#122edchat is a weekly conversation designed to help inspire educators across the globe to reach their greatest potential in service of others. Megan Hacholski (@megan_hacholski) and Michael Abramczyk (@_on11), along with guest moderators, lead each week with a different focus tied to their strengths and areas of expertise.
Welcome to #122edchat! We are talking about making the most of #MasteryLearning tonight! Let us know who you are, where you are from, and what you do. Send out your favorite welcome GIF for us as well!
#masterychat#edchat#teachbetter
Pat, an ITRT from northern VA. Helping others utilize tech to change education and student success, ultimately lifelong learning. #dreambig#believebigger#122edchat!
Mike, Tech Coach from NY. Taught middle school math for 10 years prior and am in year 4 of my TOSA role. Love learning with this #122edchat crew. Here's a favorite welcome GIF. Thanks @MrBean!
Welcome to #122edchat! We are talking about making the most of #MasteryLearning tonight! Let us know who you are, where you are from, and what you do. Send out your favorite welcome GIF for us as well!
#masterychat#edchat#teachbetter
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
A1: I believe I have mastered the balance between authority figure and "friend" - we're able to have fun in my classroom w/out losing that level of respect necessary for effective learning to occur. #122edchat
A1: I believe that I have mastered positive belief; in myself, Ss, and colleagues. Tech is ever changing and I am excited to know I wonโt master it. Belief makes it possible to #failforward. #122edchat
A1 As a very empathic person with a past life being a child psychologist...making connections with kids and bringing out their best is something I am lucky to have mastered. #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
A1 I feel I've mastered learning that I haven't mastered anything. I'm in a perpetual state of beta...and am OK with that. I'm getting better at listening to understand and not to speak over the years. Definitely haven't mastered, however. #122edchat
A1: I think Iโve mastered the art of flexibility. Iโm always willing to try different things in the classroom no matter how insane the idea is. Engagement is key. #122edchat
A1: As a pre-service teacher, I am continuously learning, so I do not think I have mastered anything yet. I do try my hardest to build positive relationships with my Ss, but that is not something I have mastered... yet. I can always do better. #122edchat
A1: The fine art of encouragement. The kids have the rest of their lives to hear about how they have caused disappointment. With me, I need to take advantage of every opportunity to make sure that kids leave here with a full bucket. #122edchat
A1: I'm constantly learning, so there are so many things I'm constantly improving on (classroom management, building Ss relationships, incorporating tech, etc). But I do think I'm the best at always being positive and understanding, even on the rough days. #122edchat
A1: I believe I have mastered the balance between authority figure and "friend" - we're able to have fun in my classroom w/out losing that level of respect necessary for effective learning to occur. #122edchat
A1: I think I have mastered the art of absolutely terrible puns that make my students role their eyes. In all seriousness, as a 3rd year teacher few things I'm comfortable saying I'm a "master" at but I do feel very successful in creating relationships with Ss! #122edchat
A1 I believe I have mastered classroom climate! Every year I work hard to create a classroom they want to be in! It is always noted how inviting my classroom is on my evaluation #122edchat
A1: I think I have mastered the art of absolutely terrible puns that make my students role their eyes. In all seriousness, as a 3rd year teacher few things I'm comfortable saying I'm a "master" at but I do feel very successful in creating relationships with Ss! #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
A1 Like many teachers I know, I hesitate to say I have mastered anything. But in reality I think I probably have. I believe I have mastered finding ways to challenge students mathematical understanding. I have lesson planning down pat. Pretty skilled with #EdTech too! #122edchat
A1: I think I have mastered the art of building relationships! Itโs still something I have to work at everyday. I always feel like I can grow in each area. #122EdChat
Matt Joseph - director of innovation in MA and past principal. A1: Mastered??? Maybe risk taking. I like to try new things and push myself and the staff I support to learn outside of their comfort zone #122edchat
Hi all!
I believe I have mastered a commitment to life-long learning...28 years in and teaching K for the first time this year. Iโm 2 years from retirement, but still excited about embracing change. #122edchat
A1: connecting with students who have not had it easy. It takes time, and itโs not with every student. But, I try to find a way to connect. #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
Relationships! Such a vitally important part of being an educator! Your psychology background must certainly give you an advantage in this area. The most significant college class I took was Child Psychology. I use what I learned there every day! #122edchat
A1 As a very empathic person with a past life being a child psychologist...making connections with kids and bringing out their best is something I am lucky to have mastered. #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
A1: Iโm not sure Iโve quite mastered anything because weโre always learning. However, I feel as if Iโve gotten pretty good at thinking on my feet and being flexible. #122edchat
#122edchat A1: When to let Ss struggle and just how much to help to give them to maximize their "ownership" while still making progress. More based on the evidence and peer feedback than because I "know" for sure. How to craft and use assessments as well.
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
A1: I'm OK with stating that I've gotten really good at teaching writing, but I can't say I have mastery. With a new or different group of kids or new curriculum, I'm back to re-learning. #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
Great minds think alike! I also said flexibility - Especially in middle school...flexibility needed as their weirdly wonderful minds try to grasp those executive functioning skills.... #122edchat
A1: As @megan_hacholski pointed out, I have mastered creating a PLN. I am thankful for my amazing PLN on a daily basis. All the teachers I connect with inspire me to be better on a daily basis. #122edchat
A1: I canโt say itโs completely mastered, but I like to try to walk through the building and connect with Ss and Ts who look like they need a connection, encouragement or a kind word. #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
#122edchat Cathy from Calgary. Hi! Specialist, giftedness.
