Rik in MA, facilitator of HS Math in a Standards-Based Learning environment where Learners challenge themselves to be more respectful individuals, better learners, and engage in better questioning. Let's do this! #sblchat
Good evening and welcome to #sblchat! We will be talking about how to help students with the transition to standards based learning and grading. Please start intros... (name, role, location)
Katie, science teacher, tweeting from the Chicagoland area. Always so happy to be moderating with the amazing @garnet_hillman and @RoweRikW tonight! #sblchat
Good evening and welcome to #sblchat! We will be talking about how to help students with the transition to standards based learning and grading. Please start intros... (name, role, location)
I'm Garnet, an author and educational consultant from the Chicagoland area. Excited to spend the next hour with my great co-mods @RoweRikW and @KatieBudrow! #sblchat
Good evening and welcome to #sblchat! We will be talking about how to help students with the transition to standards based learning and grading. Please start intros... (name, role, location)
Thanks. Been transitioning Ss for a couple of years but on a small scale of like 25-30. All my course are now SBG with more teachers following. So I guess the number is much higher? I’ll be passing on info to them. #sblchat
A1 - We aim to minimize the fear of failure / risk-taking by modeling a growth mindset, challenging the learning, and providing questions about bid ideas that take time to ponder. #sblchat
A1 Make it OK to fail. Embed it into the culture of the classroom. Encourage risk-taking, embrace revising work until the student is proud, and ensure everybody understands that mistakes are part of a healthy learning process. #sblchat
A1: Relationships sounds like a cliche already, but getting to know my Ss, constantly reminding Ss why we learn & assess, giving time to work 1-on-1, and modeling HOW to revise (writing, in my case), helps encourage risk-taking. #sblchat
A1. Now that I'm with younger students, the word "yet" has great power. We're not there yet, but we can be. You may not be there yet, but you will be. #sblchat
A1 I think a good step is creating a culture that is accepting of failure. I really try to play failure down to students like hey it’s not a big deal just come try again until you get it. Very hard though to break students from traditional view of failure. #sblchat
A1 A1 By providing lots of low stakes opportunities for students to show what they know, and establishing a classroom culture in which misunderstanding and mistakes are seen as learning opportunities, not something bad. #sblchat
A1: Relationships sounds like a cliche already, but getting to know my Ss, constantly reminding Ss why we learn & assess, giving time to work 1-on-1, and modeling HOW to revise (writing, in my case), helps encourage risk-taking. #sblchat
They want work to be graded so they get points for doing it but hate wrong answers. I tell them I don’t score practice work and we discuss it and change misconceptions (wrong answers). They try harder but it takes time for them to shift their thinking and take risks. #sblchat
A1. One word: relationships. If students feel you know them and are committed to supporting them in meeting rigorous and relevant standards, there is no limit on what they can achieve. #sblchat
A1. We have to normalize failure for our students, especially those who have had histories of traditional academic success. Honors/AP students struggle accepting sub-par scores at first. They're not used to it & feel lower grades thus mark their character forevermore. #sblchat
A1. One word: relationships. If students feel you know them and are committed to supporting them in meeting rigorous and relevant standards, there is no limit on what they can achieve. #sblchat
For that matter, Ts transitioning need the same consideration of time to shift from traditional to SBG. It’s awesome when the whole thing clicks for both, Ss and Ts. #sblchat
They want work to be graded so they get points for doing it but hate wrong answers. I tell them I don’t score practice work and we discuss it and change misconceptions (wrong answers). They try harder but it takes time for them to shift their thinking and take risks. #sblchat
A1 Building the trust necessary for Ss to participate w/out fear of judgement can be done via strategic feedback that creates short term wins and compassionate support #sblchat
A1. We have to normalize failure for our students, especially those who have had histories of traditional academic success. Honors/AP students struggle accepting sub-par scores at first. They're not used to it & feel lower grades thus mark their character forevermore. #sblchat
Agreed, since they aren’t being given challenging work, can’t take the next step in accepting failure. Why are we quick to challenge a kid in sport but not in academics? #sblchat
Yes. These are the students we tried to reach with growth mindset thinking, so they would not be derailed. As a classic overachiever, I had great empathy for their struggle. #sblchat
A2 - When teachers stop grading daily learning and simplify provide feedback, our Learners will shift their focus from grades to learning. Our Learners have! #STOPIT#sblchat
@garnet_hillman@BrittniNelson Showing all students and staff that taking risks and failing is ok. You have to be willing to take risks if you expect others follow. #sblchat
A1 Encourgaing a growth mindset through the use of the phrase “it’s okay to be where you are, it’s not okay to stay there.” Then celebrating every milestone along the way. #sblchat (Christine Johnson, Kansas City/Lee’s Summit, MO).
