Thank you for joining me for #formativechat tonight! I'm honored to moderate tonight's discussion!
TOPIC: "Emphasizing Improvement over Grades!"
Please introduce yourself to the group & tell us where you're from!
Thank you for joining me for #formativechat tonight! I'm honored to moderate tonight's discussion!
TOPIC: "Emphasizing Improvement over Grades!"
Please introduce yourself to the group & tell us where you're from!
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1: Give a goal and then a reward. My daughter’s 2nd grade T is doing it right: S choices: Bring a pillow and sit on the floor day, OR piece of gum and chew it for 1/2 hour OR sit at the teacher’s desk. Ss are motivated and get choice for their reward. #formativechat
A1-Building relationship with each S I feel is the best way. Giving feedback that is effective and timely and observing how Ss approach their learning can help us assess effort. Also providing a voice and choice in their learning can reflect effort levels. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1 - For me, getting my students to try their best is my main goal when motivating them and building strong relationships. I tell them that I don't mind mistakes & confusion, but I need lots of focus, risk-taking & effort. Relationships help me do this! #formativechat
A1: Need a classroom culture that nurtures growth. It isn't where the Ss are now that counts, but where they're going. Set a class goal that motivates all and encourage Ss to help each other reach it #formativechat#aedu209#troll209
A1: Ss can improve their effort by knowing that they have a cheering team for them in the classroom. All Ss may not have that team for them at home, but if they see others are rooting for them, I think it adds motivation for them. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1: For learners of any age, there must be a reason behind the academic exercise. If Ts can’t articulate the WHY behind an activity, then Ss will not engage or display effort. The product is what can be assessed. The quality reflects the effort. #formativechat
A1: I have my students self-assess daily their effort. We talk about giving our all and knowing that when we give our all we are TIRED. We talk about how many more minutes out of 100 minutes they could give. That helps them to see how much they gave. #formativechat
A1 I'm a broken record here, but this is my coaching experience coming into my classroom. When students like the teacher, they will give effort. Effort can be formally taught, developed, and assessed through modeling and one on one conferences. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
#formativechat -A1 effort looks different to each student. If you’re looking to improve effort, you can’t just expect kids to be motivated just because you say so. You have to find what motivates them and use that as a starting point for learning #makeitreal
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1: Before a student turns in an assignment, I always ask if it’s their very best work. More often than not, they tell me that they could probably do better. If there’s time left, I send them back. If not, it’s a reflection question about what they’d do differently #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1: We first have to build intrinsic motivation before we improve their effort. Giving Ss ownership in setting learning goals makes them assess THEIR effort towards achieving THEIR goals. Allow them to create the rubric for evaluation! #formativechat
Yes, relationships are key to getting students to understand that you care for them and their learning. I love when I don’t teach all content, but I get to find out something about Ss and connect with them. #formativechat
A1 - For me, getting my students to try their best is my main goal when motivating them and building strong relationships. I tell them that I don't mind mistakes & confusion, but I need lots of focus, risk-taking & effort. Relationships help me do this! #formativechat
Tribe, team, class, squad - no matter what you call it, I believe Ss find more meaning and motivation when they work together. #aedu209#troll209#formativechat
A1: The best way to measure effort is for teachers to build relationships. When a teacher knows their students from the heart and can understand them, students will try harder and easier to measure effort. #formativechat
A1: I think effort can be assessed, but it needs to be on an individual basis. I have seen Ss who take risks, show growth, and retain more through effort. The grade should reflect that in some way. #formativechat
A1 Effort increases when Ss feel that the work has value, is worth it, and is maybe fun or enjoyable to do. I think effort can be assessed through self-reflection and feedback. I don't think a numeric grade should ever be attached to effort. #formativechat
A1: effort is in word those things...if you’re doing something interesting and fun you don’t even notice how much effort you are giving. #formativechat
A1 cont: As for assessment of effort, I think that is an area that should be self-assessed. Students can reflect on how much effort they put into a piece, but that should not be graded IMO #formativechat
A. 1 couldn't have said this better! I also use Google docs to give real time feedback in our writer's workshop when I haven't been able to conference with all of them. #formativechat
A1-Building relationship with each S I feel is the best way. Giving feedback that is effective and timely and observing how Ss approach their learning can help us assess effort. Also providing a voice and choice in their learning can reflect effort levels. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1: I also think it’s critical to teach and model self assessment skills. Kids are pretty honest in assessing their effort when they know there’s not judgement attached. #formativechat