A1: I donโt think Iโve mastered anything but I think that Iโm best at using convrsation with students for multiple personalization purposes.
A1: Every time I think I have mastered something, life teaches me that I have more to learn. So...if I say what I feel I have mastered, I may get a kick in the rear tomorrow. ;) #122edchat
A2: Mastery looks like that โlight bulb moment.โ Mastery is growth to a level not before possible. Mastery is finally โgetting it.โ Mastery is not grades. #122edchat
#122edchat I'm happy to admit that this is something I've made great strides at in the last couple of years. In no way have I mastered it or come close to what I think is "good enough."
A1: I believe I have mastered my attitude. I have "make it your best day yet" written on the wall, and it's as much a reminder for me as it is the students. #122EdChat
A1: not taking work home. I have found ways to be more efficient and effective in my work to be able to just be home and not working when I leave the school. Need that time to regroup, relax, and recharge #122edchat
Middle school is where my heart is! I taught kids in the middle for the first 6 years of my career and they will forever have a special place for me. And you are spot on about that flexibility! So vital. #122edchat
Q1: Miriam Webster defines mastery as โcommand or grasp, as of a subject.โ What is something you believe you have mastered as a teacher? #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
A2: I am in a unique environment working in the Lab, but individual conversations with students are a good manner to determine mastery. Their enthusiasm is a great tell if they truly understand what is happening. #122edchat
A2: Mastery can be seen in observations (how are Ss working, what questions are they asking each other, etc), through project based learning, and informal conversations ("how did you solve that?", "Can you tell me more?, etc). #122edchat
In reply to
@m_drez, @TechieTeachOtt, @_on11, @MrPStrunk, @Samuel_Wallace2, @megan_hacholski, @bmohamenglish, @JoyceBronwyn, @RaeHughart, @burgessdave, @techteach4kids
A2: I utilize many formative assessments to get my students to mastery. For me, mastery is more than just obtaining the correct answers. To have mastery means having a deeper understanding of the concept. Students know the content when they are able to teach others. #122edchat
A1: I hesitate to use the word "mastered," since we are all lifelong learners. There's always room to grow. But one thing I feel skilled with is making connections with Ss. #122edchat
A2: Mastery looks different in each student. If a student can talk to you about a topic in depth, they have mastered it- even if they cannot tell you the EXACT definitionโฆ Looking at you multiple choice test. #122edchat
#122edchat A2: Mastery looks like being able to recognize a problem, diagnose and execute a solution, even if Ss haven't seen that kind of Q recently. I use SBG. I know they have mastery when I ask again weeks later....and they still have it...or NOW have it for the 1st time!
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
A1: Every time I think I have mastered something, life teaches me that I have more to learn. So...if I say what I feel I have mastered, I may get a kick in the rear tomorrow. ;) #122edchat
A2: I think students have achieved mastery when they can provide you with accurate information or apply that information without doing it the EXACT same way that you did. That's the benefit of PBAs, it forces students to apply their knowledge to demonstrate mastery. #122edchat
A2: Mastery looks like students generalizing learned skills. They are using concepts and ideals learned across settings, not just when they are discussing the topic. #122edchat
A2 I need help in this area. I know what I need to do for kids to demo mastery: progressive learning, lots of checks for understanding along the way, lots of students self-reflection, and low stakes assessments...but knowing and doing are having trouble getting 2gether #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
A2 To me, #masterylearning looks like Ss being able to successfully teach others a concept. Love @CueThink math for this and also @Flipgrid, @Screencastify & @awwapp. I know Ss are heading down this path of they are asking high quality Qs & making great observations. #122edchat
A2: When they can jump in & take over for you to help explain it to other student(s).
A2b: When they can connect the concept to another situation (math) #122edchat
A2 Some Ts worry about the term mastery learning bc they believe that mastering content not something we can expect Ss to do in our classes.
I take the viewpoint that Ss have mastered the content when they understand it well enough to move on to more complex learning! #122edchat
Productive struggle- that sweet spot in education that we all try to get to. How do you find that delicate balance? Any advice for the Twitterverse? #122edchat
And that is appreciated, TFlood. I was thinking about something that you said to me last Wednesday this past weekend. Completely changed my perspective. #122edchat
A2: Mastery looks different in each student. If a student can talk to you about a topic in depth, they have mastered it- even if they cannot tell you the EXACT definitionโฆ Looking at you multiple choice test. #122edchat
A2: I struggle with this question a bit...Are our students truly expected to be masters of content? Isnโt it more about constantly deepening understanding...ongoing growth in learning? #122edchat
Love those questions! Learning how to question well is definitely worth mastering as a teacher. And biting your tongue when the urge to answer rather than question comes up. #122edchat
In reply to
@MillerMathSMS, @m_drez, @_on11, @MrPStrunk, @Samuel_Wallace2, @megan_hacholski, @bmohamenglish, @JoyceBronwyn, @RaeHughart, @burgessdave, @techteach4kids
Productive struggle- that sweet spot in education that we all try to get to. How do you find that delicate balance? Any advice for the Twitterverse? #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
A2:
This is easy and hard in my performance-based class. Ss can master voice, movement, blocking, developing a character all separately, but can it come out integrated in a performance? When it does, they've mastered the class and are ready to dig deeper. #122edchat
Love how you bring up the fact that connecting their learning to something else is a major indicator of growth! Those connections really kick up the complexity of thinking. #122edchat
A2: I'm a Schl.Psy. When my students generalize SEL concepts to other settings or situations, that tells me they're getting it. I LOVE when I see carry over of skills! I find that getting into classrooms as opposed to pull-out builds connections & maximizes carryover. #122edchat
A2 Mastery happens when a student internalizes the information and can apply it in any situation. The information is a part of their knowledge base. #122edchat
One of my past hockey coaches used to say, "You're only as good as your last shift." While that's not fully accurate, I do believe it's a good mindset to work toward mastery. #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
A2: Mastery is a deep understanding of the content. My S. show it when they can teach someone else and apply it to something I haven't taught them! #122edchat
A3: Less focus on grades overall leaves more room for feedback. GClassroom is an easy platform for giving feedback, but nothing beats a face-to-face conversation. #122edchat
I have mastered the ability to ignore everything that goes on outside of my four walls. Fights, kids in the hall, teachers talking, You name it. it doesn't affect me. I don't let it affect my Students. #122edchat
A2: I believe that proof of mastery involves deep discussion, application and synthesis. If a student can do all three, I know they have mastered the material. Some students are better at showing mastery in one area vs another, and that is ok too. #122edchat
Exactly!
