A2: Data from FA could help with class discussions by talking about commonly missed answers or misconceptions and talking through how one got there and how one could be correct with multiple answers through justification. #formativechat
A2: Formative assessments are a great way to get a temperature check on classroom learning. When we share that data with students it leads to great conversations that stimulate reflection and metacognition #formativechat
A2) formative assessment allows teachers to group and what path to go down for individual students. Those who need intervention you can pull while those who need other supports you can guide in another way #formativechat
#formativechat Think pair share for students to collaborate before they have to share with the class. Self assessments to allow individual students to be able to gauge what they need. Four corners to get up and move and see how your answer compares with others in the class.
A2: Keep the discussions on the students, they are the data, and the data is them-make it matter, use it as conversations about learning! š #formativechat
A2 Formative assessment data can show us commonly-held ideas, important outlier perspectives, misconceptions, questions, and beliefsāall of which provide excellent fodder for discussions. #formativechat
A2 I pick up keywords and concepts to use as springboards for the next discussion OR to address misconceptions. The data I get can also be used to focus or go deeper into one idea and to leave another one alone. #formativechat
I love this idea! It's important to maximize the time we have in class and provide opportunities for self-assessment and peer assessment like this! #formativechat
A2: Showing stduents the patterns in data provides opportunities to address common misconceptions or deepen classroom discussions. Have students explain why an incorrect answer is incorrect or why a correct answer is correct or complete. #formativechat
A2: By having the conversation, you can make learning relevant, you can clear misconceptions and you can guide learning independently in a way you can't from the front of the room. #formativechat
Q2: The whole point in teaching is to be purposeful. FOrmative assessment data should be used to not only drive instruction but to continuously check for understanding that leads to the big picture. #formativechat#EDA655
A2 data can also be used to gauge the readiness of each class for a summarize assessment. Just because the lesson is done doesnāt mean you should give a high stakes assessment at once. Review and have revision classes #formativechat
A2 Collect and share real time. Students are love the immediate feedback and progress and change is evident and acknowldged. This is a Band director's life :) #formativechat
A1. Using formative assessments to determine which students are lagging behind in reading the text or not understand the text determines who would benefit from an audiobook as they read along results in leveling the playing field. #formativechat#edchat#MEDA5400edchat
In reply to
@Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @nathan_stevens, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
A2) formative assessments allow others to show their knowledge. The next day have those who did well on a formative assessment teach those who need a little bit more. Put the ownership on the students #formativechat
A2 #formativechat if you engage in PBL routinely in class, you have opportunities for indiv. convo. AND Giving students interactive rubrics or "learning logs" like @teacherforest said, you can provide them with tangible goals and then have students share w/ a peer or two
#formativechat The appointment clock- students choose 3 people to schedule with in the period- each 15 min interval and at each they will discuss the notes or discussion that just occurred so they get 3 reviews- mobile & interactive
Q2 - Love the timely and easy to understand data that a tool like @goformative provides. You can also show the different ways Ss are responding to questions. #formativechat
I love this idea! When we take the data and immediately use it to discuss learning, it can make the discussion more relevant and engaging for them! #formativechat
Q2: Formative assessments can also be used to better know your students. Each student is different and some FA's get more positive responses from students than others use that to engage the students in discussion. #FormativeChat#EDA655
This is one of my favorite things to do with formative. Those that "got it" can help teach those who are struggling and/or lagging behind. This also helps cement the ideas since they have to provide explanations and clarify points. That's when "why" questions arise #formativechat
A2) formative assessments allow others to show their knowledge. The next day have those who did well on a formative assessment teach those who need a little bit more. Put the ownership on the students #formativechat
A2 #formativechat I use my 1-minute check ins and remediation and enrichment tables based on TITD and warm-up responses- an easy way to look them in the eye and 1-1 check for understanding with words not writing
Sometime it isnāt about a text. Sometimes it is about applying to an experience. Students need to see how knowledge can be changed by the lens they see it through #formativechat
In reply to
@TeachingTeona, @Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
#formativechat a2 Can I pre-empt this by saying, sometimes with teens you have to run the "respect the answer", so they can then access the data/stories/examples and copy, synthesise, interact from them. Emulation is often starter of social interaction and discussion
A2: we use Fist to 5 for an instant check w learning progress. I start with my 2's to ask lower level Q's to start, then ask progressively more challenging Q's to others, or ask 4's & 5's to explain to others. #formativechat
