Good evening and welcome to our first #sblchat of 2019! Hope everyone had a wonderful holiday season including my awesome co-mods @RoweRikW and @KatieBudrow. Please start intros name, role, location
Psyched and honored to connect with @garnet_hillman, @KatieBudrow, and many so many influential educators in #sblchat Tonight on the Community in a Standards-Based Learning environment.
Katie, science teacher, tweeting from the Chicagoland area. Happy 2019 #sblchat! So excited to see everyone and moderate with the phenomenal @garnet_hillman and @RoweRikW tonight! #sblchat
A1 - With so many Standsrds to learn, our PLC meets at the end of each school year to integrate, sequence, and connect the Power Standards that we determine will provide the most ideal connections and learning. #sblchat
A1 Prioritizing standards is essential - there are just too many! Consider what students must master to be successful at the next level, which skills cross from one content area to another, and trust your professional judgement! #sblchat
Still haven’t had to shovel my driveway! Unexpected benefit of my move this summer! #westcoastbias#sblchat
This is the longest I’ve gone without shoveling snow since my middle child was born....!!
A1 Start by looking at what skills transfer across subject areas and grade levels. Look at what was done in earlier grades and what will be done in later ones. #sblchat
A1 in BC we have “big questions” that guide our curriculum but our emphasis on competencies means I encourage quality over quantity and use of our performance standards as guidelines as we transition from letter grades and numbers to descriptive feedback and efolios #sblchat
A1 Prioritizing standards is essential - there are just too many! Consider what students must master to be successful at the next level, which skills cross from one content area to another, and trust your professional judgement! #sblchat
A1 I'm in a different boat then most because my class is quarterly. I still do run out of time occasionally but get to cover most of my objectives each quarter. I'm pumped this quarterto dive into SBL because it will offer me and my students more flexibility in learning. #sblchat
A1) I’m math. Certain standards, when developed CONCEPTUALLY, naturally beget understanding of other standards. Find those primary standards, target them, teach student show to reason and think, and they’ll pick up those subsequent standards on their own. #sblchat
A1: You have to consider the skills on the end of course state assessment as the starting point, and then look to how to connect that curriculum with the skills they’ll need for the real world! #sblchat
By setting priorities it helps reinforce why you may spend more time on a particular topic/skill (eg subtraction) rather than moving on because the calendar says you must.... #sblchat
A1 #sblchat
Just this year, all of our common classes have agreed upon KUDs and learning targets
Our four middle schools have common targets
They can all be found here...works in progress, but big steps forward!
https://t.co/knIztd5DAy
Our 6-8 science team is working on figuring out which #NGSS performance expectations should go where (new materials coming out helps). It's the content we're sorting... we already know we want them to be scientists, and engage in the SEPs everyday. #sblchat
#sblchat My system was fortunate to work with @garnet_hillman and we developed KUDs for each unit and then determined the standards that would be tested. All standards are covered but some lead to others in math.
Yep - one check in I did showed i needed to stop our work in multiplication as our collective understanding and demonstrating of subtraction indicated I was rushing (colleague kept going and looped back when x was done - both groups ended up okay!) #sblchat
A1: You have to consider the skills on the end of course state assessment as the starting point, and then look to how to connect that curriculum with the skills they’ll need for the real world! #sblchat
By setting priorities it helps reinforce why you may spend more time on a particular topic/skill (eg subtraction) rather than moving on because the calendar says you must.... #sblchat
A1: With your team, decide where you want to be at the end of the unit, semester, and select the standards that will provide the greatest opportunity for students to achieve mastery at the end point. Collaboration in the process is important #sblchat
Q2 How do you ensure that inter-rater reliability is developed among teachers regarding what you want students to know, understand, and be able to do? #sblchat
A2 Inter-rater reliability with standards stems from collegial dialogue. Teachers need to deconstruct standards in teams where everyone takes part. Think about the difference between something you help create versus something that is handed to you... #sblchat
A2 - Our #MHSAlgebra1 and #MHSPrecal PLCs use twice a week meetings and @trello Boards to communicate and share instructional strategies, Formative Assessments (FAs), and Summative Assessments (SAs). We aim for learning consistency. #sblchat
I’m not sure we can even get a common understanding/consensus of mastery let alone minimalism! But fun discussion topics! #sblchat (and better in efolio format rather than those antiquated report cards)
A2) Good Q! We’re in beginning stages of larger (than my classroom) deployment, but at PLC time just this morning I asked that rubrics for my Alg 1 class be a product of whole department collaboration. As for assessing student work... I’ve got nothing... #sblchat
A2: Collaborate on the development of rubrics that measure mastery of the standards. The discussion and application between colleagues helps the team visualize mastery and addresses inter-rather reliability within the group. #sblchat
A2 For our PE department we have weekly meetings but are very different in our teaching philosophies and follow through so this is something I know we can do better in. #sblchat
RT Q2 How do you ensure that inter-rater reliability is developed among teachers regarding what you want students to know, understand, and be able to do? #sblchat
A2 Does inter-rater reliability refer to the content standards as suggested by this question or does it apply more to consistency of application of the performance standards? #sblchat
Q2 How do you ensure that inter-rater reliability is developed among teachers regarding what you want students to know, understand, and be able to do? #sblchat
A2 a friend and I had yearly debates while doing some group marking writing assessments, I would “bump up” strong voice in the composition while he would “downgrade” poor punctuation on an unedited writing (yes, I’m emphasizing my bias as it’s my reflection & post 😝) #sblchat
A2 Does inter-rater reliability refer to the content standards as suggested by this question or does it apply more to consistency of application of the performance standards? #sblchat
Q2 How do you ensure that inter-rater reliability is developed among teachers regarding what you want students to know, understand, and be able to do? #sblchat
But if he wins (as expected) he would be getting feedback for the next task..... which is a similar structure - like another spelling test 😜 (I know - like all reality TV when it hits “win or done” its all summative!) #sblchat
A2
Wish I had a magic answer for this - it takes lots and lots of time and work.