Whatโs the point of memorizing the exact definition if they can apply the content? Should a student fail just because they have a different idea of the definition? NO!!! #122edchat
#122edchat A1 My 28th year to teach and I would like to think I have mastered how to inspire Ss to #Believe they can succeed. The diagram is how I achieve this. #AlwaysBelieve#KidsDeserveIt
A2: Mastery looks like that โlight bulb moment.โ Mastery is growth to a level not before possible. Mastery is finally โgetting it.โ Mastery is not grades. #122edchat
A2: I think students have achieved mastery when they can provide you with accurate information or apply that information without doing it the EXACT same way that you did. That's the benefit of PBAs, it forces students to apply their knowledge to demonstrate mastery. #122edchat
A2: Mastery is an intense word to describe what we want for our students. I like how someone said โgot itโ. And I believe my Ss โgot itโ when they can explain their answer and/or show me. #122edchat
#122edchat Don't take huge content leaps at the beginning of the year. It's more important to establish that you will be patient with Ss, they should be patient with themselves. Give feedback about process. Thank every S for contributing. Monitor S-to-S responses.
A3: Constant conversation with groups, checking for understanding of concepts that they are working with. Finding positive connections, encouraging students in their wins, but pushing them to strive for better with areas of weakness. Goal setting is helpful, too. #122edchat
A3: Definitely a growth area for me. I stay away from red and use highlighters so students can write over my suggestions. I try to keep my feedback positive (not always super successful) to help students see that failing is not the end, it's just a step. #122edchat
Q2: Through their responses, whether it be verbal or written. Sometimes it's even that "Ohhh" sound they usually make when they've finally understood what you were explaining. #122edchat
A3: Feedback is not valuable unless it is timely and serves a purpose. I gather a lot of feedback from @nearpod, @quizizz, @plickers, and @flipgrid. I also use exit slips. Feedback helps me figure out what my students know at that point. #122edchat
#122edchat How kind. Hopefully all good thoughts! Ha! Yes, I have been missing my chats the past few weeks as I navigate my โnewโ position no longer in the classroom. Glad to be here!
A2: I think with mastery you see some automaticity at first, but itโs really mastered when students take objective, build on it and make it their own. #122edchat
A3: feedback can serve so many purposes - sometimes a kid seems like they have it - but when you ask their perspective they think they can go deeper or be stronger #122edchat
A3: Feedback must be swift, ongoing, and meaningful. Feedback I use is verbal, video, chat, comments, peer, T, collaborative, etc. The key is to build a foundation of trust and relationships. #122edchat
Finding a way to merge those great #edtech tools with meaningful conversations- the classrooms we are teaching in today in education are so full of opportunities! #122edchat
A3: Face to face feedback is the best or writing messages on work/tests/etc. Nothing beats telling a S how proud of them you are or how much you know they can do it. #122edchat
A3: Being able to conference with each student on projects and showing them what they did very well and also showing them what can be improved. #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
A2. I am not sure there is a "mastery" anymore. I think it's more about what you can do with what you know, and how adaptive you can be to solve problems. It's an interesting conversation, especially with how fast things move today #122edchat
A3 Focus on feedback that is fast, frequent, & meaningful. One of my favorite ways to do this is to lurk in their Google Drive files they have shared with me as they are working on them. I can monitor the whole class from my computer, adding a comment here, a ? there. #122edchat
A1 Salut! Hi from Westerly, RI! As a middle school teacher for 12 years I think I may have mastered corny puns, witty jokes and making each and every Ss eyeroll back in their head! Lol! #122edchat
A3 I've used feedback through @KaizenaHQ, #GSuiteEdu comments as well as f2f conversations. This has helped guide the ship through choppy waters. I've also botched this by taking too long at times to deliver quality feedback. The ship sails quickly. Can't put it off. #122edchat
A3 So I am a big fan of #VisibleThinking (ideas at https://t.co/oKnEEo5TBr) so I can see what kids know and can do, then offer specific feedback to them. Also commenting on Google apps has been helpful. The kids love giving each other constructive feedback too. #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
a2: I would love to get away from #masterylearning looking like "who passed the weekly test" and morphing into something more individually meaningful to my Ss. People > Data! When I get there... โค๏ธ๐๐๐ #122edchat
Q2: Recognizing mastery in our students is key to making sense of #masterylearning in your classroom! What does mastery look like in our students? How do you know that your students have shown mastery of the content you are teaching? #122edchat
I think a big realization for me has been that it is OKAY to ask some DOK questions. Itโs a needed pillar, but if we live in DOK 1 and 2, we are not doing our students justice.