A2 First, make sure that it isn’t actually an endpoint for your classroom. Have a healthy revision and/or reassessment structure in place. And talk often about the process of learning with students. #sblchat
Some of our “top” Ss don’t learn how to struggle, but once they are an upperclassman or in college, when they get to a content area that challenges them, they don’t know how to persevere or learn! #sblchat
A2) Be explicit about showing them that assessment, feedback, learning is a cycle, not a single event. Provide opportunities for relearning, revisions, retakes, and new approaches. #sblchat
Wheelhouse question stop treating the grade as the end point. “At the end of the quarter, I will be giving you your FINAL grade”. Says in Mony Pythonesque voice. #sblchat
We should begin with the Ts on this one and recalibrate their outlook on what outcomes look like for Ss...and also educate the parents on what the process entails. All they know is a grade/score... #sblchat
A2) Students don’t start school thinking this way. We must improve the way we shape their foundational thinking regarding learning and assessment, right from the start. #sblchat
A2 Also, make sure to highlight skills that students can transfer across units or subject areas. We might be done modeling our cell, but you will be modeling in astronomy shortly! #sblchat
A2 In this question are grades and scores the same or different? For me scores are on individual pieces of student assessment evidence and grades are summaries of scores (letters or numbers). #sblchat
And that's when I would tell middle schoolers that the report card was simply the cut-off date moment in time and that the next quarter we could keep moving forward. I didn't know what else to say. #sblchat
A2) Students don’t start school thinking this way. We must improve the way we shape their foundational thinking regarding learning and assessment, right from the start. #sblchat
A2: You have to educate the Ss AND the parents about what’s going on. It’s not what the parents experienced in school. If you get parents on board with sbl, life is so much easier. #sblchat
A2. I struggle with this as a parent. Ironically, my student who would be most impassioned by learning things they thought were most important was not the “best student.” #sblchat
A2: You have to educate the Ss AND the parents about what’s going on. It’s not what the parents experienced in school. If you get parents on board with sbl, life is so much easier. #sblchat
A2: by simply not providing an endpoint grade until we see through a collection of evidence that the student has mastered what we have deemed necessary for success at their next step in their educational journey @BrittniNelson#sblchat
When you understand that one of your Learners had a tough day in another class, but had yet another exceptional day with you, you make a #GoodCallsHome. His Mom was in tears with thankfulnesses for the call.