I will say, be sure to remember the the full scale and not just the target. You have to define that 4 (for lack of a better term) or you’ll be setting yourself up.
#sblchathttps://t.co/TaikrlG7Wx
A2: With teams collaboratively developing success criteria and then calibrating the acceptable evidence of understanding (proficiency/mastery). #sblchat
There is no way to completely eliminate subjectivity in grading. We can reduce it though - through conversations about our standards, what they mean, what they demand from our students, and in turn doing some anchor grading. #sblchat
A3 - To informally assess our Learners on an almost daily basis, we use Google Forms, paper Exit Tickets, and collaborative questioning. Our Learners appreciate and benefit from a REDO on all of these. #sblchat
A3 My favorite way to gauge where students are each day is via conversation. You get a lot of information in a short amount of time all the while building relationships. Biggest bang for your buck! #sblchat
A2 - Our 6-8 science team develops rubrics together or runs them past each other, based off of the #ngss evidence statements.
We are each the only teacher teaching our course - would be an interesting exercise to rate a single stack of assessments together... #sblchat
Q2 How do you ensure that inter-rater reliability is developed among teachers regarding what you want students to know, understand, and be able to do? #sblchat
KUDs are a great starting point. Gets everybody on the same page. Eventually though, you want to come back and look at student work together. :) So this doesn't happen ... #sblchat
conversations, and more conversations..to get at the Standards and to get at a common acceptance of what Mastery looks like #SBLchat (and mastery can take several forms
A3 Conversations are my absolute favorite. Nothing better than walking around and having conversations about learning with students! Though we also journal and do some whole group discussions. #sblchat
A1. We need to scale it back and find the essentials. What is it most important for kids to know before leaving our grade level? Get really good at a few things rather than half hazard at a ton of things. Otherwise we overwhelm the teachers and kids. #sblchat
A3: Providing students the time to talk, work as a group and teacher listening=flexible/practice way of assessing. And then have students self-assess their own learning #sblchat
A3 My favorite way to gauge where students are each day is via conversation. You get a lot of information in a short amount of time all the while building relationships. Biggest bang for your buck! #sblchat
A3
Exit cards can be extremely useful. The key is that if you ask kids (or adults) to fill one out...you better use the info to guide your next steps. If they think you’re just having them do it for the sake of doing it - they’ll stop giving you good info.
#sblchat
a3: I like to carry a checklist as I walk the room (clipboard or on my phone) and check off the kids who are getting it as I look at their work and talk with them. That way I can follow up the next day with those who weren't there yet. #sblchat
#SBLchat A3 conversations with the students, student demonstrate what is going on, listening to student-student convos, ...pretty much any conversation or demonstration you can have
#sblchat A2 I think that once you have that consistency of standard understanding, a good look at curriculum is the next step. We are finding that our understanding of the standard is not the same in all curriculum.
A3: You could observe student working groups, drift between them as they are engaged, listen and look, and if you must interrupt their flow, ask them what and how are they doing. #oldschool#sblchat
Our Learners get immediate feedback on their every other day Exit Tickets so they know whether or not they can benefit from some Extra Practice. It's educational to watch them reflect as they correct their own Exit Tickets. #sblchat
A3
Exit cards can be extremely useful. The key is that if you ask kids (or adults) to fill one out...you better use the info to guide your next steps. If they think you’re just having them do it for the sake of doing it - they’ll stop giving you good info.