Most of the time, we are in DOK 0! Copying down definitions/notes= 0! Ss need ownership. #122edchat
We always tell our drama kids, "You will perform exactly like how you practice." If our standards in the mundane, day to day are low, the outcome will mirror that. #122edchat
A3: You don't truly know what they don't know until some type of formative assessment occurs. Something as simple as a probing question can help reshape your teaching(s)
On the other end of the spectrum - feedback could be yawns or behavior changes..this too is a clue #122edchat
A3 I have started using more digital formative assessments tools, so the Ss arent' waiting for me to grade it. I am loving GoFormative, Socrative and Quizizz and Plickers #122edchat
#122edchat A3: SBG. All assessments have a formative element. Allow and encourage reassessment. Establish positive dialogue S-to-S in the classroom. Use "Mathacognition" prompts/exercises to help Ss articulate, evaluate, and receive feedback on their learning process.
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
A3: Our students give each other feedback on their writing and teachers are constantly giving in-the-moment feedback as they circulate so kids have next steps. #122edchat
#122edchat A2 IMO when Ss are able to TEACH others how to achieve the learning obj, they have mastered the content. Encourage peer tutoring in your room. It is AWEsome to HEAR learning in your room when the kids are teaching each other. #ItWorks
A3: I am going to be making screencasts (thanks @Screencastify) to leave feedback for my students on their most recent writing pieces! Super excited to see that in action. I love how personalized this can be! #122edchat
So many people have talked about mastery being when students can take their understanding and knowledge and APPLY it to new situations. Definitely a common theme emerging tonight! #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A3: today in both of my classes we did error analysis on last week's test. Reflection on the "why" an answer was right or wrong can be a powerful tool, even above the initial learning of the standard! #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
Where were these things 14 years ago when I started! So nice to have these tools in the toolbox. Think of the time saved and the information gathered. #122edchat
A3 I use Real Workshop where I am always witness to the learning and the process. When I am partnering, I can offer thought provoking Qs to act as feedback...in the moment. #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
A3. Feedback is extremely important and reflection. This tells me what proj. in STEM the Ss liked, which ones might have been too challenging for them, redesign things do other areas to explore. #122edchat
A1: I believe I have mastered my attitude. I have "make it your best day yet" written on the wall, and it's as much a reminder for me as it is the students. #122EdChat
A3: Face to face feedback is the best or writing messages on work/tests/etc. Nothing beats telling a S how proud of them you are or how much you know they can do it. #122edchat
A4: Hard to keep track of from a T perspective. Might run into Ss questioning why their classmates are doing things differently than they are. If procedures aren't clear, class may be chaotic! #122edchat
A3) mastery isnโt a one at bat thing. I ask students to fix work, then reflect on what was missing to help them know/show their learning deeper #122EdChat
A3: Feedback can happen through formative assessment, or through one-on-one discussions. If a student is struggling, we pull something from our bag of teacher tricks! If all are struggling, we seriously reflect! #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
Q2: I know my students have mastery when they can make personal connections without the teacher serving as a guide & facilitator of learning. For ex, after a week of diving into The Energy Bus, I have students teaching their parents how to fuel themselves with energy. #122edchat
#122edchat A3: SBG. All assessments have a formative element. Allow and encourage reassessment. Establish positive dialogue S-to-S in the classroom. Use "Mathacognition" prompts/exercises to help Ss articulate, evaluate, and receive feedback on their learning process.
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
#122edchat A3 BE FLEXIBLE, LISTEN to your Ss. Adapt and overcome. Each student is different. Do whatever it takes to reach eacn and every St. #ItsAllAboutTheKids
A3- I try to use feedback more than grades b/c itโs so much more effective. I leave comments for them on Google Docs & do 1:1 writing & reading conferences. It takes me a loooong time to grade writing b/c of the comments, but itโs worth it. #122edchat
A3: Explicit face2face feedback. Not just "great work"..tell what you liked about their work, tell them how you noticed how hard they're working, tell how creative their ideas are and exactly why. Collaborate with staff to apply to other settings. Share with families.#122edchat
A3: I am discovering that one on one conversations with students are more valuable than written comments. We discuss their writing in small conferences---I have seen improvement in their writing afterwards compared to only written feedback. #122edchat
A3:
When I taught English, I loved reading/writing conferences. I've integrated those into my theatre classes, as well. I also teach my students to give quality feedback by constantly modelling how to do it. They help one another. #122edchat
They're told before the assessment how many points it's worth, but I've never worded it in the way you suggested - that's such a great little shift in mindset! Going to try it out with the next one on Monday! #122edchat
A3: I provide feedback by sitting with students and talking with them about their process, and giving further explanation. As a co-teacher, it is a great luxury, where I can do this often in a class period #122edchat
A3. I created a โHow itโs going?โ survey to check in with my Sunday school students. I appreciate their honesty in where their confidence is and what I can do to better their learning. #122edchat#troll209
A4 From my experiences teaching middle school and eventually trying a #flipclass mastery model unit, it was Ss always worrying about where others are at. That distracted many. #122edchat
Great recognition here of an area that you see room for improvement in yourself! When teachers have a growth mindset and model it for students, amazing things happen. Does anyone have any suggestions for @MrPStrunk in this area? #122edchat
A3: Definitely a growth area for me. I stay away from red and use highlighters so students can write over my suggestions. I try to keep my feedback positive (not always super successful) to help students see that failing is not the end, it's just a step. #122edchat
A4: Timing. What of kids finish before others? What to do with kids that have already demonstrated mastery and others have not? Also, creative a variety of methods to demonstrate understanding. Sounds overwhelming. #122edchat
A3. Written feedback is nice, but I love talking to the kids. It gives them the opportunity to open up, it shows you care a little more, and you can read body language. #122EdChat
A4: This has become my FAVORITE thing to do!! Its incredibly difficult to plan and teach different tasks at different times - but it is SO incredibly worth it! Its amazing what happens when they learn at their own pace! #122edchat
A3: I love having personal check points (brain dumps). I donโt grade them, but it gives the students a good formative assessment on themselves and what theyโve soaked in! A great way to help them reflect for the day. #122edchat