Must be mindful that Ss May possesses varying definitions of “effort.” What may look like unengaged behavior may just be a different way of showing effort. Better to clarify what we expect when it involves “effort.” #formativechat
A1: Maintaining positivity toward the kid and celebrating even the smallest efforts makes a big difference. I also try and determine if the child is struggling or being a lil lazy. My approach is different depending on the situation. #formativechat
A1 To help students improve effort we need to use lore meaningful tasks. We need learning to have purpose and be authentic. Let us not use time fillers or worksheets. Let us make an impact and make a difference. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1 seeing a trend in responses, students have choices, are supported, classroom culture nurtures growth, feedback that is meaningful and timely #formativechat
Totally agree that effort looks and feels different to each person. Allowing them to self-assess helps us understand what they think is maximum effort. We can then use this as a benchmark to build off of. #formativechat
A1) I’m not sold on the idea of assessing effort. Each person’s scale would have to be personal, and we can’t know what an individual’s standard is there. I can evaluate competency of a math standard, and ask increasingly complex and refined questions as needed. #formativechat
A1: I’m not sure about assessing effort, but it definitely should be applauded or even rewarded depending on the situation or the student #formativechat
Yes, and if the T models that reflection and assessment in their own work, Ss will see it’s a natural act and not something that is done after the fact. It’s cyclical and never-ending. #formativechat
A1: I also think it’s critical to teach and model self assessment skills. Kids are pretty honest in assessing their effort when they know there’s not judgement attached. #formativechat
A1-Building relationship with each S I feel is the best way. Giving feedback that is effective and timely and observing how Ss approach their learning can help us assess effort. Also providing a voice and choice in their learning can reflect effort levels. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A1 To help students improve effort we need to use lore meaningful tasks. We need learning to have purpose and be authentic. Let us not use time fillers or worksheets. Let us make an impact and make a difference. #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
Exactly. The students can tell you where they are on the "effort scale", but an observer may disagree. You can model the self-talk about it, but it is up to them #formativechat
Exactly — let them apply their effort according to their learning strengths. Help them find what those strengths are and we then have engaged learners. 😀#formativechat
And as we learned on day 1 of #FormativeSummit, we need to provide meaningful, timely feedback to keep motivation, engagement, and effort up. #formativechat
A2: I always started class with this message. Ss would talk about it and apply it to sports and their outside lives first. Then I would ask them how this worked in the classroom. This started our year with them knowing that a lot of practice would occur. #formativechat
A1: it’s in the DNA - effort is spent only when the benefit is understood. Has been key to our survival for many millennia. Learning is like a mini-economy. The currency can be many different things. But there is always an exchange
#formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A1 conversations can go along way with both motivation and assessment. Acknowledging our effort fluctuates and examining why and what we can do about improving it can be relevant. #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
Effort can be difficult to self-assess. Some Ss feel they've made a huge effort if they've written a sentence. I agree that it's important that they self-assess, bit how do we teach them what "effort" looks like? #formativechat
A2: We can educate stakeholders by being transparent. This is where were going, this is why and this is what it takes to get there. Detours and messiness are part of the process. #formativechat
A2: I always share my journey with them. Past endeavors and the struggles I had along the way as well as something I am currently focusing on and what I am doing to get there. Always an ongoing “check in” and Ss will ask how my journey is going and Vice versa! #formativechat
A2: Model this behavior. When Ts are willing to face the uncomfortable and failure, Ss can too. Share where you're at in the process and exhibit a never-give-up attitude that they can't help but want to follow. #formativechat#aedu209#troll209
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A2: Students need to feel comfortable failing and that starts with the Teacher connecting and building the relationship is the classroom to create a safe environment. For the stakeholders, they need to buy in to the process through campus initiatives #formativechat
A1: effort cannotbe assesses by a grade. It can, however, be given feedback on how to improve. We don’t grade on effort for pratices in sports then why do we for education? #formativechat
A2 We need to model learning ourselves. Students and teachers need to see us learning, struggling and overcoming challenges. If we say we are lifelong learners, let us be transparent about it. Education is a community effort. #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A2: Don’t use feedback simply for error identification or deficiency marking. Use feedback to celebrate the failures and reinvest them to better inform the learning process. If you’re not failing, you’re not learning. Allow resubmissions and redos. #formativechat
Part of this is showing them that we believe in their highest capability- Showing them we're there every step can help THEM see that the effort is worth it! #Formativechat
We love the idea of assessing effort thru self-assessment. Students are the ones that are ultimately in control of the effort they put forth so it makes sense for them to be able to assess, celebrate, and own their progress. #formativechat
