Welcome everyone to another great week of #formativechat going to be a fast paced awesome chat, share who you are, what is something great about your weekend?
Hello #formativechat! Lauren from NY - 6th grade English teacher and author of EMPOWER Your Students & Curriculum at Your Core. I don’t have weekends; I have kids.
Hello, #formativechat! My weekend was excitingly relaxing, but I did do some fascinating reading on cognition for my PhD class in the learning sciences!
A1 I beginnings: use it to gauge what Ss know and understand, frame their thinking or start them to ask questions they would like to know. #formativechat
A1: When kids know where they have been in their learning, where they are and how to get where they want to go, FA serves as the roadmap from the first challenge to mastery #formativechat
A1 –FA allows to me differentiate learning and provide relevant and timely instruction, feedback, and activities that boost engagement as learners become part of the process and see assessment as something that is part of learning not just a means for a grade. #formativechat
A1: Engage with a conversation or chain note about what was learned previously, exit slip that recaps what was learned or what is still being thought about. #formativechat
A1 Starting a unit off with games/simulations helped engage kids & allowed for the collection of great form. data. Ex: On an economics unit, I started w/ a trading game where students bought & sold items. After the unit, I at times “ended” with the same game #formativechat
A1 Endings: a simple thumbs up or down, or a visible cue to let me know if they got it, need help, I have more questions, or I’m really lost. These cues help me know how to proceed next. #formativechat
A1 Students represent existing understandings of the theme/issue (usually by writing or drawing, although @jedikermit inspired me to try playdoh & legos). Then they respond to patterns & outliers in each other’s work. Read more: https://t.co/5phcSbXyVw#formativechat
A1 FAs are like surfing a wave Jump on the wave at beginning of class, and ride the energy to the shore Ss can get into the energy FAs bring #formativechat
A1: When kids know where they have been in their learning, where they are and how to get where they want to go, FA serves as the roadmap from the first challenge to mastery #formativechat
A1 I often like to see what knowledge they already have before I start teaching. In math, it might mean showing them a new tool and asking them what they notice. In language, showing them a new type of text for them to notice and wonder. #formativechat
A1 Make sure the assessment is directly linked to content and language objectives. Try to make them oral assessment to “get out the door.” Get Ss to practice with each other first. #formativechat
A1: Formative assessments can be utilized to analyze student academic patterns and create interesting lessons and activities based on student strengths...also opens up interaction within the classroom #formativechat
A1: I like to begin and end lessons with formative assessments that are open ended and have a direct connection to a real world application. This drives inquiry and draws connections to the storyline behind math #formativechat#STEM
A1 I use FA to target which Ss need small group instruction. They get an invitation to come to a lesson. When they leave that lesson I tell them that I just gave them the cheat codes to level up their learning. #formativechat
A1: I like using @AdobeSpark for engaging videos or graphics to see where students are starting from. @TechieKristy has modeled this well for me! #formativechat
A1: I used a Google Form today that had a Youtube video at the top of the form. The questions were below. Students were able to watch the video multiple times and access it. I could immediately get a pulse after students’ finished. #formativechat
It also allows you to assess whether the students are seeing the larger picture of the unit. If they do not have a macro level understanding they are at risk of disengaging #STEM#formativechat
A1 Love Google Apps, love seeing products of student learning, quick checks including sketches, #booksnaps, collaborative discussions
#formativechat#IHMarchMadness
There are a number of platforms where you can create quest-like assessments-even fairly simply using go-to answers in Google Forms. Then thee’s also just games-say for social studies. https://t.co/gFcEv71zB0#GBL#formativechat
A2 – Using FA shows my Ss that I’m invested in their learning and want them to take ownership of it. This leads to greater trust and relationship building. Lots of great conversations about the work they did, learning from mistakes, and making connections. #formativechat
Yes, I love both. I used @padlet Friday and made the one that has columns. It was awesome to see where students added their comments, questions, connections, analysis, and sharing of ideas. #formativechat