A4 It might problematic providing enough support to all if they are working on all different assignments at a different pace, but that's differentiation it's a constant juggle but worth it ๐ #122edchat
A4 I'm not going to lie & tell you that implementing #masterylearning is a walk in the park. You need to find a way to organize it all. You'll always be faced with looming deadlines & district pacing calendars. Figuring out how to grade based on mastery is tricky too! #122edchat
A4: The biggest issue I hear about and see with student-driven/directed learning is management. There is fear of giving up control, potential classroom management issues, and the juggling of multiple projects at the same time. #122edchat
A4: Mastery learning needs to come with understanding that we are NOT all the same, that we all have different needs and strengths. That's tough for Ss who are used to comparing themselves to others #122edchat
A4 Rerun answer... I use Real Workshop, so my students can be at any given place in growth and I can confer and guide them towards the next step! #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A4: Not meeting deadlines. Procrastination. Less control of situations. Students might even contribute less to get "easier" or less daunting tasks to show mastery at that level. Not being challenging enough. #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
I truly believe the two go hand in hand. Students make steps towards mastery. They grow along the way. And our definitions for what mastery looks like in our students can change as they grow. #122edchat
A4: As a pre-service teacher, I do give my students options if they are done early; however, I do struggle due to the time that needs to be invested. I am willing to work as hard as I can, but sometimes, I do not know which direction to go in to best serve ALL Ss. #122edchat
A4 Gee, where do I start? 50 minute periods? Progress reports every 5 weeks and report cards every 10? And I am alone in the classroom managing it all for 3 classes (with more work at home). Now I'm cranky. #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A4: Time constraints are huge! I still don't have the timing right. Many times I have had to schedule conferences before and after school---some come to me during lunch. Eventually, I will get the timing right because this is important. #122edchat
A3: Feedback is often most effective as part of formative assessment...timely, precise, meaningful, impactful. Feedback needs to be โframedโ by student-friendly criteria. #122edchat
#122edchat A4: S complacency & organization. They may not maintain awareness of exactly what they need to work on. Also, Ss tend to take attitude: I've got all the time I want! and don't find a sense of urgency. I've experienced both of these with SBG. I had to learn how to help!
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A3: I like when Ts feedback comes in the form of guiding questions. If we only focus on right or wrong the learning can stop. Focus on extending the learning, asking what if, and striving to improve. #122edchat
Q3: By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. What are some of the ways that you use feedback to improve learning? #122edchat
A4:
LEAVING SUB PLANS! LOL I've been out with the flu, so I'm struggling with that now. When I teach in this way, I have Ss that say, "I want to do that bc it looks more fun!" Usually talking about the script work vs. on your feet work. #122edchat
And that is why we are getting you on board with @thegridmethod. :) . That extension work for students done early is built in as students work at their own pace through mastering the content! #masterychat#122edchat
A4: As a pre-service teacher, I do give my students options if they are done early; however, I do struggle due to the time that needs to be invested. I am willing to work as hard as I can, but sometimes, I do not know which direction to go in to best serve ALL Ss. #122edchat
A4. Its hard to let go. When I have done this it just feels weird. I call it organized chaos. But they seem to vet a lot done and it means more to them. #122EdChat
I like the possibilities of what can be done in that time when Ss do finish. Think of the potential for empowering learners here. I'm sure this shift doesn't happen overnight as Ss are likely not familiar with this model. #122edchat
A4. The past couple of weeks, I've been trying different things w/ our 2nd proj. activity by giving choices of multiple proj. which are smaller and easier. If Ss finish one up, they can do another. It gives them time to design and create different things.#122edchat
A4: A solvable problem is students getting embarrassed when they notice where they are in relation to others. The "solvable" part of that is explaining the nuances within the subject area & all students will hit different parts that they are weaker at. #122edchat
A4 It is hard to make multiple contact with each student, which is why it is important to have a tangible checklist for Ss to work through. If they are working at their own pace, they need to know what steps to take. #122edchat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
A4: The logistics of it all. Being available for so many students all working at so many different levels & topics in a short amount of time. #122edchat
Feedback fosters growth, grades foster falling confidence. Grades are static in nature and students see them as definitions of who they are. #122edchat
A4: Timing for sure. It takes a lot of plan time. But it takes having organized procedures too. Lots to think about: what if a Ss is done early? What if many different groups need help all at once? etc #122edchat
A4: all stakeholders (Ts, Ss, Ps) need to buy in. Change is intimidating to some and creates vulnerability. Still, we MUST do what is best for the Ss. Not the adults! #122EdChat
A4: I have been doing this some throughout the year. Of course you do have the Ss who do not use their time wisely. To address this, you have to find out WHY the student isnโt doing your assignment. Confusion? Lack of motivation? Lack of confidence? Then, work on that. #122edchat
#122edchat A4 Mastery learning and self paced learning is NOT what the parents did. If kids struggle the parents will be upset at the concept. #BeBold and let parents know you are creating a student with #MorePower
A4: I find it challenging to meet all of my Ss needs. Making sure that the Ss who are grasping the concept more easily, deepen their understanding. Making sure I get 1 on 1 time with Ss who need it. WC instruction too. So many balls in the air, but worth it. #122edchat
A5: A rejuvenation of love for learning and teaching. It breaks the mindset of "this is the way things have been done in education". It seems overwhelming because it is different than how we were taught and trained, but our Ss deserve better. #122edchat
A5: Mastery learning allows our Ss to truly take ownership of what they're doing - no more hand-holding! For Ts, it allows for deeper connections to be made with Ss on individual levels. #122edchat
A3: Iโm passionate about on the spot feedback as well as written descriptive feedback based on learning goals & success criteria. I teach full input lessons on descriptive feedback, always celebrating student work beginning with successes first, then areas for growth! #122edchat
I will admit that I start class after the warm up with some notes, try to take it to the next level though with some higher DOK questions so they then have to take what they have just read/heard and apply it.