A3 - Our Learners appreciate that we are all different (fortunately)! Many of our Formative Assessments (FAs) honor choice and differentiation for our Learners. So we regularly offer #FairIsntAlwaysEqual. Thank you @rickwormeli2#sblchat
I have found the Ss with IEPs understand that idea pretty well. I tend to refer to the image of all the animals being tested on their ability to climb a tree or the 3 people watch a baseball game on boxes. #sblchat
A3 I'm brutal with kinders. "That's not fair!" one may say. I say, "Do you need what your friend needs?" Answer: "Well, no." Me: "OK. What do you need instead?" Student: "Oh!" #sblchat
A3 Ask them to think about situations in school and in out-of-school activities when they needed more or different help than their classmates or teammates. #sblchat
A3: Fair is an interpretation or perception of someone to a societal situation. Equal is an attempt to provide the same to all concerned (or its a sugar substitute) :) #sblchat
I think that the concept of differentiation is foundational to excellent teaching. Have been fortunate to work with wonderful teachers who embraced this concept like @garnet_hillman, @j_ozbolt and many others. #sblchat
In reply to
@RoweRikW, @rickwormeli2, @garnet_hillman, @j_ozbolt
We have to do something with the scores. We have to plan activities that push their learning forward. The “score”shows the Ss what comes next in their learning not signaling an end in their learning #sblchat
My answer was: If it helps you master this standard, it "counts" toward you reaching that goal. If you reach your goal, it will show on the report card. #sblchat
Assessment is part of learning, whether informal or formal. With #UDL, we can reframe assessment to help us shape more effective learning experiences. Thank you @digitallearnudl & @zsmithteach for a fantastic convo. Join us Oct 3 for our next live #UDLchat with @DegnerJoni!
A1: I sometimes wonder if students being afraid of taking risks is a learned behavior. Kids seem to request feedback when they use things like YouTube. “Like and subscribe and let me know what you think!” It’s natural for them. #sblchat
A3: I guess I would recommend models of situations that require consensus building and debrief the topic. Use the classic Jeffersonian “all men are created equal” for debate on the topic of equality at that time and now. #sblchat
Learning is natural, taking risks (to a certain point) is natural. Our problem is that blind compliance in an industrial type school system is not natural. #sblchat
A3: That is a shift in culture, once the teachers believe it the students will follow. "Every student , everyday whatever it takes" @casas_jimmy#sblchat
A4 Non illegitimi carborundum. Be persistent and strong in giving only feedback on formative assessments and over time they will come to understand that the descriptive feedback is far more valuable than symbols (grades/scores). #sblchat
Did you really wanted me to grade something after we made lots of adjustments to answers. They say no because my grade would be lower. I also state any scores are temporary until we assess again. Do you really want the original score to stand when you did better later? #sblchat
A4: Perhaps use video blogs to first record what they expect to have learned at the end of the lesson, let them watch it after objectives have been reached, and let them record what they actually did learn and how it made them feel. It’s about the connections they made. #sblchat
A4: Stop giving them! We “deal” out pts too often that it’s logical that they want them. Focus on feedback, explicitly feedback without a score. And redirect their focus on the target of the task. #sblchat
I sometimes say it’s like Whose Line is it Anyway - where the points don’t matter because only the learning does. Or not getting points makes your assessments valuable. #sblchat
A4. I think we start by recognizing that the “attainment structure” (especially high school) students face rewards this. While we work to change that, emphasize the importance of mastering subject matter which is significant and meaningful! #sblchat
Risk-taking is part of the natural learning process. Look at little kids, who are constantly taking risks. Yet as they get older, they learn to think about the risks before taking them. Also good. We just want make sure they practice these skills as they move forward. #sblchat
A4. I think we start by recognizing that the “attainment structure” (especially high school) students face rewards this. While we work to change that, emphasize the importance of mastering subject matter which is significant and meaningful! #sblchat
It is that same idea, just changing the language to 'if you want to increase your proficiency, do the work and reassess'. The higher grade at reporting time is the outcome of further learning. #sblchat
What isn't good is when we train them out of the thinking. Either they take whatever risk strikes their fancy or shut down, not taking any risks at all. #sblchat
Once we focus on standards, #Relationships, and individualized #learning (not grades), #IEPs should really be unnecessary in a perfect educational world #sblchat
