The #michED chat is a grassroots effort dedicated to giving teachers, students, and parents across Michigan a bigger voice in the conversation about education in our state. We welcome all voices through a variety of projects, media, and social networking. We’re trying to address educational issues through apolitical conversation, spreading ideas and stories of success from Michigan classrooms across the state, and helping teachers and students regain the courage to connect and demonstrate that schools in Michigan are creating amazing opportunities for learning. We want the face and voice of education in Michigan to be a mural of shared experiences and positive examples of connected learning.
Welcome to #miched and a thoughtful chat about healthy grading practices. Please welcome co moderator @megancmomo and introduce yourself. First question is coming in a few minutes.
Aric Foster, English 11 (#fostere11) and AP Lit (#fosterap) teacher in Armada, MI. Some of my learners might be popping in to build a positive digital footprint. I am also a learning consultant with https://t.co/FVTtEvk27x#miched
Hi #miched! Happy to be co-moderating with @Aricfoster2 tonight from west suburbs of Chicago. Let's talk about getting healthy - Healthy grading practices.
Hi, I'm Chris from Allegan HS. I'm a math teacher. Welcome #FosterAP students to the #miched chat. Please chime in as you are are the student side of grading. Your voice is important.
Q1: What are some healthy or unhealthy grading practices that you have practiced in the past or that you have seen? Why are these effective or ineffective? #miched
Hi, I'm Chris from Allegan HS. I'm a math teacher. Welcome #FosterAP students to the #miched chat. Please chime in as you are are the student side of grading. Your voice is important.
A1: Unhealthy: Mixing proficiency & behavior by having academic grade affected by late work, group work, practice work and cheating. It was inaccurate for me to assess a learner’s learning by using factors out of his/her control or that only demonstrate behavior #miched
A1: Giving extra credit, point or percentage loss for late work, participation points, point loss for concepts/skills not identified as standards are all unhealthy. I am guilty of all these in years past. Don't mix behavior with academics in a grade. #miched
A1) Unhealthy: Grading everything including homework and binders. Healthy: Realizing I dont have to have it back the next day. Ts need balance too #miched
A1) Unhealthy: Grading everything including homework and binders. Healthy: Realizing I dont have to have it back the next day. Ts need balance too #miched
A1) Unhealthy: Grading everything including homework and binders. Healthy: Realizing I dont have to have it back the next day. Ts need balance too #miched
A1: Unhealthy = quantifying learning. I'm guilty of this. I have to do this, but that doesn't mean I have to like it! Healthy = feedback, conversation, process over product. #miched
A1: Healthy: Test corrections. Ss take an AP Calc test and when finished have an opportunity to earn points back on their questions by (1) fixing the mistake (2) using math reasoning (3) finding the clue in the problem that tells them what they should have done. #miched
A1: Unhealthy = quantifying learning. I'm guilty of this. I have to do this, but that doesn't mean I have to like it! Healthy = feedback, conversation, process over product. #miched
Yes, the important part is that they see what their error was and how to correctly do that in the future. A unit test is much like an essay IMO, and essays get rewrites if goals weren't met. #miched
Q2: What are your policies about late work? How do we balance teaching “meeting deadlines” & responsibility while still making sure our academic grades accurately report proficiency? #miched
Oh just the idea that I would grade students on their binder organization and check for completion of all assignments. LOTS of time grading this and not as useful of feedback to Ss #miched
A1: unhealthy anything that isn’t focused on learning #miched example points off for late or neatness ... work habits belong in a different category for us it is behavior grade
Without mentioning names @veeberston what are some grading practices you have seen (as a student) affect student learning either positively or negatively? #miched
A2: Our academic goal is for Ss to learn the concepts. One behavior goal is for Ss to be responsible. Grades needs to reflect academic achievement. If the grade is determined by a combination it becomes difficult for stakeholders to interpret. #miched
A1: unhealthy anything that isn’t focused on learning #miched example points off for late or neatness ... work habits belong in a different category for us it is behavior grade
A1: In @ArmadaSchools we have two marks: academic grade and Employability. Academic grade is 100% standards proficiency and Employability is work habits like meeting deadlines, task completion, and in class behavior. #miched
A2) We currently have a 2 week deadline with no penalty for turning something in late. We are discussing the idea of moving it to one week or allowing late work via a request for an extension. Trying to have more ownership over this idea #miched
A2: I want work on time, but also done right #miched I note that it is late but doesn’t impact academic grade: most jobs offer extensions when needed so should I, student lives are busy!