Sometime it isnāt about a text. Sometimes it is about applying to an experience. Students need to see how knowledge can be changed by the lens they see it through #formativechat
In reply to
@TeachingTeona, @Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
Great thinking here; this thinking allows for Ss to learn strategies and knowledge that can be used in multitudes of situations for their own lives outside of the classroom within the community. #formativechat
Sometime it isnāt about a text. Sometimes it is about applying to an experience. Students need to see how knowledge can be changed by the lens they see it through #formativechat
In reply to
@TeachingTeona, @Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
A2. I use what I gather from FAs as a jumping off point for instruction. Sometimes Iāll put a question up that many Ss got wrong and we will talk about why/how they got answers and then discuss how to solve. #formativechat
A2. By using a think, pair, share style discussion students can have time to analyze a situation and then work together to work out any problems before returning together as a class to see how students interpret the situation and discuss problems they encountered. #formativechat
A2 stop light give me a color of how youāre feeling. If you or your table group is in the red that means you need help. Yellow means youāre unsure but you can do it and green is youāre good. #formativechat
A3: FA could be great ābrain breaksā during a class discussion. A game of @GetKahoot or @quizizz could make class discussion ācommercialsā making sure that facts are understood while the discussion is more of applying those facts to real-world situations. #formativechat
A3 Using a variety of prompts challenges students to bring many kinds of thoughts to the discussionāe.g. their examples, stories, questions, analogies, ideas about significance in their lives and in the world, and connections to concepts in other classes. #formativechat
A2: Pairing certain Ss up together that have similar level qts. & interests, as well as pairing Ss together to help them push each other to the next level. #formativechat
A3: Much like we've been saying tonight, using the data, students can determine whether they are ready to move on and dig deeper into the conversation. #formativechat
A3) follow up questions that takes their thinking beyond the black and white responses. Ask them questions that makes students use reasoning and critical thinking skills #formativechat
A3 #formativechat "Failing Forward" is a difficult concept for middle schoolers. Form Assm't doesn't allow the students to give in. This practice always tells students their growth has value. When they feel value, they're more apt to take risks
great strategy because it shows Ss that not everyone understands something, so often I have Ss afraid to respond for fear of being wrong, I say so what, make a mistake and we grow and learn together #formativechat
A3 their questions or answers will drive where you push the discussion. If students get the content, you can move forward or allow for a deeper dive #formativechat
#formativechat Anytime they are posed a higher order question and given time to explore it. Step back and let students run the discussion- I love Edcamps with my students. They really dive in when they feel in control of the discussion
Our students forget most of what we teach them.They will however remember us their teachers forever.Lets be good and kind to them.A kind word can last a lifetime #formativechat
In reply to
@Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @nathan_stevens, @JustinAglio, @TaraMartinEDU, @bethhill2829, @ChouinardJahant
This is a big reason why #formative assessment is so important for class discussions. It allows you to tap into student data and take discussions in new and exciting directions. #formativechat
A3 you can use FA to come up with individualized questions. From asking a Q a different way to having a certain stu go on a tangent and do some quick research the options are endless #formativechat
A3: FA, feedback, and 1-on-1 with Ss allows Ts to ask leveled questions in class. This allows students to build confidence and progress the class discussion #formativechat
Jumping in Donna HS math A3: When we are a bit off on a real life problem. I have the groups then collaborate on what went wrong. ie: the formula used did not account for a small real life variable #formativechat
Q3: Formative Assessments FORCE students to show what they know...sometimes that itself is a challenge for students. Especially if its more interactive verses a quick write or exit ticket. Sometimes it is needed to get students out of their comfort zone #formativechat#EDA655
I do random groups and help Ss build connections with peers, and it is awesome to see them teaching each other, stepping in to help before I can #formativechat
@PearDeck is a great tool for your #GoogleSlides. Amazing formative assessment slides to engage students. Then you can add a question to facilitate further discussion #formativechat
A2 I use the information gathered from FAs to have conversations with my students about ways they can improve. That info is so valuable for me to evaluate what I'm doing and for my Ss to rethink the direction they are going in and sometimes to adjust their goals. #formativechat
we definitely have to work beyond questions with right answers, need some what ifs and some which there are no clear answers but it is focused on the thinking process and problem solving #formativechat
A3 when I taught writing, Iād use a teaching point my students had difficulties in to try and get them to apply it in their own writing #formativechat
A3 #formativechat I like to keep it student-driven in both conversation and reflection. After they teach one another and collaborate having them reflect on the experience allows them to see how they can improve their communication skills
Want a reminder each week about #formativechat ? If you are not already getting one, please respond to this tweet and I will make sure to keep you informed!