A1 Effort increases when Ss feel that the work has value, is worth it, and is maybe fun or enjoyable to do. I think effort can be assessed through self-reflection and feedback. I don't think a numeric grade should ever be attached to effort. #formativechat
Must be mindful that Ss May possesses varying definitions of “effort.” What may look like unengaged behavior may just be a different way of showing effort. Better to clarify what we expect when it involves “effort.” #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A1: We have to use failures as learning lessons. In school it translates into data that can used to better teach our students through targeted interventions. Students need to be encouraged to be risk takers and think outside the box. #formativechat
A2 I spend the first 2 weeks focused on learning and growth mindset. I talk about it at our open house with Ps and I set up my classroom so that the focus is on the work and effort, not a "grade" We also reflect often about our progress. #formativechat
As a teacher I want my Ss to know that it's okay and a good thing to be challenged and out of their comfort zone. It's okay to not know something and struggle with a skill as long as they are putting forth their best effort. #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A great reminder! Learning how and to what people apply their energies (aka efforts) has always been a worthwhile endeavor for me. It helps me better understand how to communicate w/ them & engage them in meaningful ways. 😀
A1 - have to be very careful talking about effort or assessing it as kids might think of effort as “work” and something tedious and drudgy. not helpful.
If edit is extracted or forced out of somebody - that runs counter to student agency and deeper learning
#formativechat
I'm not sure that effort itself should be graded. But hopefully they'll see that with effort their work will improve and therefore their grade will too (or more importantly, their learning) #formativechat
A2 It sounds like our chat is invoking Carol Dweck. Yea, learning ia hard with many bumps in the road. That is why we need to make quality individuals and academics will follow. #formativechat
A2: I feel very strongly that grades should be fluid (at least within a MP). If a student shows mastery, they should earn the points, even if it’s past “due date.” When we don’t allow redos, we send the msg that learning is only important if done at the right time. #formativechat
A2 – Providing #formativeassessment opps and embracing the journey as Ts. To understand what it means to have a #growthmindset, be consistent, continue to meet curriculum outcomes, to celebrate attempts in learning, and being transparent help educate stakeholders. #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A2: Student-led conferencing is a great way to bring different stakeholders together and improve lines of communication:
S-T , S-P , P-T
#formativechat
A2: In my current placement, learning, struggling, and being uncomfortable in the classroom is nothing compared to what Ss face in life. What they don't usually have is someone to support them, care for them, and celebrate with them when they overcome challenge. #formativechat
A2: This year, I switched to Standards Based Grading- this has made learning about continual growth. Retakes have been necessary- and success is praised! Flowers don't all grow at the same pace- neither do children. #formativechat
You can model the self-talk. In order to do this I did that, I invested time, I went out of what I normally do, I engaged in conversations with people that could help, etc... #formative chat
A2: Normalizing mistakes on a daily basis makes a big difference. I also point out when I make a mistake and that we are all human. This might be a natural discussion in all world language classrooms since language errors happen daily even among native speakers.
#formativechat
A2: We spend a lot of time throughout the year on building our "foundation" for learning. It is important to have a firm foundation before moving on to harder/deeper skills. S's and P's are aware of the heavy lifting we will doing. We dig deep into our weaknesses #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
Agreed, it's important to go beyond the grades, the numbers...talk about the skills that students are learning and how they are becoming more independent learners!
#formativechat
Must be mindful that Ss May possesses varying definitions of “effort.” What may look like unengaged behavior may just be a different way of showing effort. Better to clarify what we expect when it involves “effort.” #formativechat
#formativechat A1I generally go with student agency for increasing student effort. Topic and/or way to display knowledge and/or how to explain understandings and/or even agency in due dates (pick from 2)
Parent checking in here. As a stakeholder, I say drop entirely or seriously diminish the significance of grades in how you assess our kids. It’s hard for a lot of parents to look beyond them. #FormativeChat A2
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
I've been telling kids that their one true job is to entertain me. :) (and no, it does not mean send me memes, but rather do their best work so I don't come up with hair-brained schemes to help them improve) #formativechat
Yes! It's important to provide students with feedback they can act on! Success is not linear but by applying feedback, students can reassure themselves that they are learning in the right direction! #formativechat
A2 By not grading or judging the learning process. Feedback should be given to formative assessment but no grades. Hard to have Ss trust that learning is a process if grades are attached #formativechat
A2: let’s start with letting kids know that learning absolutely will 100% include may include uncertainty, setbacks & failures
And that is A O K!
