#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Chris from Bloomington, IN. Teach world history for private online HS affiliated with Indiana Univ. Also part of the #sschat leadership team. ๐๐ค๐ฎ
Hi #sschat Scott Petri High School history teacher from So Cal. ๐คญHere w hand over mouth b/c I don't know enough about SB-grading. ๐Hope to have my eyes opened and be more receptive ๐ to falling in love & trying some of what I learn. #sschat
Dan Krutka checking in from rainy North Texas. I teacher teachers @UNT_COE. In three emojis and a gif, Iโd say my understanding of standards-based grading is about ๐ค๐ค๐ฌ. #sschat
Hey everyone! Kayla from Raleigh NC! I teach students in #apush and #civics. Excited to join tonightโs #sschat to learn more about implementing #sbg in my classroom and school! However fighting a headache so not sure how long Iโll last tonight. ๐ฉ๐ปโ๐โ๐ป๐๐ป
Nope. My wife found out how much it cost and put the kibosh on it. I only do the CA confs now. With my District about to go out on strike I'm #PleadingPoverty#sschat
Q1: One major belief of standards-based grading is that reassessments are an important part of the learning process. What are some ways social studies teachers can do this more effectively? #sschat
Jordan from PA. I teach US History and African American Studies. Traveling at the moment so Iโll be in and out but really looking forward to hearing the responses to this chat. ๐๐ป๐ช๐ฃ #sschat
Hi! Iโm Darren from Riverside, CA. I used to be a #sschat regular. But I have an obligation every Monday afternoon that I canโt make to a #sschat this semester! Truly bummed. Iโll check your answers later when I can.
A1: This is the first year that I started allowing test corrections up to 100%. I can't tell you how transformative this is for both me and students. More reflecting=More learning #sschat
A1 Have Ss do 'learning statements' aligned to questions missed on an exam. Have statements extend their learning in some way, to go beyond their errors into new territory. #sschat
When in a re-assessment situation, I try to focus on the standard the student needs to practice/review. Sometimes reassessment can be done with a conversation. #sschat
A1) Students in my online course must re-submit lesson assignments until they meet the standards. They can also re-submit their final project, if they wish. They can only re-take one assessment (test) per school policy. #sschat
A1: with test corrections I have my students reflect on the test. What grade did they get, how did it differ from what they thought? How long did they study? I also set up conferences to review essays before they can rewrite it #sschat
#sschat been using targets for 4 years now, and I love it ... kids, not so much at the start of every year - parents - they don't get it - haven't perfected it yet
A1: this is something I adopted a couple years ago before I started my transition to SBG. Still working on effeciency if it, but Iโm big on reassessing as many times as it takes until students understand the content. #sschat
A1 I have been experimenting my giving slightly different assessments, on paper, online, and as homework/classwork. Worried I am just teaching them how to cheat instead of taking feedback and learning authentically. #sschat
A1-Design assessments where students apply thinking skills like sourcing, contextualization and using a depth of evidence. Challenge kids to go deeper beyond surface level. Recall exams don't lend themselves to this.#sschat#sschat
A1: today @_Miss_K__ made a great suggestion. Grade the assignment with feedback then leave a blank sticky note it.Pass back the papers and use the last five minutes of class for students to read the feedback and leave and questions or comments on the sticky note #SSVPLN#sschat
Absolutely - lunch reassessments are the best -chatting about the content is the best way to learn, and also to learn what a Ss really knows beyond memorization #sschat
#ssvpln#sschat Hi all! My name is Matt Wheeler and Iโm a preserving teacher at Ohio State whoโs in an American History 10 class this year! ๐จโ๐ซ๐ฉโ๐๐
Q5: Instead of punishing or rewarding students with grades, what are some other strategies we can utilize to get students to reflect on their learning and improve? #sschat
Test corrections are a good starting point as it reinforces revisiting their errors, but be careful not to over use it for assessment data (e.g. point recovery). #sschat
A1: Reassessments are important. There were years (before SBG) I'd have revised re-take assessments that they had to schedule for me to retake during their study halls, before/after school, etc. Now I build in retakes/extensions times into my plans to give all Ss a chance.#sschat
Q1: One major belief of standards-based grading is that reassessments are an important part of the learning process. What are some ways social studies teachers can do this more effectively? #sschat
A1: I'm really into doing authentic projects (and fortunate to work outside the testing machine). I tell students that as long as they put in effort, I'll provide them feedback for adjustments. I don't have a grade on the first try unless it doesn't require changes. #sschat
Q2: Standards-based grading attempts to use the most accurate and reliable assessment practices possible. Which types of social studies assessments should be killed off?