A2) We currently have a 2 week deadline with no penalty for turning something in late. We are discussing the idea of moving it to one week or allowing late work via a request for an extension. Trying to have more ownership over this idea #miched
I've used that too. Often on HW (and it takes time to build this trust) the Ss share their problems/solutions. I won't tell them if they are right until we check the work as a class. We learn a lot this way. #miched
A1: Still trying to figure out the system of zero for absent. It’s like a double edged sword, a false representation of the grade. I want to just get rid of grades and go SB. #miched
A2: You can show proficiency until the last week you have a teacher...flow to the next semester with the same teacher? Why should you be able to show proficiency? Important enough to assess, important enough to make sure a student 'gets' it. #miched
A2: I will preface by saying I work at an alt HS. We do not have a late policy. Ss can revise work from any class, any assignment, until the day they graduate...even if they finished the class! #miched
I like that, we have a window of while we are working on that unit... so by the time they take the unit test #Miched this works since they need the learning to show on assessment
A2: When are these self management and time management skills taught? Who is responsible for teaching them?
Can I expect something I'm not teaching? #miched
A2: This balance is tough. Daily work leads to discussions. Can't be part of the discussion without preparation. I allow 3 weeks to turn in daily work often with no penalty for a week and minor penalties after that. #miched
A2: as a student myself with due dates and professors who don’t take late work for any reason, it’s hard to instill this into even junior level classes. I always take it but half off. It’s better than a zero. SB might solve this problem? I need more info. #miched
During peer editing on papers, we worked in teams of three and had to refer to the author of the paper in the third person. This allowed the “graders” to give quality feedback without (learning) targeting the individual. (See what I did there? 😝) #miched
Without mentioning names @veeberston what are some grading practices you have seen (as a student) affect student learning either positively or negatively? #miched
I have made the mistake of assessing and evaluating kids on things that I have not blatantly taught. Everything from comma rules to time management. I think if we are going to hold them accountable for "it" then we better teach "it" explicitly #miched
A2: When are these self management and time management skills taught? Who is responsible for teaching them?
Can I expect something I'm not teaching? #miched
During peer editing on papers, we worked in teams of three and had to refer to the author of the paper in the third person. This allowed the “graders” to give quality feedback without (learning) targeting the individual. (See what I did there? 😝) #miched
Without mentioning names @veeberston what are some grading practices you have seen (as a student) affect student learning either positively or negatively? #miched
A2: as a student myself with due dates and professors who don’t take late work for any reason, it’s hard to instill this into even junior level classes. I always take it but half off. It’s better than a zero. SB might solve this problem? I need more info. #miched
Q3: What is problematic about using group work to calculate a learner’s individual grade? How have you structured group work to accurately assess a learner’s individual performance? #miched
A3: Assigning specific tasks within the group works. Also, providing only words as feedback for group performances (and not numbers) is effective as well. My #fosterap kids made an elaborate Macbeth video and only received words as feedback. #miched
Agreed. A wise person told me we are PREPARING students for the real world. The challenge is mimicking real world circumstances at the student's appropriate level I think. #miched
A3: Assigning specific tasks within the group works. Also, providing only words as feedback for group performances (and not numbers) is effective as well. My #fosterap kids made an elaborate Macbeth video and only received words as feedback. #miched
A3: Group work should be used to provide learners different learning environments, to teach collaboration, and for students to get teacher and peer feedback. The outcome should not be a grade. #miched
It is challenging...and perhaps inaccurate when we do this. One thing I do is give only words feedback for group performances and numbers for individual reflections based on that group work and feedback. #miched
#miched One thing to consider is that when you certified in a position, you have a skill set, maturity, and proclivity for that work. Students don't have those three things for everything asked of them in every subject, and they are far more insecure, not fully developed yet.