#formativechat
While I agree with you, I think that there is room for rewarding effort without assessing it as part of mastery. Research shows tenacity is the #1 predictor of success in all areas of life - we do our students a disservice to not teach/reward/value it. #formativechat
A1 Ss do not have voice until they have choice. Providing options, even if only a few, can improve effort thru feeding autonomy, agency, and interest. Also, stop grading everything. Work w/ internal motivators #formativechat
YES! If Ss need more time they get it while others work on more challenging problems that require higher order thinking and different levels of cognitive skills. Gets crazy at times and lots of prep but when done right it is great for all learners. #formativechat
A3: Metacognition- Having students reflect on work more regularly has been huge, then we can discuss together what improvements are needed from BOTH of our perspectives. Encouraging growth mindset from early in the year encourages this growth during assignments. #Formativechat
A2: show Ss that we fail too. Ss think it’s only them. I share with my Ss how I failed in the past and how mistakes are made today. We only grow stronger with the mistakes we learn from. If Ss are right all the time, how will they learn? #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
yes I shared that article yesterday and have read lots of great things about it on KQED! Great reminder of traps to avoid in the classroom #formativechat
A2: very mixed feelings about this idea of comfort zones. I know we talk about pushing it- but that simply doesn’t work for many people. For children - comfortablw (metaphorically and physically) is probably the best place to be for good learning.
#formativechat
#formativechat A2: @MrsAsztalos talk from #FormativeSummit is a great way to start the conversation with other Ts and Leads about growth mindset. The International Baccalaureate Program is great with process orientation/focus
A3: I take the stance of a coach. It is a lot easier to guide or offer suggestion before the task is completed or a habit forms. Offer in-activity feedback and suggestions for improvement while it is fresh in their mind and directly applicable. #formativechat#aedu209#troll209
A3- Conferencing with ss and teacher check ins. teachers should not be taking home piles and piles of papers to grade. This should be an ongoing conversation with ss during class time.
#formativechat
A3: I find that I have to purposely plan the process of the assignment so it is in smaller chunks allowing and planning for frequent and consistent feedback throughout #formativechat
A3: Ts can prioritize immediate, personalized feedback over grades by becoming a facilitator in the room and using project-based learning. While Ss are working, the T is constantly accessing and modifying the lesson to fit the learner(s). #formativechat
I agree. Without grades Ss want to know what they “got.” I ask them what do they think? Then they read the comments. Much more proactive in learning #formativechat
A1: The key to encouraging students to improve effort is by making sure instruction is presented at the rigor level of rigor for the student. Offer choices. Make learning personal and fun! #formativechat
QUESTION 1:
EFFORT is a HUGE key to learning. When we teach & motivate our students to try their best, they grow & improve the fastest they are able.
How can we help students improve their effort? Can effort be assessed? If so, how?
#formativechat
A2 - How we talk about failure and success as a personal characteristic (you're smart with grades like those) vs a result of effort+determination, (you must have worked really hard for grades like those) impacts how Ss view learning and intelligence
#formativechat
#formativechat A3: be active! personalize and differentiate the experience. This is hard work, take a TON of time and effort, but when done well, Ss will be able to be able to achieve deep learning outcomes (I am still very much working on this)
A2: the idea would be to become comfortable with the idea of making mistakes.
Just study anybgreat thinker, artist or highly successful person. They share this trait. Their story can speak to our learners
You can also intentionally practice making mistakes
#formativechat
A3 Don’t grade to show what things students miss but rather give feedback on the wrong and reenforcememt for the right. Feedback should be phrases positively. In class support risk taking by praising answers even when they are not correct - merely redirect #formativechat
A3: By roviding multiple opportunities to access and re-do. Use @goformative's Enable edits after submission. Delay the grading and/or offer regrades #formativechat
A3 Model prior, conference during, and give feedback w/o a grade. Have them revise and redo along the way before grading the final product. #formativechat
A3 Constant feedback in the moment is simply the way to go. Make activities feel like authentic, important work and guide them to do their very best. #formativechat
A2) I’m pretty blunt. I tell them I do not value grades over understanding, and believe the grades they want will follow from understanding.