#sschat
Well, part of it has to do with our accreditation as an online school, I believe. Also, in my world history courses, the assessments have a lower weight overall than the lesson assignments & final capstone project. #sschat
Yeah! People can take their drivers test over and over again until they pass. No penalty for not learning it the first time. #sschat#fortherecordipassedmytest
A1: Our school is working to identify the most important "I can" statements (that are grounded in state and national standards) students need when they graduate and venture off into civically active life. We ask students to prove what they can do with those over time.
#sschat
A1 I have been playing with the one-point rubric. Where they met, where they exceeded, where they are almost there. I dislike form rubric language so tailoring my comments works better for me #sschat
Civil War trivia: 158 years ago today, this 11 year old wrote a letter to presidential nominee Abraham Lincoln. Who was she and what did she suggest to the Mr. Lincoln ? #sschat#teachcivilwar
#sschat Worthy effort, but really hard for social studies teachers to negotiate what constitutes evidence of learning for some standards, then to communicate that to students in a clear manner. Worth it, of course, just hard.
A1-Something I've do in the past is using a typical content exam (MC etc.) and using that as formative evidence that the student is ready to tackle the performance assessment as they grasp enough of the context at that point #sschat
Q2: Standards-based grading attempts to use the most accurate and reliable assessment practices possible. Which types of social studies assessments should be killed off? #sschat
A2: Ideally, kill off multiple guess tests, guess-in-the-blank, etc. These assessments can't be authentic because they are so distant from any authentic activities in the world. #sschat
Q2: Standards-based grading attempts to use the most accurate and reliable assessment practices possible. Which types of social studies assessments should be killed off?
#sschat
A2: Massive banks of non-normed multiple choice should go. Also, giving students a single essay prompt to prove they understand large swaths of history. Students should have topic choice on exams as well.
#sschat
@mrdyche I used to think that but then I realized that students move at different paces. Who am I to penalize them for taking 2 or 3 tries to master the standard? #sschat
A2: Multiple choice and fill in the blank are not very helpful for assessing knowledge. Projects that require higher level blooms are ideal. Making real world connections help the content stick and still align with standards! #ssvpln#sschat
It's a process. I started this 5 years ago after watching a @rickwormeli2 Started with getting rid of the dreaded 0 and added more SBG every year since. #sschat
In reply to
@philpuzz, @historyhiott, @rickwormeli2
I love single point rubrics. My students not so much. For my students itโs a complete shift in thinking and they just want to know what they need to do to โ just get an Aโ. But Iโm slowly getting them to appreciate it #sschat
#SSchat Both really. These can be vague teacher to teacher, let alone within one teacher, and I'm reminded of Stiggins' comment, "Students can hit targets that they can see and stand still for them."
A2: Im in agreement with the idea that memorization assessments should go and am much more about choice in assessment, my biggest struggle is teaching 100 students and being able to review their assessment in a timely manner. #sschat
Much more interesting: discuss/explore why they are where they are & the consequences (like Boston in far-east of MA vs Augusta in central Maine) #sschat
Oh, I agree. Rather Iโm saying be cautious with using test corrections as a โretakeโ. Technically, thatโs re-learning. Be sure to test them again (or again) to ensure comprehension. #sschat
I hate assignments that are graded for completion. Or that just require copying from a textbook.
I want students to do something with the material. To engage in the content. #sschat
A1: I struggle sometimes with ideas for reassessment. If a format is not working for a student I need to come up with a diff assessment that is = to other students but works for this particular student. How do I do that fairly without creating 25 different assess?#sschat#ssvlpn
A1: Mastery based learning, and allowing students time to make up work, is key to reducing stress and testing/assignment pressure in the 21st century classroom. #ssvpln#sschat
Yes... let students and teachers choose areas of focus. We really need to get over the idea that trying "cover" World or U.S. history in its entirety is not only impossible, but miseducational. When we teach this way, students forget 90+% of content anyway. Less is more. #sschat
A2: Massive banks of non-normed multiple choice should go. Also, giving students a single essay prompt to prove they understand large swaths of history. Students should have topic choice on exams as well.