#sblchat
A3 I found some prefer the informal conversation to things written down because written-down-things have been angst inducing and “make me angry” - as one boy said to me.... but I could point to performance standards to help my feedback and that was what he worked on! #sblchat
A3
Seeing lots of people talk about “conversations” - absolutely the best, we just have to make sure those are with all kids, and not just those that raise their hands and are always talking. #sblchat#poweroftheintrovert
A2) Classic methods like exit slips, HW (<15 mins), etc. I also implemented @pgliljedahl’s #thinkingclassroom. That means as I manage flown I’m literally engaging with students about their work CONSTANTLY. And all thinking is visible on the #vnps. @thinkingclssrms#sblchat
Saw a great example of this in chemistry today. Groups of 3 all working together and truly peer teaching. then some groups working with other groups. Teacher floating, listening, helping #sblchat
A3
Seeing lots of people talk about “conversations” - absolutely the best, we just have to make sure those are with all kids, and not just those that raise their hands and are always talking. #sblchat#poweroftheintrovert
Ideally I agree, however, state standards, and thus state tests, ensure the end targets are consistent. Plus, how do I know the real world skills I THINK are important will be when they enter their real world, one very different than the one we live in today most likely! #sblchat
#SBLchat that is one of the very difficult parts... everyone "likes" to talk/answer a different amount , tough to figure out all the personalities (EVERYONE should read the book "Quiet..." about introverted students)
A4 -Our teachers in our #MHSAlgebra1 PLC have seen common Formative Assessments (FAs) help with pacing, help us learn from each other, and provide some opportunities to discuss ways one teacher might be having more success with a topic. #sblchat
A4 Common formative assessments provide data that teachers can use to inform instruction and practice. They can analyze data and plan intervention/enrichment together. #sblchat
A5-We offer a Throwback Thursday 8-question brief assessment every other Thursday as a cumulative Formative Assessment (FA) to assess retention and connection of Standards. REDOs always welcome. #sblchat
Switching to self-paced learning has given my introverts (powerful introverts!) space to use their voice... Plus, I have scientists gather their thoughts individually before they start discussing. My introverts have some of the most amazing things to say. #sblchat
A4 -Having common Formative Assesments (FAs) give teachers the opportunity to leverage what other teachers are doing so all teachers in a PLC do not need to create the same FA. #sblchat
A4 Common formative assessments support the idea of a common understanding of the standards and what it takes to prove proficiency. This plays a key role in students receiving a guaranteed and viable curriculum. #sblchat
A4 I always think it is interesting when people talk about common summatives. With a summative, the learning is over. The best you can do is inform your practice for next year. However, common formatives give you a way to impact learning tomorrow. #sblchat
A4 Common formative assessments provide data that teachers can use to inform instruction and practice. They can analyze data and plan intervention/enrichment together. #sblchat
Well, if students are raising their hands, I personally would consider that a whole group discussion. Conversations for me are 1:1 and F2F. Very different. :) #sblchat
A4 you can have students at different achievement descriptors, but while using common performance standards everyone can see areas for growth, but the comparison is on individual growth, not compared to others achieve their on their common task #sblchat
A4: Student work product can be shared to demonstrate thought process or method which can lead to reflective practice on application of a new skill or allow the teacher to develop an intervention strategy to help in the moment #sblchat
Our final piece of evidence included an episode of peer assessment with feedback. Our hope is that all learned something about their proficiency against the standards. #sblchat
A4 I see much more of a role for common summative assessments than common formative assessments. I want formal FA’s to be based on my learners and my teaching. #sblchat
A4 I’m lucky to have wall-to-wall whiteboards so Ss can work on common math Qs and I can give feedback to any/all v/ easily + then can help one another #visiblelearning#sblchat
Each #TBT relates 8 concepts learned from one week ago to the first month of school. Connecting concepts seems to increase retention and intrigue. #sblchat
In reply to
@ellen_verity, @xphils, @RetrieveLearn
A5 Within the classroom, teachers can give additional support to students via individual and small group instruction. Practice targeted to student’s needs is critical - find out where they are now and chart a path forward! #sblchat
I love 360 degree learning spaces and it irks me when there is excited about a projector being installed. I want my projector on a cart with wheels so I can aim it in different locations! (I know - wah.....) #sblchat
#SBLchat A5 need to get at the why? do they need to learn it a different way, do they need to demonstrate it a different way, do they just need more time with it
A5 A lot of the additional support in my project-based classroom is related to the process of learning. More time, different resources, and small doses of direct instruction are all ways that learning can be supported to that all students demonstrate mastery. #sblchat
A 5: I provide what I call level up opportunities. I create a few different targeted standards based activities to enrich a students weakness and turn it into a weapon!!! #sblchat
A5: Understanding the “how” and “why” of the struggle helps the talented educator determine the “what” to be selected for each student in this situation #sblchat