I follow through on my promise that there is no failure, only feedback. Everything can be a starting block for “next.”
#formativechat
A3: I highlight the the errors and successes on s's work. Then the s's are responsible for coming to me and talking about the highlights. Are they positive or corrective? S's lead the conversation and we talk about ways to improve. #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
A3 first buy 4 copies of @PaulSolarz’s book and give 3 copies to edufriends. Next read the book. Have students teach others on how they created their product #FormativeChat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
I'm doing it individually in math right now, as a first year trial run. It's been amazing because I teach 2 grades at once and tracking improvement/missing knowledge is so enlightening! Go for it even if it isn't in the "Final gradebook" #SBG#FormativeChat
A3: It means being PRESENT during activity/assignment. Walk around, ask questions, observe what is really going on with Ss' work. #aedu209#formativechat#troll209
A2 Simplest thing to do is stop grading everything. Provide lots of formative feedback and iterative processes. Play the long game, even for incremental improvements. Distinguish between good errors and carelessness. Honor confusion & questions #formativechat
Agreed! Scaling the learning process for achievable steps to allow for reflection and feedback. Much better than when Ss produce a flawed product because they veered off early on but received no feedback! #formativechat
A3: I find that I have to purposely plan the process of the assignment so it is in smaller chunks allowing and planning for frequent and consistent feedback throughout #formativechat
A3: Tech apps are a great way to provide feedback as it is happening. I just started using @goformative and look forward to giving feedback in real time. I also use lots of open ended problems or PBL's so that I can facilitate not just instruct. #formativechat
A2 I suggest to teachers: day one of school. Make A ton of mistakes right in front of the kids. But your ok with that! And keep in doing it in ways that encourage creativity, experimentation, voicing ideas (which is scary for many kids)
#formativechat
So many awesome ideas and methods being shared now in #formativechat love the conferencing ideas, sharing our own experiences with failures, give feedback and check in often
A3 – We must make the effort to be truly present in our class. #ditchdesk Have a focus on active learning opportunities were students are creating knowledge and reflecting on their learnings and attempts. @goformative a great tool to help with this #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
A3- Conferencing with ss and teacher check ins. teachers should not be taking home piles and piles of papers to grade. This should be an ongoing conversation with ss during class time.
#formativechat
A3 - After identifying those that feel they still need help, I spend 1on1 time with each while others work through practice problems or challenge each other with white board peer challenges! #formativechat
Interesting point, if the overriding message to our kids is that they are safe. I did have a revelation at an event last month, though: Teach that discomfort doesn’t mean you’re not safe. Think about what else kids can handle with that message. #FormativeChat
A2: very mixed feelings about this idea of comfort zones. I know we talk about pushing it- but that simply doesn’t work for many people. For children - comfortablw (metaphorically and physically) is probably the best place to be for good learning.
#formativechat
The other real concern in talking about effort is that what looks like effort for some might not be for others. Unless I follow my Ss around, I don’t really have a sense of their work investment away from the classroom.
#formativechat
A3 first buy 4 copies of @PaulSolarz’s book and give 3 copies to edufriends. Next read the book. Have students teach others on how they created their product #FormativeChat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
A3 I love @goformative AND @nearpodfor just these abilities it’s been proven that immediate feedback increases students cognition of errors and grows the the student at I believe a .70 effect size which is amazing /24hr feedback if not instant #formativechat
A3: I have several conferences with Ss. First one we sit together for 10 min. and discuss the assignment (essay); Ss guide the discussion, we go over rubric together and assign a “score.” Ss are part of the evaluation process. 2nd conference we discuss improvements #formativechat
A2 We began using "show me what you can do"s in math instead of quizzes - Ss self-assess & can retry. Anxiety went down, learning improved & Ss loved it!