A1: I used a Google Form today that had a Youtube video at the top of the form. The questions were below. Students were able to watch the video multiple times and access it. I could immediately get a pulse after students’ finished. #formativechat
A2: FA offers multiple opportunites for conversations about learning-through reflection, revision and talking with students, relationships strengthen and classroom community increases 😊 #formativechat
A2 I use the FA as opps for starting conversations, having time to connect w/each student and learn more abt them/their understanding, how they learn #formativechat
My Ss always say, when they present at #edtech conferences, that they love that you can put a @padlet in a Padlet.... you get the idea, I guess I said it enough to them ;) #formativechat
In reply to
@MarianaGSerrato, @MsJdickinson, @teacherforest, @padlet, @Flipgrid, @edmodo, @goformative, @ThingLink, @padlet
Learning is such a vulnerable experience. FAs give us a leverage point for feedback and growth with Ss. FAs allow us to make Ss part of the process #formativechat
A2 FA allows for more personal interactions with Ss, you aren't just handing them back a grade on a piece of paper, they get instant feedback, and their response to that feedback allows you to continue to help them #whitmanwtps#formativechat
A2 it gives us a chance to talk. I’ll use it as a spring board for them to reflect on their learning. They can tak to me about it or write their thoughts based around a learner profile. #formativechat
A2. You have to let Ss know the purpose & what assessment means. If they know the "real world value" behind it, and that assessment is a continuous dialogue, there will be a trust and a relationship that will impact learning. #formativechat
A2 @DavidJLockett hit on this w/A1 The practicality of FAs foster relationship building They can slow the cr down to allow for more efficient interaction #formativechat
A2 Each writing project includes the student choosing a topic that genuinely matters to them, and choosing strategies that work. While discovering what they care about & what they’re trying to accomplish, we learn a lot about each other’s values!
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A2: I confer with students during daily workshop, so I’m continually learning about them as we discuss the books they’re reading and their work they’re currently writing or have written (https://t.co/CwOXs0KtIC)
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A2. I use FA as a way to give Ss formative feedback to allow them to level up as learners. They are learning as young as 3rd grade that feedback helps them get better and they seek out feedback and mini lessons as needed #formativechat
A2 I try to find opportunities to provide group feedback on community development. I chart what I see/hear, share it and then together we analyze and debrief it. I find this double shot of feedback really helps make it stick. #formativechat
A2: In the formative assessment, I normally get a pulse on how they feel about the reading/writing. I ask for mood or their personal take on what’s happening in the story. I find if they can connect with it, they feel more apt to appreciate it and understand. #formativechat
A2: We always begin the year (and continue) with get to know us assessment/interest surveys that segue into digital personal narratives and peer surveys We use that to build interest for the rest of the year. #formativechat
A1: Try to tie projects to the unit. For instance, if students have trouble with theme, my team designs a project to help reteach and show understanding. @Flipgrid is another fun program to use. #formativechat#IHMarchMadness
A2 FAs show me how I can make learning personal and see what parts they’re having difficulty in. It’s because of FAs that my lesson plans look totally different from what’s on paper and what’s really happening #formativechat
A2: FAs are conversation starters. When an FA makes the content personal for Ss it leads to rich conversations. Recently all my FAs and exit tickets in #probstats have revolved around employment and education data. This has led to great conversation with my seniors #formativechat
A1: Try to tie projects to the unit. For instance, if students have trouble with theme, my team designs a project to help reteach and show understanding. @Flipgrid is another fun program to use. #formativechat#IHMarchMadness
A1: When kids know where they have been in their learning, where they are and how to get where they want to go, FA serves as the roadmap from the first challenge to mastery #formativechat
A2: when lessons are student centered it allows time for the teacher to have genuine/authentic conversations with students and build relationships #formativechat
A2: Reflection is also awesome for Ss to show the T how they viewed their work and to have a conversation with the teacher. if big classes, those conversations can be via @flipgrid at times and in person other times. #formativechat