#sschat
A2: This is a tough question...however I would say multiple choice. I prefer to have student dig into research and build off of the basic knowledge most mc tests use. #sschat
A2-Old assessments generally assessed what a student knew. That doesn't quite cut it any more. Now we need to see what they know how to do with what they know. The basic recall exam may well have run its course as a social studies assessment #sschat
#sschat Gosh, Michael, this is key: Does a grade report learning or compliance? Many marks and grades in trad grading social studies classes indicate completion, not evidence of standard.
A2> These are just a few that have been discussed at my school: states/capitols, map labeling, traditional constitution test... though it's also been argued that sometimes memorization can be a good thing. #sschat
Q2: Standards-based grading attempts to use the most accurate and reliable assessment practices possible. Which types of social studies assessments should be killed off? #sschat
A2-Maybe because it's dinner time, but we need assessments that don't measure a student's ability to memorize recipies, we need to measure if they can cook #sschat
No doubt. I use them, too, as part of a โcheck inโ (completely formative) so we get idea of what needs to be retaught before their performance assessment. #sschat
Lot's of mentions of killing off MC. I think there is still a place for them but they should either be non-graded (formative) or worth very little compared to projects and writing tasks #sschat
A2: I'm not convinced some assessments should be "killed off". Certain assessments have their place. Of course, certain assessments I don't particularly like, but that doesn't mean my students don't benefit or prefer them. #sschat#ssvlpn
#sschat And what constitutes excellent "cooking" here? What's "developing," "proficiency," "emergent," -- We'll have to define each of the levels on our scales, even with the cooking analogy, which is wonderful, but needs clarifying for students.
A2 I'm in favor of killing off all high-stakes assessments except for those used in Medical School and Pilot training school. #sschat They should keep those.
Any good examples of where memorization is a wise practice? There may be some instances, but I'd think there's usually a way to make any content more meaningful. For example, instead of memorizing state capitals, investigate how each city became a capitol city. Why there? #sschat
A3: I focus mainly on skills for my standards but the content is vital to being able to apply those skills, particularly in social studies classes. #sschat
Isnt it mainly the foundation? The "real" teaching is in the skills of analyzing and applying the themes and ideas and how to think about that content knowledge #sschat
#sschat I'm okay with some multiple choice tests, but the next question after each MC prompt is, "Why did you make the choice you did? And, no, you can't use, 'process of elimination' as your rationale."
A3 There is still division within the discipline over if we should teach content or skills. Can't we do both? https://t.co/bxgToKbpct I try to use skill-based instruction to teach content. #sschat
A3 I feel like this depends on the standards you are assessing. I have content standards and CCSS Literacy standards in CA. In my class I assess both but the specific details of the content are not as essential as the skills. #sschat
A2: Skills just as important, if not more so, takeaways from SS classes relative to facts. We need to test critical thinking and primary and secondary source analysis skills more than basic regurgitation of knowledge. #ssvpln#sschat
#sschat Here's an article I wrote on the idea that even in a world in which we can always look things up, Memorization Still Matters: https://t.co/vJvtNEgHD4
Correct me if Iโm wrong but I believe standards weigh heavily on content. Is content the only thing that matters in a SS classroom, absolutely not. But according to standards itโs pretty important. #ssvpln#sschat
A3: I have an equal amount of both content and skill targets. Content has to have a base because we now have a citizenship test for our state based on SS content #sschat
It's more of a mindset than anything. No more grading practice. No zeros. Reassessments (after reteaching). No using grades to punish/reward. No grading behavior. #sschat
In reply to
@philpuzz, @historyhiott, @rickwormeli2
Yes! Absolutely! I also think that content standards are important in ensuring all students get access to a rich history. Ive heard of teachers that find imperialism โboringโ and may choose not to teach it if given the chance. #sschat
While considering how best to assess standards in #sschat we have to remember that some of the most profound experiences cannot truly be assessed i.e.:
the degree to which students became more curious, open minded, and empathetic.
#sblchat
A2: I disagree that we shoukd stop assessing map elements. But dates need to go and rather assess where an event or person is in relation to a timeline I think. #sschat, #osussmce
A3 #sschat biased, but I see a lot of essential content in AmStudies - material that relates directly to our world and the lives of students - so I still have content standards
Lot's of mentions of killing off MC. I think there is still a place for them but they should either be non-graded (formative) or worth very little compared to projects and writing tasks #sschat
A2: Skills are just as important, if not more so, takeaways from SS classes relative to facts. We need to test critical thinking and primary and secondary source analysis skills more heavily than basic regurgitation of knowledge. #ssvpln#sschat
#sschat A3: An example from today. Today was largely content driven as we focused on the concept of a "constitution" - we unpacked what it is and isn't before we can "do something" with the content knowledge.