In reply to
@conrad_chris, @Aricfoster2, @blocht574
To assist, with seeing if they have missing work, Mondays students use their chromebooks to check for missing work from the previous week. I get SOOO MUCH WORK on Monday because most "just forgot". Making checking their grades intentional is paying off. #miched
"They should know it by now..." is completely biased to certain socioeconomic and/or home lives...not to mention the quality of previous teachers/systems.
I have made the mistake of assessing and evaluating kids on things that I have not blatantly taught. Everything from comma rules to time management. I think if we are going to hold them accountable for "it" then we better teach "it" explicitly #miched
A2: When are these self management and time management skills taught? Who is responsible for teaching them?
Can I expect something I'm not teaching? #miched
A3: Depends on how the group project is structured. If I truly am assessing collaboration skills then I assess whether or not they are demonstrating those behaviors. I actually separate it from the content. #miched
"They should know it by now..." is completely biased to certain socioeconomic and/or home lives...not to mention the quality of previous teachers/systems.
I have made the mistake of assessing and evaluating kids on things that I have not blatantly taught. Everything from comma rules to time management. I think if we are going to hold them accountable for "it" then we better teach "it" explicitly #miched
A2: When are these self management and time management skills taught? Who is responsible for teaching them?
Can I expect something I'm not teaching? #miched
#miched So, to ask post-certification, full adult maturation in time management and high quality, on-time delivery of work when they are in k-12 classes is not just developmentally inappropriate, it can be abusive.
In reply to
@conrad_chris, @Aricfoster2, @blocht574
#miched One thing to consider is that when you certified in a position, you have a skill set, maturity, and proclivity for that work. Students don't have those three things for everything asked of them in every subject, and they are far more insecure, not fully developed yet.
In reply to
@conrad_chris, @Aricfoster2, @blocht574
Words are more impactful than arbitrary numbers. I also appreciate the fact that it is more difficult for students to compare themselves to each other with word feedback, which helps to eliminate competition. #miched
A3: Assigning specific tasks within the group works. Also, providing only words as feedback for group performances (and not numbers) is effective as well. My #fosterap kids made an elaborate Macbeth video and only received words as feedback. #miched
A3 Groups must have contracts they set together, including 'strikes' and the possibility of being 'fired' and roles each person is responsible for that help them utilize their interests and strengths. #miched
#miched It's false to think we have to create post-high school conditions and evaluations as the best way to prepare students for post-high school employment. Personal maturation and really, really learning the content of our disciplines make for the best preparation.
In reply to
@conrad_chris, @Aricfoster2, @blocht574
#miched So, to ask post-certification, full adult maturation in time management and high quality, on-time delivery of work when they are in k-12 classes is not just developmentally inappropriate, it can be abusive.