A1) When beginning an argumentative unit, asking students to have informal debates about topics that are engaging to them allows for observations about how they structure their arguments and it pumps them up for the unit learning! #formativechat
A2 Ss responses to FAs become the big questions I’ll ask in the next session. Students feel empowered that their Qs are being used to springboard on to the next lesson #formativechat
A2 Relationshios are built when I find out where my Ss are and what they need. This leads to the Ss knowing that I will meet them where they are to get them to where they need to be. #formativechat
A2: I think it shows students that we value what they already know plus value their time. We aren't going to spend time on things they already know but dive deeper or spend time on challenging topics. #formativechat#IHMarchMadness
A2 Formative assessments are ways of tracking student progress. They give valuable insight into building relationships. Use formative to spark conversations, to take time with students, to learn with and about them. Authentic learning helps! #formativechat
Yes. Four corners is awesome for this as well. If the questions are general enough, the students can answer on how they feel and then go into the text/content as well. #formativechat
A1) When beginning an argumentative unit, asking students to have informal debates about topics that are engaging to them allows for observations about how they structure their arguments and it pumps them up for the unit learning! #formativechat
A2) Reading and writing conferences allow for 1:1 time with Ss while they're engaging an intimate experience. Build relationships and allows you to really get to know your Ss as learners. #formativechat
This is a great plus for FAs! #FormativeAssessment allow Ts to show Ss how relevant they are to the learning process The more relevant a child feels, the more risks they will take #formativechat
A2: I think it shows students that we value what they already know plus value their time. We aren't going to spend time on things they already know but dive deeper or spend time on challenging topics. #formativechat#IHMarchMadness
A2: Formative assessment allows you to have the one-on-one conversation with students to show you care where they are at. It also holds them accountable for being engaged in your class and shows you have high expectations for them. #formativechat
There is so much great conversation that can happen between T and Ss. Celebrations, growth mindset, even collaboration to finish a product. Ss learn you care about their education and future. #formativechat#IHMarchMadness#eaglespln
A3 We can ask questions at the beginning of each unit to help students discover why the topic/skill matters to them. Then we can help them find meaning and purpose in their work.
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A3 – Let Ss come up with questions for class (can also chance into a gamification opportunity). Implement a variety of ways to express knowledge (audio, visual, words, etc). Take suggestions. #formativechat
A1: Hi everyone! I’m Alexia, an 8th-9th grade math teacher from Nj. I really have been pushing flipgrid, goformative, plickers, and nearpod this year! #formativechat
A2 Ss responses to FAs become the big questions I’ll ask in the next session. Students feel empowered that their Qs are being used to springboard on to the next lesson #formativechat
A1 Design formative assessments with students. Question them. Find ways to spark curiosity and to give them a voice. Add a dash of fun and creativity to spice up the learning. Include students at every step. #formativechat
A2: The world of #GoogleClassroom has opened up opportunities for me to talk with kids in digital book clubs about what they're reading. Loving all the discussions that don't always happen in person! #formativechat
A1) We can't ignore the role that student self-assessments play in the formative assessment process. Deep self-assessment strategy is to give students exemplars and have them compare their work, revising based on success criteria. #formativechat
A3 when they are the ones who suggest what resources they would like to use, tools they will be needing. Giving them opportunities to problem solve on their own w/o you spoon feeding them. #formativechat
A3 Ts give ownership to process by by listening to their students. Ss have great ideas that can enhance their engagement in a class & the learning process as a whole It all starts w/listening #formativechat
A3: I have started using genius hour to get them engaged in their learning. They love it and can’t wait to get to it each week. The buy in is great, the learning genuine, and I can always tie their leading question to a standard. #formativechat