In reply to
@Stella_Pollard, @MrsAsztalos, @LevineWrites
What have you found to be successful that you have tried? That student motivation issue always comes up when I am training teachers in #masterylearning and it is a tricky one! I think a lot of times we are fighting years of learned behavior/helplessness. #122edchat
#122edchat A4: S complacency & organization. They may not maintain awareness of exactly what they need to work on. Also, Ss tend to take attitude: I've got all the time I want! and don't find a sense of urgency. I've experienced both of these with SBG. I had to learn how to help!
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A4: One of the biggest challenges is continuing to push the students who have reached mastery-- they tend to be overlooked because we figured, "Oh, they'll be OK." And sometimes, they go for what's "easy" because they fly under the radar. #122edchat
Yes! Growth Mindset. Take the time (even a full class period) to teach them about that concept. I have them play a video game & show their improvement from the first round to round __. It then clicks for them. #122edchat
In reply to
@julienariman, @TechieTeachOtt, @MrPStrunk
A5: Gives student ownership of their intellectual property and can be proud of their accomplishments of learning, and then applying the skill #122edchat
#122edchat The title is my own invention. It's a metacognition program I'm developing in my classroom to help students process their emotional reactions to math, their process of learning, identifying what works and doesn't for them, and challenging them to grow accordingly.
A4: I think the biggest challenge is trying to work with every student when they're all doing different assignments within a specific time frame. It's also difficult because they may not know what peer to consult if they have a question. #122edchat
A4: From a logistical standpoint it can be a headache to keep track of everyone and all their different assignments and all their different necessary feedback. However if you can "master" (oh he said it!) then you can really help Ss! Trying to get there! #122edchat
A5: I love seeing my Ss smile when they finally understand a concept and have that lightbulb moment. Every student is different. Some Ss are happy to get from a 1 to a 2 while others find a 2 discouraging. We have to have high expectations for ALL students. #122edchat
A5: Mastery learning presents the opportunity to shift the focus of learning. It emphasises feedback and the process; growth over grades. It gives the power to the learner and builds skills for lifelong learning. #122edchat
A 3 minute conversation gives me more information than grading an assessment will. Those conversations are absolutely critical to my #masterylearning approach. How do you find the time to fit them in during a busy school day? #122edchat
A3. Written feedback is nice, but I love talking to the kids. It gives them the opportunity to open up, it shows you care a little more, and you can read body language. #122EdChat
I would recommend reaching out to your colleagues. I find that using them as a resource for new ideas and ways to differentiate has been really helpful! Plus, being on here is a step in the right direction! #122edchat
A5: Mastery learning presents the opportunity to shift the focus of learning. It emphasizes feedback and the process; growth over grades. It gives the power to the learner and builds skills for lifelong learning. #122edchat
Nothing wrong with a few notes here and there but I remember taking notes for an entire class period before.. I hated writing and I never could reread them - I was sloppy because I wrote too slow. #122edchat
In reply to
@MrPStrunk, @MrsAsztalos, @LevineWrites
A4: Timing, and keeping โon paceโ. There are a lot of demands and timelines that may need to be followed and sometimes that can get in the way of true mastery learning #122edchat
Thanks everyone for joining #122edchat tonight with our good friend, @TechieTeachOtt! If you had fun today, please consider joining #masterychat tomorrow evening with Tiffany and friends at 7 Central.
Don't miss next week's special edition of #122edchat with @mdeegan122 and @KalchbrennerELA. We have a few special treats coming up that we know that you will love! Stay tuned for details.
A5 I've never seen Ss embrace learning, struggle, failure, & growth as much as I do now that instruction is rooted in #masterylearning. Is it difficult at first? Yes! Is it worth it? 100%!