In reply to
@conrad_chris, @Aricfoster2, @blocht574
I have not. And I speak to many students of all different futures (beyond HS). When I ask, they tell me that I helped them learn time management and how to prioritize. I rarely had issues with completion or achievement with this policy #miched
Words are more impactful than arbitrary numbers. I also appreciate the fact that it is more difficult for students to compare themselves to each other with word feedback, which helps to eliminate competition. #miched
A3: Assigning specific tasks within the group works. Also, providing only words as feedback for group performances (and not numbers) is effective as well. My #fosterap kids made an elaborate Macbeth video and only received words as feedback. #miched
Q4: What is problematic about penalizing academic grade for cheating? How do you use cheating from learners as a means to teach responsibility without affecting academic grade? #miched
Be sure to get registered today for #LMTC18! Two amazing days of #EdTech learning and fun! With over 50 #michED & #INeLearn educators sharing what they know, it is this summer's can't miss Conference! Over 60 uniques sessions focused on STEM, G Suite, and more! #BRESA#EdTechChat
Yes, I just have a hard time assigning a grade for it. Feedback is the best part of the project in this instance. Follow up assessment is a must. #miched
A4:There are other options for consequence to cheating and the behavior absolutely needs to be addressed. BUT it does NOT have to impact their academic grade which is purely a reflection of their learning of the standards. #miched
I would agree with creating progress checks each week, but grades? Grades are only for summative declarations of final mastery, not formative feedback or a general status check. #miched
In reply to
@MsBasgall, @Aricfoster2, @DouglasReeves, @kenoc7, @mssackstein
A3: When students are motivated by things other than numbers and grades, quality effort work are put forth by all group members. When this is not the case, there is not a balance of group participation. #miched
Q3: What is problematic about using group work to calculate a learner’s individual grade? How have you structured group work to accurately assess a learner’s individual performance? #miched
A4: Learners receive non-academic consequences (like detention, parent phone calls, and poor Employability mark) and then redo an alternative task to show their own ethical academic proficiency. #miched
A4: Again this depends on circumstance. The outright stealing of work from a student w/ malicious intent I have a hard time saying should have no academic consequence, but plagiarism has a learning curve #miched
Of course, that is why we do tweet - to help. So great to hear new-ish teaches making awesome changes. When you take this step, you have to build the culture to support the success or you and the learners will be frustrated. #miched
#miched So, if we ask teachers to get up to speed on how to build time management, personal self-discipline, etc in students, they'd quickly find grades are terrible teachers of such. We'd have to replace that approach with a practical one (or array of techniques) that do that.
In reply to
@sarahyogidds, @conrad_chris, @Aricfoster2, @blocht574
A4 - First figure out why the student had to cheat and address that. Then brainstorm with the student what they can do to still show you they know the skills/knowledge expected #miched
A4) Penalizing cheating is problematic because cheating isn't a standard in math. The grade should be about how well they understand math. We have conversations, call home, and if repeated will contact all teachers / college. Disappointment is more powerful than grade #miched
Sounds like many comments are reflecting the idea that feedback only without numbers, is more effective and a more healthy grading practice in many situations. #miched
A4) Penalizing cheating is problematic because cheating isn't a standard in math. The grade should be about how well they understand math. We have conversations, call home, and if repeated will contact all teachers / college. Disappointment is more powerful than grade #miched
#miched And that's very doable. If we don't speak up, however, and educators continue to give uncoverable F's and 0's for late work or to deny re-do's, we are sort of, if not a lot, complicit in the causing the problem.
In reply to
@sarahyogidds, @conrad_chris, @Aricfoster2, @blocht574
Yes, I just have a hard time assigning a grade for it. Feedback is the best part of the project in this instance. Follow up assessment is a must. #miched
Ss need to be able to learn from their mistakes. They need to see that they were wrong and have some form of consequence. Looking forward many colleges have very little tolerance for this behavior. I think it boils down to a Ss trying to get a grade v learn the material. #miched
Helping students prioritize learning over grades is quite a challenge but it can be done and it is a noble struggle and worth pursuing. Too much is at stake. #miched
Ss need to be able to learn from their mistakes. They need to see that they were wrong and have some form of consequence. Looking forward many colleges have very little tolerance for this behavior. I think it boils down to a Ss trying to get a grade v learn the material. #miched
A4: I agree with you, but taking a hit on employability does negatively impact the students, especially when #FosterAP students' grades are dependent on task completion. However, it is difficult to cheat with self generated learning targets that depend on word feedback 😀 #miched
A4: Learners receive non-academic consequences (like detention, parent phone calls, and poor Employability mark) and then redo an alternative task to show their own ethical academic proficiency. #miched
A4: In our department plagiarism is more of an issue. Students are required to redo the work in order to obtain a grade. The grade stays blank until redone. We keep track of frequent fliers on this. Educating is the proactive approach here. #miched
Q5: What is the relationship between formative and summative work to calculate a learner's final grade? How does including performance on practice work affect the accuracy of a reporting a student’s learning? #miched
#miched This is a positive response. Many schools/districts make the F or 0 for plagiarism or cheating unrecoverable, which means there's no hope, so no student investment, and just as bad, they remain incompetent with the material. Yours is a policy of hope, however.