In reply to
@LWPulley, @RoweRikW, @DrPeteSullivan, @rickwormeli2, @garnet_hillman, @j_ozbolt
#sblchat As more Ts attain assessment literacy, yes the shorter the turn around to that understanding, but as it has been said tonight, it starts with us
A5 - Traditional quizzes and tests are expected. by many Learners. Engage more learning and innovation and do the unexpected. Offer choice, a Tic-Tac-Toe, or Menu Options. Encourage creativity and thinking over regurgitation. #sblchat
A5 Occasionally, I have a student ask about tests in my PBL classroom. We talk about different types of assessments (performance, selected response, etc), and I ask what they think. Never had anyone still ask for a test after that, but I would be open to the idea. #sblchat
A5 This is a tough one. Maybe through explaining target-method match and the value of triangulation for them and for the accuracy of judgements we have to make as teachers. #sblchat
A5: Make it multiple choice (not the assessment itself, but ask students to choose multiple ways to demonstrate their mastery). If they choose a test, they also have to choose another way. #sblchat
I totally agree with you but struggle to ensure I'm not disincentivizing students to take on more labor-intensive methods of demonstrating proficiency. #sblchat
There were times in my classroom that after the formative process I would simply ask my students to prove their proficiency. They could choose how. #sblchat
A5: I haven't used the word "test" in years. I replaced it with "assessment." Assessment takes on lots of forms. I chat with a student after a poor performance on a written assessment can be an assessment. #sblchat
We’re piloting a re-assessment process where our learners choose the format to demonstrate growth in their understanding. Thus far, we’ve received some impressive products...some better than we could’ve designed! #sblchat
We're open when our Learners suggest an alternative way to demonstrate what they can communicate. I told a Learner in #MHSPrecal she could explain it to be F2F in the hall rather than on paper. #sblchat
A5: I haven't used the word "test" in years. I replaced it with "assessment." Assessment takes on lots of forms. I chat with a student after a poor performance on a written assessment can be an assessment. #sblchat
The year my middle schoolers and I talked about how the brain grows stronger when it keeps on trying was a huge breakthrough. They were on fire after that. #sblchat
A6 - Our Learners now compete more with themselves than with others. They can control their own improvement more than that of their peers. If you're comparing one student to another, please #STOPIT! We're all individuals. #sblchat
A1: clear learning expectations along w/ lots of practice & feedback along the way can help to develop student confidence, reducing the fear of failure/ fear of the unknown #sblchat
A1: I struggle here (outside of various writing tasks). My HS ELA assessments of many standards use writing, but some old-reading traditional tests (that mimic our state test). Looking forward to how other ELA Ts approach this #sblchat
A7 In a standards based culture, norm-referencing is not present. There is no limit to the number of Ss who are proficient, so competition is not necessary. #sblchat
A6 Make cooperation part of the culture. My favorite way to do this is peer review, but there are tons of other option. Make sure students know that we are all learners in the room (the teacher included). #sblchat
A6: Through frequent and meaningful feedback that resonates as a result of following @DrPeteSullivan ‘s earlier response of developing relationships with the students. Learning first! #sblchat
A6 Also, make sure to check your own vocabulary. I’ve stopped myself from saying things like ‘the best’ because it implies there must be a worst. Those little details make a difference. #sblchat
A6. Perhaps this is where growth mindset also can help. Each individual is working on moving forward instead of competing against others. Also, I've told classes that if they all earn the top score, they will all get the top grade. #sblchat
A6 1. As a teacher never making these comparisons. 2. Making the success criteria clear and understandable for students. 3. All dialogue with students uses the language of the success criteria. 4. Privacy for students. #sblchat
A6 S spend hours each night competing. Compete in sports, in band, Fortnite, even compete in school in timed tests, high stakes scores, even to make one of the limited spots in TAG. Hard to make them turn it off. #sblchat
A5: when students are leading their learning in the classroom they will showcase the evidence of their learning in multiple ways. We as educators need to stop guiding them to showcase learning in a similar format but be open to letting go of control. #sblchat
Thanks Garnet, Katie and Rik. Off to work I go, and later today I’m going tp play golf at the Vietnam Golf and Country Club! Sadly I won’t be able to make it on 10/3 as I’ll be on a plane at that time. #sblchat