A5: What is great is that failing is no longer a level of achievement, but a diagnosis. With a diagnosis comes a plan to get better. Sometimes we can fix ourselves with extra work, sometimes it requires more specific intervention! #sblchat
A5 Aside from talking to students and working with them as needed one on one, I also provide a graphical representation for those students of where they’re learning is at for each standard that they can access online at any time #sblchat
A5-Switching to self-paced learning is making this possible for me. I have some Ss who are revising an assessment from before break, and others who are almost 2 lessons ahead of them. I have space in my class period to meet them and everyone in between where they are. #sblchat
I think that it starts with knowing your students. This creates opportunities to bring stundents together in a way that optimizes the presence of an authentic leaning community. #sblchat
A6 We offer our Learners the opportunity to design a custom assessment that relates or connects Standards to show their proficiency of the content and to explain how it is all connected. #sblchat#atassess#DesignThinking
A6 Give kids the opportunity to delve more deeply with the standards by offering more complex application of their skills or having them pursue a passion project. #sblchat
A6 Give kids the opportunity to delve more deeply with the standards by offering more complex application of their skills or having them pursue a passion project. #sblchat
A3 (Am I allowed to pick and choose what I respond to or that like shipping the 2s?!) I do a lot of informal checking and think that the easiest thing to do is chat with your students. #sblchat
A6 I incorporated a mastery flipped model - students had access to all of the digital lessons I created as well as any resources and practice from the outset of the unit. They could self-pace and develop proficiency on their own timeline - not one prescribed by me. #sblchat
A6 Depends on the S, so some will opt to demonstrate mastery quickly and move on to the next standard/passion project. Others want dive deep into something related to the current standard (for example, gravity in black holes instead of gravity of the solar system). #sblchat
A6 It helps to know what other courses the students are taking. Then, you can create extensions showing them how the topics they are currently using can be applied to other subject areas. #sblchat
Q6 #sblchat Again, needs work. Same as my strugglers, I have students move through stations that I can differentiate. I hope to have students move at their own pace. I’m working on using #thegridmethod@teachbetterteam.
It has been amazing. I started blogging my thoughts because I wanted to keep track of them... https://t.co/kCooQPiLxN. I also found @cultofpedagogy and @teachbetterteam resources helpful in starting. Look into it and stay in touch - it's not easy, but WOW. #sblchat
In reply to
@walkerjd40, @cultofpedagogy, @teachbetterteam
#SBLchat A6 enrichment depends on the subject/topic , AND the interest of the student. If they already demonstrated mastery of everything why should they have to do more??
A6: I have my students take over a teaching role with students who are still in the process of learning the standard. I also ask these students to give me detailed feedback on how I can improve my approach and their learning experience. #sblchat
A5) @KentWire and his team in Chanute have literally set up their schedule so struggling students visit other teachers in the same department to try with a fresh start when it’s needed. It’s ambitious and awesome. Talk about honoring student needs. #sblchat
A6 One of the other teachers in my building who does SBL and I are actually working on developing a cross-curricular scale for passion projects. And by developing, I mean we started talking about it yesterday and are excited 🥳 #sblchat
It’s the varying levels of depth that makes me a fan of Project Based Learning - I’ve had future doctors spend way too much time recreating corpses and others acknowledging and showing that they know what each system does....but....different passions dig differently deep #sblchat
Thanks so much for joining @RoweRikW@KatieBudrow and me for an hour of learning tonight. Remember we are on the first and third Wednesdays of the month so we'll see you on Feb 6! #sblchat
A6
It’s important to remember that when you are pushing a student to try something new and take a risk you don’t have to know the answer or where they’ll end up - that’s the fun!
As @rickwormeli2 always says, we want our students to surpass us, not become us!
#sblchat
Q6. I wish everyone who questions a standards-based environment because it could “leave strong students behind” read all these remarkable responses (as well as the research which disproves this myth). #sblchat
Thanks @garnet_hillman@RoweRikW@KatieBudrow for a great 2019 #sblchat kickoff! I always need some inspiration to stay away from old default techniques that don't necessarily move students in the right direction. #risk=reward
A6-Since my students are now self-paced, I'm having them push forward with the storyline we are doing. I'm having a couple groups who are ahead of others do some reflecting on the SEPs and CCCs they used in building their understanding of the DCI. #NGSS#sblchat
Others still may have deep schema which imbues knowledge beyond/deeper/etc prior to any teaching - which may not be new learning to them....yet they may “score” better than someone who learned a greater amount during the unit of study...measuring knowledge vs learning #sblchat
A6) Manage flow- a hallmark principle of #thinkingclassroom. Within any theory are literally limitless extensions and Qs to be asked about almost any sub-concept. If you know where each student is you can know what their next best step is. It’s 80% of my class time. #sblchat