A5: We use 100% summative and 0% formative. Formative work is assessment FOR learning & to guide my future instruction. Summative is assessment OF learning to see what the learner can do. Practice vs. Game. No one gets points on the scoreboard for doing well in practice. #miched
A5: Including performance reviews on practice work allows students to receive quality feedback and to improve performance on the summative. It also keeps the students motivated as they cannot receive feedback if tasks are not completed. #miched
Q5: What is the relationship between formative and summative work to calculate a learner's final grade? How does including performance on practice work affect the accuracy of a reporting a student’s learning? #miched
A5: My Ss grades are based solely on their summ assmt. Ss get feedback on formative work, & record, & reflect on learning. When marking their formative work, I learn what I need to change about my teaching & what I need to help my Ss with. That is my reflection. #miched
A5: Including performance reviews on practice work allows students to receive quality feedback and to improve performance on the summative. It also keeps the students motivated as they cannot receive feedback if tasks are not completed. #miched
Q5: What is the relationship between formative and summative work to calculate a learner's final grade? How does including performance on practice work affect the accuracy of a reporting a student’s learning? #miched
A5: Ours is 100% summative & 0% formative as well. But Ss can have unlimited practices AND games at our school - to borrow @Aricfoster2's metaphor! #miched
I think that having the students do revisions and a retake on an assignment that the rest of the class was not assigned will help to discourage cheating. #miched
A5 . - Formatitive work is just that, formulating understanding & improving one's confidence. Do we get to start with points in the game for how well we did during practice? Summatitve is the whole grade & shows what you can do when synthasizing all learning on a topic #miched
A5) Summative is the majority of the grade but sometimes formative can help influence when a bad day can seemingly influence a grade. One bad test should not determine a record of consistency on an objective. #miched
A5 . - Formatitive work is just that, formulating understanding & improving one's confidence. Do we get to start with points in the game for how well we did during practice? Summatitve is the whole grade & shows what you can do when synthasizing all learning on a topic #miched
What if a retake of that summative addresses the "bad day" issue? 92 #fostere11 learners just took a summative. 2 had "bad days". They got to revise because they did all of their formative work (that counted for 0% of their final grade). #miched
#miched This means we need to include multiple summatives, not a one-sitting summative. Formative assessment/feedback experiences must remain low stakes, i.e. no evaluation (grade/percent/rubric symbol), if they are to be instructional valuable in a way that doesn't invoke ego.
#miched This means we need to include multiple summatives, not a one-sitting summative. Formative assessment/feedback experiences must remain low stakes, i.e. no evaluation (grade/percent/rubric symbol), if they are to be instructional valuable in a way that doesn't invoke ego.
If I can challenge you, isn't completing another assignment that the others will not have to for the purpose of evaluation? If the Teacher can not evaluate the original, is that consequence or just evaluation? What is the behavior consequence? #miched
#miched I would argue that just bec we're afraid of the HUGE impact of 'summative grade does not mean we should ruin the instructional value of having a safe place (not high stakes) to wrestle, receive critique, revise, and be assessed anew. That formative stuff is too valuable.