In my experiences, vocabulary comprehension enhances and propels comprehension (especially reading) โ but I donโt โgradeโ it, itโs solely a exercise to support more complex thinking. #sschat
A3 In any social studies performance based assessment, a student cant demonstrate the skill without an understanding of the essential content and concepts. #sschat
And in real world application, there are just some things you need to know...lawyers, doctors, surgeons, even driving. All are things you shouldn't need to google to do. #sschat
A3: I like @SHEG_Stanford lessons as a vehicle for both content knowledge and skill building. Students learn to evaluate historical text themselves, not take the word of a dry textbook with a single narrative. All the while they are learning content knowledge! #sschat#svlpn
#sschat I love this. We have to do the sense-making before we can do the meaning-making, but meaning-making is the most important element in long-term retention and real learning. We build content in order to achieve connection and meaning.
85% of a students' test score is the vocabulary in the standards (Marlene Sprenger). #sschat 55% of the academic vocabulary needed for success in college comes from Social Studies (Marzano).
A3: I use historical thinking skills to teach my content. I think these 21st century skills are more needed than me teaching rote memorization of content, especially when my students have almost constant access to google now #sschat
Same but I'm even slower. I first heard @rickwormeli2 about 10 years ago but got pushback from admin about implementation. Finally just started doing it 4 yrs ago #sschat
In reply to
@MrKoz31, @philpuzz, @historyhiott, @rickwormeli2, @rickwormeli2
In real world application, there are just some things you need to know...lawyers, doctors, surgeons, even driving. All are things you shouldn't need to google to do. It could be practical for some students to learn if they are good at memorization. #sschat
yup - the nomenclature doesn't reflect how challenging these skills are - and that's why we need to fertilize them in our classes - grades be damned #sschat
Our state standards for world history are a mix of content and skills. There are more content standards than skills standards but the skills standards are supposed to be used throughout. #sschat
Hey #sschat I am late but loving the chat so far! I have been working towards a more Standards Based classroom for a while now and love these discussions.
A3 Content knowledge is important. But the skills to seek out reliable content and then apply the content knowledge to do ~something~ are more important. Skills and content are so intertwined and related (that's why I love what I teach!) #sschat
Leaving a little early. ๐ญThis headache is unrelenting and if I want to be in school teaching tomorrow I need to get this headache under control. Iโll definitely have to look at this feed tomorrow. #sschat
A3: I absolutely agree with @MrKoz31 about using content to teach skills! In my classroom we constantly use primary images to teach students about the content as well as develop their sourcing skills! #sschat
A4 #sschat We will all preach to the choir here - cause and effect, perspective, relating past to present, recognizing bias, memorizing dates ... oops, one of those is wrong
#sschat I lament such policies -- They will regret this. Basic content knowledge is needed. We can memorize initially, then really dive in and use the information in complex, meaningful ways, but memorization isn't evil. It's just insufficient by itself for mastery.
A4 #sschat Placing a country on a map should be an essential skill, and one in which most Americans are lacking. In order to comprehend a story about a place, I think it is important to know where it is, what the geography is like, what countries or waters are nearby.
A4
Being able to read and understand primary & secondary sources
Using media literacy strategies to evaluate sources
Visual literacy strategies to make sense of pics/maps/visuals
#sschat
A4 #sschat this is a tough one but I think if we look at those "historical thinking skills" that should be the starting point: thinking chronologically, the ability to compare and contrast, geographical reasoning, reading and analysis, etc
A4: I like to integrate the AP history skills in all my classes if possible. Contextualization, causation, comparison, continuity and change over time. #sschat
Q4: Iโm not sure about just in a SS class but focus a lot on collaboration, identifying quality sources, identifying media bias among other things #sschat
So true. I try to tell Ss, this is a "need to know" without Googling. Then I point out "nice to know" - items that could help them in Jeopardy. #sschat
A4: Media literacy, analyzing primary and secondary sources, the ability to read like a historian; questioning, connecting, inferring etc. #SSVPLN@SHEG_Stanford#sschat
@mrdyche What a great idea! Testing vocabulary seems painful especially to ELL students. Keeping a vocabulary journal, maybe even digital for ease of searching, and graded for completeness seems so much better.#sschat , #osussmce
In my experiences, vocabulary comprehension enhances and propels comprehension (especially reading) โ but I donโt โgradeโ it, itโs solely a exercise to support more complex thinking. #sschat
A4 #sschat I may be alone in this, but I *do* think dates are important. Date alone do not make history, but I think knowing certain dates (think Tea Act = 1773, Civil War = 1861, Pearl Harbor = 1941) aids comprehension for at least some students.