A3 #formativechat I also ask them to reflect on how I explained a concept or the labs and activities so for next year I can improve them. This shows them how we as teachers reflect and grow just as they do.
A3 you can use FA to come up with individualized questions. From asking a Q a different way to having a certain stu go on a tangent and do some quick research the options are endless #formativechat
Once again, #formativechat has energized me for a week of learning and exploring with my Ss, my own kids, and my own self. I will be sure to use discussions (everyone or small group) to keep a pulse on what is being internalized. Have a great week. #formativechat
A3. Once the class has an understanding for what they know and are expected to know you can form activities to focus on missed concepts or work off what they know and connect their ideas to old and new concepts. #formativechat
A3 FA results/data leads to reflection and conclusions based on evidence.They use their own data to draw conclusions, to determine their successes/ struggles, & the evidence to devise a plan for what is next - what they need, what they need from me, etc. #formativechat
We need to develop students who have agency, who lead their learning, who will ask questions to know how we can support them to take their learning further. When there is purpose & relevance then engagement will be purposeful. #formativechat
A3 When having class discussions with my ELs I am constantly thinking about the FA data I've gathered to make sure I'm asking questions at their appropriate language level. Trying to push their levels without intimidating them. #formativechat
Yes. It is about relationships and trust- if we are always mindful and respectful learning will happen- a safe haven is so important- that is what they remember- the community
In reply to
@FoleyKev, @Rdene915, @KimSnodgrass, @nankr1120, @NowakRo, @tamaraletter, @aaron_hogan, @nathan_stevens, @JustinAglio, @TaraMartinEDU, @bethhill2829
Once again, #formativechat has energized me for a week of learning and exploring with my Ss, my own kids, and my own self. I will be sure to use discussions (everyone or small group) to keep a pulse on what is being internalized. Have a great week. #formativechat
This strategy lends itself to creating the appropriate amount of challenge. If you know student strengths & weaknesses, you can select the appropriate peer work for them to think about. #formativechat
A3 When having class discussions with my ELs I am constantly thinking about the FA data I've gathered to make sure I'm asking questions at their appropriate language level. Trying to push their levels without intimidating them. #formativechat
When students make their thinking visible it allows for #authentic discussion and also reveals any misunderstanding and misconception, during ie gallery walk or headline we can address this #formativechat
#formativechat a3 This is such an art rather than a science. ZPD is where your ss can go with guidance yet there needs to be a formula for how high expectations to go, so you bootstrap ss or is that impossible?#feelingphilosophical
Now that I am a ss I'm feeling these questions #formativechat from a very different perspective! Melissa, I don't know how you pack in so much. I am struggling to get the bare basics of Vygotsky thought processes read, let alone all other work
A2-Design your discussions around the edges of what your Ss know. Use diagnostic FAs to gauge what your Ss understand before you begin the unit. No need teaching what they already know. Push them further up the DOK ladder w/Qs from diagnostic results. #formativechat