A4: I see the logic of not reducing academic grades due to cheating, but I also see many challenges in addressing it through other ways: time, people, and alternative task creation/additional grading. What are some practical responses to those challenges? #MichEd
Q6: What is the role of redos/retakes? Required/encouraged for both formative/summative? Should a learner be eligible for full credit on a retake? Why/why not? #miched
A6: My Ss have the option to retake any summative so long as they have completed the designated formative work and reflection on formative assessments. The retake 100% replaces first attempt on summative. #miched
A6: My learners are required to revise every formative until they show proficiency in all standards for that task. They can revise their summative for 100% full credit (after some relearning) IF they completed all of their formative work leading up to the summative. #miched
What if their was no "pretest" day but instead a "post test" day to reflect about how it went and to do revisions or retakes for cheaters? I know @MeganCMoMo does this and can speak to it more. #miched
A4: I see the logic of not reducing academic grades due to cheating, but I also see many challenges in addressing it through other ways: time, people, and alternative task creation/additional grading. What are some practical responses to those challenges? #MichEd
A6) Absolutely a retake should be eligible for full credit. If they get it, they get it. It shouldn't matter how many times they had to take an assessment to get there. #miched
I think that the teacher should compare the retake to prior work that the student completed. This is also helpful when learning targets that are specific to the students are implemented. #miched
Those are definitely challenges. I have alternative assessments for all summatives. Once made, I have a bank of them. Grading is unavoidable but it is big part of our job. And for time and people, I think it is about front loading and building CULTURE #miched
establishing & fostering a culture 1st is huge. We have parent meetings & lots of communications sent home before & during the school year to prep them. Ultimately, we show them that we are doing what we think is best for their child's learning. This mantra helps a lot. #miched
#miched What you and Aric advocate here is sound except, what happens if they don't do all the formative work/assessments/reflections, and we declare they cannot do their re-assessment? We've just caved in to the student's immaturity -- and he remains incompetent.
This is my philosophy as well, which was greatly influenced by @Aricfoster2’s panel discussion at #ncte16 (@ncte). Learning must take center stage so we don’t let students get lost chasing points! #sblchat
A5: We use 100% summative and 0% formative. Formative work is assessment FOR learning & to guide my future instruction. Summative is assessment OF learning to see what the learner can do. Practice vs. Game. No one gets points on the scoreboard for doing well in practice. #miched
A6: Never let them redo/retake an assessment. The world is a cold mean place and they need to get it ASAP. I mean you can't take the Bar, medical boards, SAT or a driving test multiple times can you? #miched
I have seen this attempted in many places. Students are really good at manipulating the process and often get a "watered down" version of the original assessment or teachers bump up scores on a rubric because revisions are improvements. How can that be adressed? #miched
#miched The statement that students can re-do "as long as he....," can paint us into a corner, and run counter to our ultimate goal -- The student learns the material and matures. Removing the burden of learning isn't very demanding of a student, nor does it help him grow.
I see the concern. My students can complete formative work after the fact and then have the opportunity to retake. If this becomes a pattern, then the conversation changes - and it involves other parties like Parents, admin and counselors. #miched
#miched What you and Aric advocate here is sound except, what happens if they don't do all the formative work/assessments/reflections, and we declare they cannot do their re-assessment? We've just caved in to the student's immaturity -- and he remains incompetent.
I see your point. Implementing practices from @hilldw61 and his @POWERofICU helps heal students of their immaturity. @MissLonerganEdu and I also explicitly teach & foster executive function training. We are aware of the possible hypocrisy though. Thanks. #miched
In reply to
@rickwormeli2, @MeganCMoMo, @hilldw61, @POWERofICU, @MissLonerganEdu
I think we have to do a better job of making it as similar as possible to the original. It can be hard to do but as long as you are using the same rubric, you have to grade on that attempt in a silo and not refer to the previous assessment when assigning the grade. #miched
In my experience, students will always try to manipulate any system. Eliminating as many "playing school" provisions as possibly helps combat this. #miched
Learning is always the goal. I am a teacher and that is my job 0 no matter how long it takes. They are not at all off the hook for not learning.There are higher expectations to exit my class. #miched
A #fostere11 learner today asked me, "How many times can I revise if I still don't get it?" I said, "As many as it takes for you to learn it." Then did some thoughtful reteaching. #miched
#miched I think you've really hit it here, Aric -- There ARE ways to teach these things, to cultivate these maturities in students, and we operate from a sense of hope, not giving up or cementing the F in a false sense that this teaches the students responsibility.
In reply to
@Aricfoster2, @MeganCMoMo, @hilldw61, @POWERofICU, @MissLonerganEdu
A7: Feedback needs to be timely, descriptive, standards-referenced, and action-oriented. Closing the feedback loop works when learners have to process their feedback and act on it. Here is one example inspired by feedback codes from @MrsHumanitieshttps://t.co/f0doIV05qF#miched
#miched This is a super brave thing! The idea that time is not immutable, it's a variable, that we are out for students' learning and success, no matter the timeline, and that we will not cave into a uniformity mandate -- I love it!