We all love lightbulb moments for our Ss. Mastery learning gets them there. #122edchat
A5 I see it as an opportunity to really get to know where Ss are at in their learning. I spent too much time in my career teaching math in a teacher centered model and not realizing where Ss were at until they bombed a quiz or test. Part of that is on me as a leader. #122edchat
A5: Being able to build upon this mastery in the upcoming years and not having to constantly reteach the same concepts. It's a dream of not constantly teaching states and capitals, oceans, directions. Why hasn't this already been mastered? #122edchat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
I think every teacher knows that time is tough! I found that when I really removed myself from the role of content deliverer and taught students how to find and understand content themselves, my time freed up considerable for those key conversations! #122edchat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
A4: We need communicate expectations clearly so students understand we want them to keep moving forward and following a structure or plan even though it may look different for different students. Ongoing communication and feedback is key. #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
A4: Feedback needs to be carefully & thoughtfully done..especially when working with Ss who have experienced ACE's. All students need to feel that it's safe to take risks, & that constructive feedback is not something that's punitive. #122edchat
A5: Amazing growth and confidence!!! Not just for the kids but for us as well! Iโve grown so much in the last year and tried SO many new things in the classroom! Loving it!! Its amazing the successes I see! #122edchat
I have lanyards with "smarty pants" passes on them (about 4). If students finish early they ask to wear them and love helping their peers! They're so popular I always run out! :) #122edchat
A5. One word: Empowerment.
Empowering teachers to think of out of the box lessons and requiring us to give up some of that control. We donโt have to work as hard any more during class & can give more feedback.
Students- take control of their own learning. #122edchat
Thanks for making feel so at home here at #122edchat! I'll be rereading all the posts and catching up on what I missed for a few hours I'm sure. If you every need ANY help with #masterylearning, never hesitate to reach out!
A5) A couple things 1) growth mindset of I came from I โcanโtโ to I โdidโ 2) deep understanding and ability to show learning multiple ways or in a broad context #122EdChat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
A5: Because Mastery correlates with personalized learning, the students feel ownership as if it was designed just for them & their pace. Because of that, they give more effort & questions become more specific. #122edchat
#122edchat I tried to get away with not grading the assessment, just crediting mastery item by item. Ss needed a grade...part of their programming...so I relented and gave it. (Odd, huh?) I now also give them a copy of "assessed skills" that grows day-by-day on a Google Sheet.
Yes in that circumstance that is terrifying. We have 84 minute blocks, and I keep wondering how people used to be able to talk up front for that long. Ha!
In reply to
@Stella_Pollard, @MrsAsztalos, @LevineWrites
Yup. In science sometimes you have to prime the pump but I don't make them copy down notes. They brainstorm and write and then we all check each other!! You can preteach without lecturing forever! #122edchat
In reply to
@Stella_Pollard, @MrPStrunk, @LevineWrites
A1: I know that the next for years of studying education will bring so much growth, and I believe the years after will bring growth as well. As of now, I believe that one of my strengths (not masteries) is that I have a passion to invest in children through education. #122edchat
Agreed-- we keep the level of mastery in mind and let kids know where they stand, but also see progress, so students starting with fewer skills don't get frustrated. #122edchat
Hey #122edchat thanks for the great conversations! I hope you'll join me for #waledchat tomorrow at 9pm ET! We'll be reflecting on education and technology!
A3: Definitely a growth area for me. I stay away from red and use highlighters so students can write over my suggestions. I try to keep my feedback positive (not always super successful) to help students see that failing is not the end, it's just a step. #122edchat
Q5:
Mastery learning takes the "high stakes stress" out of learning. A do or die idea. It is more reflective for students and teachers, can take a student farther that just worrying about an A. I'm early into my research on this, but it's got to be the way to go! #122edchat
A5 Mastery learning can allow students deeper learning experience and better connections. Some students need a little closer monitoring to stay on track #122edchat
And keep in mind that an A doesn't necessarily mean mastery. As teachers, we really need to be clear on what an "A" or any grade really means. #122edchat
IMO- this is what teaching truly is...being the guide for the curiosity that generates the learning for the remainder of the class...week... #122edchat
Yup. In science sometimes you have to prime the pump but I don't make them copy down notes. They brainstorm and write and then we all check each other!! You can preteach without lecturing forever! #122edchat
In reply to
@Stella_Pollard, @MrPStrunk, @LevineWrites
A4: Choosing what movie to stream while the students are engaged. No, having enough time to plan and resources to provide to students at the level of functioning. #122edchat
Hey #122edchat thanks for the great conversations! I hope you'll join me for #waledchat tomorrow at 9pm ET! We'll be reflecting on education and technology!
A5. I think this type of learning allows for students to build their confidence and grow in different subject areas. As for teachers, we are growing along with them! #122edchat#troll209
Love me some @screencastify! Use it all the time. It's great for communicating with parents too. Let's them see a real face instead of an impersonal email. #122edchat
In reply to
@Stella_Pollard, @m_drez, @Screencastify, @Screencastify
A5: Yes! Focusing on the student and having them see their own growth is key! It's about getting over their own personal struggles and building a #GrowthMindset#122edchat
A5: Mastery learning presents the opportunity to shift the focus of learning. It emphasizes feedback and the process; growth over grades. It gives the power to the learner and builds skills for lifelong learning. #122edchat
A5. It allows Ss the time to master the content at their own speed. For some Ss, their not so rushed and they have multiple chances to try through the assessments. They smile and control their own learning! #122edchat
A4: many of my Ss have serious behavioral issues due to their socioeconomic and family situations. Because of this, a less structured class quickly derails into foul language and other tomfoolery. And honestly, I'm not ready for that yet (this is year 1 for me!) #122edchat
Q4: Implementing mastery learning on a large scale means students working at their own pace and on different tasks according to their needs. What problems do you think you might run into when trying to use this approach? #122edchat
A4: One of the biggest challenges Iโve experienced in preparing and sharing feedback is TIMING. Sometimes โlifeโ gets in the way and providing timely feedback can be difficult. #122edchat
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
I think I need to decide on a few key points to target in the one on one conferences and then move on. I want them to explain their thought process with their writing, and sometimes with Freshmen that takes a while. #122edchat
A5. One word: Empowerment.