#formativechathttps://t.co/NVchbSlfgt
A3 We need to get students more involved in the process. We need to design learning to allow for conferences and that immediate feedback. It isn’t easy and I am challenged daily, but we mist always be transforming to be responsive to student needs & engagement. #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
A3) I’m curious what you think about my practice of not giving grades for anything. I just offer feedback on whatever I see, hear, or collect. Formal assessments receive my impression of mastery level (on a 4-point scale), and feedback to improve as needed. #formativechat
Scaffolding the problem in HS math allows for on the spot formative assessment to pin point gaps in learning. This is a great way to provide meaningful feedback and address the issue specifically. #formativechat
Thanks to everyone who participated in this evening's #formativechat & THANK YOU to @goformative for allowing me to guest moderate!
I hope you'll check out my #formativesummit session that was posted today!
If you have a little more time to chat, please jump to #LearnLAP now!
Give a kid a domain and website. Let me chose what they want to learn as well as guide them through key content. Document the journey along the way/ #formativechat (https://t.co/otENGkzI4M)
A3: First off, not every grade or score needs to go into the grade book. Frequent checks for understanding helps students (and teachers) monitor their own learning. I like https://t.co/LhLuIrIyfV as a quick way to get feedback from and to students
#formativechat
A3: putting more time in the process of learning rather than prep for a test and making reflection a regular, consistent and necessary part of that process #formativechat
Thank you @PaulSolarz for a great #formativechat. This is a great PLN that keeps my mind continually thinking and evolving! Have a great week everyone!
A3: Our teachers are encouraged to use technology as much as possible and today’s tech can provide students and the teacher with immediate feedback in a fun way. Check out this wonderful teacher @MCASTELLANOS101 using technology with immediate results. #formativechat
A2: Model expectations to encourage Ss to engage in the process of learning rather than always focusing on the ‘right’ answer. Embrace the entire learning process & model productive struggle. Share relevant experiences. Allow Ss to take risks & struggle. #formativechat
QUESTION 2:
Learning can be a complicated process that may include uncertainty, setbacks & failures before resulting in growth, improved skills & success.
How can we educate students & other stakeholders to embrace this uncomfortable learning process?
#formativechat
A3) Stop assigning a grade at the end of each one. 😁 Teach kids to map progress. And as suggested, involve families in this change. With the ability to follow along with PowerSchool, why just offer grades? #FormativeChat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
Thank you @PaulSolarz for a great #formativechat. This is a great PLN that keeps my mind continually thinking and evolving! Have a great week everyone!
A3 Stop grading everything, especially w/ rubrics. Provide narrative feedback or questions that must be considered & addressed as revision before resubmission and issuing a traditional grade. Any grade ends conversation about learning and becomes about grades #formativechat
A3:
PBL/SDG. Once you give up the keys and the kids know the why, the whole classroom turns into a workshop and feedback loop. It's awesome for kids and teacher wellness. And authentic learning through the roof.
#formativechat
Hey all if you get a chance and are interested in participating, we would love to have you on #OLAchats . Great topics on leadership and all of your knowledge is shared with developing S leaders at OHS. #formativechat
A3: Allowing students to choose what and how they review, practice, & learn info is important in their but in. When we control everything, Ss feel prep vs. choice of learning path. #formativechat
Thanks to everyone who participated in this evening's #formativechat & THANK YOU to @goformative for allowing me to guest moderate!
I hope you'll check out my #formativesummit session that was posted today!
If you have a little more time to chat, please jump to #LearnLAP now!
There are numerous parallels between coaching & teaching when it comes to giving feedback, but I think it starts w/ sufficient opportunities to practice & razor sharp focus on what we want to see. For me, I know I can get overwhelmed by the sheer amount of content. #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
#formativechat Thank you @goformative@PaulSolarz Great feedback, great ideas and thank you fellow educators! Great things are happening for great Ss. Keep it up!
A3 we must connect in the moment alongside learners. Prioritizing every instructional moment to connect with students is the only way to ensure teachable moments are rarely missed #formativechat
A.3 Doing assignments together, in small groups or student conferences and not just having Ss do independent work immediately..allowing Ss to teach each others and not taking everything for a grade are ways that I help prioritize feedback over grades. #formativechat
QUESTION 3:
How can we as educators prioritize immediate, personalized feedback over grades? How can we focus on helping students improve DURING activities & assignments instead of just assigning a grade at the END of one?
#formativechat
Prioritize feedback by not giving grades when students ask for them. Ask Ss to self-evaluate and defend a grade they believe they have earned and then give a counter-argument if necessary. #formativechat