A3: FA needs to be a daily part of teaching and learning, when students have clear goals, several options ot achieve them and a plan for correcting mistakes and growing through them, Ss learn to own their learning #formativechat
A3 Have students design their learning journey. Let them find the passionate content and questions that go with curriculum. Help them attain their dream learning. Communicate with notable people/speakers/authors. Support their attempts in learning. Cheer them on. #formativechat
A2) Reading and writing conferences allow for 1:1 time with Ss while they're engaging an intimate experience. Build relationships and allows you to really get to know your Ss as learners. #formativechat
A2) Has anyone used EdPuzzle as a way to formatively assess using video? Allows you to pause video, ask questions, and collect data per student! My Ts LVOE it! #formativechat#edpuzzle
A3: I’ve begun working with Ss to ask specific questions on their writing during workshop. Instead of, “How is this,” we’re working toward specifics: is my claim strong? Did I cement my evidence to my claim? Etc
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A3: My units tend to have various #PBL options throughout that give students options for demonstrating mastery-physical projects, robotics, movies, presentations, dramatic performances, etc. #formativechat
A3: Embedding reflective questions and providing opportunities for the students to come up with questions and quotes that can be used in the next sessions. @Edmodo backchanneling is really great for that. #formativechat
A2: Formative assessment happens minute by minute in the classroom. It’s important that Ts use the data to drive instruction. I like to make use this and make my lesson based on the needs of my Ss through a lot of student choice.#formativechat
A3: Goal setting is a great way for students to take ownership of their learning. I also think choices help them be engaged with their learning. #formativechat#IHMarchmadness
A3: Allow students to come up with the questions via padlet, Today’s meet, etc. and then use those questions for @quizizz, @GetKahoot, etc.. When they see their question used, they always scream, “That’s my question!” #formativechat
A3 I think self-assessment and progress monitoring by student builds ownership. Something simple like a 4=I could teach this! To a 1= I am on my way! They can set a goal and create a plan for the next day. 4s can help 3s and 2s can work with 1s. #formativechat
A3 Having students create questions in math allows me to observe student comfort level with concepts. In photo, my 4s modelled a number. Then travelled to different student numbers to decode. I watched to see who solved/avoided large numbers. #formativechat
A1) We can't ignore the role that student self-assessments play in the formative assessment process. Deep self-assessment strategy is to give students exemplars and have them compare their work, revising based on success criteria. #formativechat
A3: In a self-paced course where students understand that #mastery is the expectation. Students use formative assessments to evaluate their OWN understanding and track whether they are on a path to success #masterychat#formativechat#blendedlearning
A3 cont: Also, providing choices for assessments - "What is the best way to show me what you know" and being open to their suggestions. #notemplates#formativechat
Love this. Definitely have done a variation of this before, but I love the simplicity of the explanation for the Ts as well as the Ss. Thank you! #formativechat
A3 I think self-assessment and progress monitoring by student builds ownership. Something simple like a 4=I could teach this! To a 1= I am on my way! They can set a goal and create a plan for the next day. 4s can help 3s and 2s can work with 1s. #formativechat
A3: Allowing the Ss to design their own projects is something I have started to try. I want to make this more available in my room.#formativechat#IHMarchMadness
A3 Give Ss a menu of choices for project based assessment that allow them to show their learning through their own learning styles and abilities #formativechat#IHMarchMadness#eaglespln
A1: I love to tie in project grids to let students choose how they show their knowledge! I have some that love to write, others who’d rather draw, and some that would like to record a video. It’s about options! #IHMarchMadness#formativechat
Yes. This can be done through a hyperdoc as well. In Google Forms, @goformative, etc. I always leave “allow edits after submission” so that students can go back and redo after learning more. #formativechat
A3: In a self-paced course where students understand that #mastery is the expectation. Students use formative assessments to evaluate their OWN understanding and track whether they are on a path to success #masterychat#formativechat#blendedlearning