A4) I think one of the hardest and most time consuming (for me at least) but most important is how do do effective research. The while process from inquiry to research to communication of learning to reflecting and doing more inquiry. #sschat
If you had a choice between teaching media literacy and some content knowledge, which would you choose? Realistically, some things have to go to make room for some other things. #sschat
#sschat I'm with you on this, Lisa. Knowing the dates actually matters in forming connections, understanding context for historical interpretation, etc.
A4: I believe critical thinking skills are extremely important in the SS classroom. We spend so much of our time analyzing and evaluating images, journal accounts, recording of events, etc...it's important students know how to challenge these perspectives #sschat#ssvlpn
An even better skill is spatial awareness. I couldnโt care less if they can pick out country on a map, rather I want them to have a mental understanding of place when listening & speaking about the world. #sschat
I think knowing the order in which things happens is important - it's hard to really understand historical trends without that knowledge. I know when I say "I don't care so much about dates" I mean the more specific details we used to drill and kill. #sschat
A4-Develop compelling questions about the past. Gather & analyze evidence, make a claim and support it with evidence from the sources. I know I'm missing some. #sschat
I think it helps students to know a time frame and chronology of events more than specific dates. But agree that it is problematic if a student doesn't see a problem with thinking that the Civil War happened in the 20th century, for example. #sschat
Communication is absolutely key, interacting with others is the foundation of society and central to any classroom! I think that content can still inform you about the world though, regardless of whether you can communicate it or not. #ssvpln#sschat
In reply to
@erik_palmer, @kimberly_yonker, @juliejgiese
There is SUCH an emphasis on reading and writing. And even more specific than that is the emphasis on argumentative and informative writing. Nevermind narrative has been a mainstay vehicle for conveying history for millennia. #sschat
I agree. We're learning about this now in my methods course and it is pretty different, but very helpful than how I am traditionally used to doing research. #sschat
I'm a big #medialiteracy fan, so I'm definitely going to say that, but I generally go for skills over content because I always think that if I can give students the skills to go learn more, they can learn the content I didn't have time to cover. #sschat#lifelonglearning
I get your point, but does most memorization not end up on the forgetting curve? Why design a lesson that requires memorization when you can design one where learning is meaningful? Is it because schools are self-referential systems where "mastery" is deemed important? #sschat
I am a Social Studies Education Major, preparing for a semester of student-teaching before graduation. I am a proponent for a more project based curriculum that provide skills that can be transferred elsewhere. #sschat
A4: Ability to locate yourself in the world, to know what ancient civilizations existed side by side on a timeline, to analyze primary and secondary sources, to learn civics and government, different forms of government, social justice issues. #sschat, #osussmce
That is an issue I have with separate G&T/high ability programs (as the parent of a kid who was & is in one). Project-based learning, going more in depth into topics, etc. is good for ALL learners. Shouldn't be just for the high achievers. #sschat
I think a more project based curriculum can allow students to more easily see their own progression. While allowing teachers to place emphasis not only where they may improve, but also where they succeed. #sschat
Q5: Instead of punishing or rewarding students with grades, what are some other strategies we can utilize to get students to reflect on their learning and improve?
#sschat
I've written a lot about what has worked and where I have struggled with Standards Based Grading in history so here is a shamelss plug for my little blog: https://t.co/tVx7fsVvFs#sschat
Dates matter in order for students to place events in the proper historical context and to show change over time. Not alone. If I didn't have my anniversary memorized I'd be in trouble. #sschat
Projects, creating media, research papers. IMHO, these are more likely to result in long-term learning that is also worthwhile. But to be fair to teachers, within a standards-accountability system, I get why these ideas are helpful to navigate the system. I was there. #sschat
#sschat I don't see memorization as the destination or goal. It's a stepping stone to the meaningful learning that lasts. I just don't want it to be tossed as a waste or bad thing because of Google. Important to know: Only 60% of sts have access to Internet outside of schl hours.