That means a lot coming from you, Rick. I really do have daily hope that students CAN learn: English AND the soft skills. Otherwise, why am I putting this much time, energy, and passion into this vocation? #miched
#miched I think you've really hit it here, Aric -- There ARE ways to teach these things, to cultivate these maturities in students, and we operate from a sense of hope, not giving up or cementing the F in a false sense that this teaches the students responsibility.
In reply to
@Aricfoster2, @MeganCMoMo, @hilldw61, @POWERofICU, @MissLonerganEdu
A7: We are constantly working at making it consistent, well-framed, & all our feedback is open to everyone. Since we do so much interdisciplinary I can look at any T's feedback at anytime. Helps hold ALL of us accountable. #miched
A7:Feedback is vital for learning in my HS Math class. FAs get no score at all. I give feedback so the learner can reflect. Pass back paper day is an entire period not 15 min. We journal feedback so we can reflect on all of it pertaining to a single standard before the SA #miched
A7: We are constantly working at making it consistent, well-framed, & all our feedback is open to everyone. Since we do so much interdisciplinary I can look at any T's feedback at anytime. Helps hold ALL of us accountable. #miched
It also is consistent w/ best practices for learning. Do I tell my 7 year old b/c she fell off her bike that we were done w/ bikes last year so we are just moving on? It's 7 months later & we are going to work on biking again. #miched
There you go, Aric -- 'Courage of conviction, courage to be candid with one's self, courage to examine pedagogy critically and revise as warranted. Man, you are the consummate professional! #miched
Basically since we use an LMS portal where Ss can demonstrate their learning for different subjects on the same assignment, we gave our Ts access to all assignments & all feedback. So our feedback & our classes aren't siloed. #miched
That is my next tattoo now. Thanks for making that decision for me. HA
I am grateful for the amazing angels in #fosterap and #fostere11 that facilitate my growth as a professional. #miched
There you go, Aric -- 'Courage of conviction, courage to be candid with one's self, courage to examine pedagogy critically and revise as warranted. Man, you are the consummate professional! #miched
A7. When teaching writing, I ask students to bracket sentences or paragraphs they are struggling with. They leave comments identifying what they need help doing and why. I respond with questions. No penalty for not knowing and dialogue encourages risk taking. #miched
I think more collaboration on alternative assessments and resources is needed for most departments/grade levels to generate an ample set of options. That also required people to be teaching the same standards/content, which often does not happen. #miched
That is how we have operationalized our whole system. We also have the standards at the basis, so the content can be different, but the standard is the same #miched
Yes, step one would be that teachers are teaching the same standards - then collaboration and team effort to create multiple assessments. I did much of it on my own when I began making these changes, but it is nice to have help. #miched
A7 Feedback should be useful to students AND teachers and point to expectations on a proficiency scale - don't just grade and make their head hurt #miched
Thanks, #miched and Aric for letting me sit in this evening. 'Have to go and get ready for tomorrow, however, here in Baton Rouge where I'm working with folks on grading ethically. Enjoy your evenings, and thanks for doing this conversation!
Thank you all so much for such a fruitful #miched chat. If you are interested in continuing the conversation, @megancmomo and I are hosting our third annual Healthy Grading Summit on 5/12/18 in Armada, MI. We would love to see you all there. https://t.co/aPuR3id3xG
Thank you for having this Illinois teacher here tonight. I enjoyed learning with you. @Aricfoster2 and I would love for you to join us on May 12 in @armadaschools Please check this out https://t.co/Sm3QVI4jxn and register tonight! #miched
Thank you all so much for such a fruitful #miched chat. If you are interested in continuing the conversation, @megancmomo and I are hosting our third annual Healthy Grading Summit on 5/12/18 in Armada, MI. We would love to see you all there. https://t.co/aPuR3id3xG