My students make a daily agenda during workshop as we learn to organize time between writing, @GrammarFlip practice and @membean practice. This allows me to assist students who need to develop goal-setting or breaking down tasks into chunks
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A3 incorporating student questions in each part of the inquiry cycle. Sometimes their questions are just WAAAAAAAAAAAAY better than yours #formativechat
A2: I use formative assessments to gauge confidence and skills. A simple hand signal can alert me to students that need extra support or more time. It also gives me immediate feedback. #IHMarchMadness#formativechat
Yes, I try to offer choices for how I present (in multiple formats) how they show mastery, and (sometimes) for content as long as they can show me the mastered the skills I was focused on. #formativechat
A3 when they do peer feedback or they themselves evaluate the marks you gave them and see how else they can improve their work. It's hard for students to see past the marks you gave, but it leads them to deeper thinking #formativechat
A3: Student ownership is created for me when I let them choose how to show me what they learned. If I force Ss to do only one way, it’s not as effective as when I give the Ss options to be creative! #IHMarchMadness#formativechat
Thank you for the great chat. I definitely have some new ideas and apps to check out as well as some people to follow! Have a great week! #formativechat
A3) How do we allow for this but maintain alignment to specific indicators of proficiency? Reality of our standards-referenced system. Helping Ss understand those indicators then collaborating with them to design projects might be option. #formativechat
A3: Allowing the Ss to design their own projects is something I have started to try. I want to make this more available in my room.#formativechat#IHMarchMadness
It seriously transforms their learning and the Ts ability to grow students skill in both making meaning of text and crafting written pieces! Glad that you're loving it! #formativechat
A3 This is tricky for Kinders. Formative assessment usually looks like one on one or small group assessments. Assessing hands on is the most engaging for them.
#IHMarchMadness#formativechat
A3 – Let Ss come up with questions for class (can also chance into a gamification opportunity). Implement a variety of ways to express knowledge (audio, visual, words, etc). Take suggestions. #formativechat
I truly enjoy watching kids develop their understanding of skills. I try to make sure I use a variety of modalities to teach and retract: visually, I have their peers explain the strategies they use, and using foldables for tactile learning. #IHMarchMadness#formativechat
A2 Used formative assessment 2day when using @nearpod for the 1st time. Was quickly able 2 see which sts need to review identifying nouns. #formativechat
To be fair some of those like @GetKahoot and @goformative could be used for content too and @SMART_Tech for student response-I just put them under what they are mostly. It’s good to have. A few tools on your belt depending on needs of students #formativechat
In reply to
@Rdene915, @davidwkwan, @Socrative, @TodaysMeet, @GetKahoot, @goformative, @SMART_Tech
A3 let Ss use more self assessment tools to learn to gauge their own understanding. When Ss see that learning isn’t always a straight path from wrong to right they get better at using feedback and learning from failures #formativechat
A1) Explaining the reason why we are learning and assessing is helpful to Ss. Kinders like to see what they are learning in the real world.
#IHMarchMadness#formativechat
A1: Try to tie projects to the unit. For instance, if students have trouble with theme, my team designs a project to help reteach and show understanding. @Flipgrid is another fun program to use. #formativechat#IHMarchMadness
A3: Student ownership is created for me when I let them choose how to show me what they learned. If I force Ss to do only one way, it’s not as effective as when I give the Ss options to be creative! #IHMarchMadness#formativechat
I love this idea Brent! Implementing #studentchoice in the formative assessment process is a great way to engage students and lead to the discovery of more avenues for engagement. #formativechat
Heather, I loved using @Nearpod, I did not have to wander where my students were: The I discovered Microsoft Online Presentation was free on PowerPoint. #formativechat
A2 Used formative assessment 2day when using @nearpod for the 1st time. Was quickly able 2 see which sts need to review identifying nouns. #formativechat
A1: My team pretests each unit of instruction and uses the data to create engaging projects for students. We use google slides, packets, flip grids,etc! #IHMarchMadness#formativechat
A2: Formative assessments by nature allow teachers to know where students are in their edu. journey. When a teacher can really be there for Ss, they feel cared for and free to learn! #formativechat#IHMarchMadness