Empowering teachers to think of out of the box lessons and requiring us to give up some of that control. We donโt have to work as hard any more during class & can give more feedback.
Students- take control of their own learning. #122edchat
#122edchat A5: It demonstrates that what we are teaching and what they are learning matters enough to us that we keep assessing it. We don't, as Ts, teach it-assess it-and leave it behind. (Not checking a box!) It also asks us Ts to evaluate content: "Is THIS worth the time?"
Q5: Transforming learning and learning environments is never easy. Q4 told us that! But easy isnโt often better when it comes to changing the world. What opportunities does mastery learning present for our students and for us as teachers? #122edchat
I love that you bring this population up. I think often these Ss are left behind in school bc we have so many other pressing needs! As I build my #masterylearning units, i always build the extension and enrichment in! I'd be glad to share ideas with you after the chat! #122edchat
A4: One of the biggest challenges is continuing to push the students who have reached mastery-- they tend to be overlooked because we figured, "Oh, they'll be OK." And sometimes, they go for what's "easy" because they fly under the radar. #122edchat
Thanks for making feel so at home here at #122edchat! I'll be rereading all the posts and catching up on what I missed for a few hours I'm sure. If you every need ANY help with #masterylearning, never hesitate to reach out!
A5: Mastery learning puts the students in charge of their educational journey. It allows for powerful opportunities to differentiate instruction for ALL learners and taps into the key fundamentals of growth mindset. This is critical for mastery & transformation! #122edchat
Thank you for sharing! That is a great idea. We use terms like "growth mindset" as educators, but the kids don't really understand it unless we teach it. #122edchat
In reply to
@TechieTeachOtt, @DevEducators, @MrPStrunk, @khanacademy
Though your Ss home life may be less structured, you can set your own expectations and boundaries. It definitely doesn't happen overnight! I'm sure you're doing a great job! Best of luck! #122edchat
For sure! I try to do all my feedback within the same class period (writing assignments take me longer!) Because I refuse to stand at the front and teach anymore, I have my entire class period to be meeting with students one on one and getting that feedback to them! #122edchat
Exactly. Plus I always think about how the person doing the work is the one doing the learning. I want my Ss to be active and learning not passively taking notes for an entire period or block #122edchat
In reply to
@MrPStrunk, @Stella_Pollard, @MrsAsztalos, @LevineWrites
When I was in year 3 I did the SAME THING!!!! As your bag of skills increases so will your view of what you want to do. Notes are not bad, when done with the goal of mastery not compliance. Its all in how your frame it! #122edchat
A5: I think it enables Ss to pursue their passions/strengths, & also enables us to learn more about them personally. This helps to build S confidence & relationships/connections. Also helps us learn more about how individual Ss learn best. #122edchat
One student can 'earn' high grades easily while another had to work his/her tush off for the same grade OR the A simply means the kids is really good at the compliance model of traditional public schooling. Hopefully every grade earned is meaningful.... #122edchat
Excellent & I am sure it is well worth the time spent.
GREAT resource! I see you have Flipgrid in there too!
I use Flipgrid (after they finished their Khan assignment) so the students can reflect their initial struggles & then talk about what they learned. #122edchat
In reply to
@TechieTeachOtt, @julienariman, @MrPStrunk, @khanacademy
Definitely a valid concern! One thing I have found to be successful when working with teachers and students in situations like that is to take a bite-size mastery learning approach. I'd be glad to connect and help you implement it if you would like! #122edchat
And for others they can fly through the content they already know and move on to more appropriately challenging work! It's a win-win if you ask me. #122edchat
That ownership piece is the most important result of #masterylearning in my opinion. In the real world, we must own our learning. Own our choices and our growth. Mastery learning helps our students learn those skills! #122edchat#masterychat
Lots of great conversations tonight! Feel free to jump in after #fearlessedchat and read all the awesomeness! I'll still be here replying to all the great discussions. #122edchat
In reply to
@mr_middle_2, @_on11, @SteeleThoughts, @mawilearning, @loudlearning, @thegridmethod
Yes, great point. #122edchat I think ultimately that when you are working with people (pubescent ones at that), everything is subjective at some point. #122edchat
They get really in to all of the brain science behind learning and growth. It's like they believe in this growth mindset idea when they see the brain scans and hear the science behind it! #122edchat
In reply to
@julienariman, @DevEducators, @MrPStrunk, @khanacademy
Love using @flipgrid for reflection opportunities. I've even used it for venting sessions when my students were incapacitated with frustration about something happening in the school #122edchat
In reply to
@DevEducators, @julienariman, @MrPStrunk, @khanacademy, @Flipgrid
@chadostrowski taught m how to use something called the "genius badge" when using @thegridmethod for #masterylearning. It is ALWAYS optional (you never want to force a student to teach others), but is framed as a great honor and privilege. #122edchat
In reply to
@megan_hacholski, @bmohamenglish, @chadostrowski, @thegridmethod
And keep in mind that an A doesn't necessarily mean mastery. As teachers, we really need to be clear on what an "A" or any grade really means. #122edchat