Highly recommend signing up for their The Sift newsletter that is emailed out once a week. They have some great suggested activities to do with students related to media literacy. #sschat
In reply to
@mrdyche, @cheffernan75, @MrKoz31, @SHEG_Stanford, @NewsLitProject
That is true on paper but there tend to be gatekeepers to AP courses that make it inequitable (and I say this as an AP teacher who is leading the AP chat for World History this week.) #sschat
A5: I've gotten in the habit of never putting a number on student work. Research has shown that a numeric grade makes it LESS likely that students look at/use the feedback. #sschat
Highly recommend signing up for their The Sift newsletter that is emailed out once a week. They have some great suggested activities to do with students related to media literacy. #sschat
In reply to
@mrdyche, @cheffernan75, @MrKoz31, @SHEG_Stanford, @NewsLitProject
I agree with you! Time really does matter. You must be able to contextualize the world around an event to truly understand it. And if you can place that even within 20 years on a timeline it will be very difficult!!! #ssvpln#sschat
A5: I do a unit reflection at the end of each unit to identify strengths/weaknesses and set goals for the future. I am eager to see what others do so I can make my reflections more effective for students #sschat
A5 Ss work for points because they have set a goal for themselves to earn enough points to get to the grade level they are comfortable w/ (A, C, etc) When we make a goal teh focus instead of points they do the work to meet those goals. You don't need points as rewards #sschat
A5 One of my teammates doesnโt allow a student to see their grade until they respond to her feedback on writing/organizer/etc.
They have to read her comments, reflect on what they could do better and make a plan for next time before they see the score.
#sschat
Q5: Instead of punishing or rewarding students with grades, what are some other strategies we can utilize to get students to reflect on their learning and improve?
#sschat
I think a good way of assessing both is to present students with social movements, specifically those that start from civil engagement. Present cases where movements succeeded, as well as those where they did not. Guide the students along the journey the movements took... #sschat
A5) Reflection is a part of every lesson in my world history courses. It is so amazing to read the students' accounts of what they feel they have learned, how they've learned it, and what they will do with what they've learned. #sschat
I've written a lot about what has worked and where I have struggled with Standards Based Grading in history so here is a shamelss plug for my little blog: https://t.co/tVx7fsVvFs#sschat
If I can Google the answer, why do I need to come to class? It's how we approach the content that makes the learning process relevant. How important are random details to overall learning? #sschat
In reply to
@kimberly_yonker, @flipping_A_tchr, @rickwormeli2, @dankrutka
A5: One answer to this is grounded in consistently speaking with students about their growth. Could be with a spiffy standards-based grading platform or a paper chart on the wall, but kids need to know when their efforts have helped them to improve.
#sschat
A5: as a preservice teacher this is something I struggle with. Many of my students only do the work for the grade. If they know they have an A, then theyโll slack off the rest of the week. I love the idea of a personal reflection! #ssvpln#sschat
A5) I've tried having Ss turn in a draft for feedback before it's graded officially to get them recognizing the importance of reflection, revision, the process. It works for some, but often not for my Ss who need it most because they just put it off. Ideas? #sschat
That has been my experience as well re: gatekeepers. There's also the cost factor of the tests in addition to whether students are "allowed" into AP courses. #sschat
In reply to
@mrsbyarshistory, @GeorgeHistory, @MrKoz31
I tell students we have an objective, we do work aligned with that objective, they get feedback, and then they create a mini-portfolio to show me where they think they are at on a mastery scale. If they aren't there yet, we work more and they try again. #sschat
A4: People have brought up listening already, but I think it's important to emphasize the importance of open-mindedness and respect for peers in the classroom. In this divisive time I think openness to dialogue is a key skill that shouldn't be overlooked. #ssvpln#sschat
... try to show them milestones where it either helped or hurt the movements, how, why. Then you can take it many different directions. A popular one would be to next place it side by side with a current movement (national, global, or local)... #sschat
A5-If students know early on what the performance assessment will be, goal setting, evidenced-based conversations about where they are relative to the criteria for success, kids are motivated to do well. Letting kids lead the conference is a plus. . #sschat
A5: Democratic classrooms can let students make decisions about how to show, assess, & reflect on knowledge and application (wisdom). Students are often as hard on themselves as teachers when we ask them to assess their learning or lead their "parent-teacher" conference. #sschat
Can you share more information on this? As a preservice teacher this is something I really struggle with! Iโd love to share the research with my cohort! @OSUSocStudies#ssvpln#sschat
In reply to
@mrsbyarshistory, @MrKoz31, @OSUSocStudies
A5 Share a personal experience when you--the teacher-- learned something over an extended period of time through failures (way longer than a school year!). Use that as a model; show the patience necessary for success. #sschat
A5) I like the idea of peer-to-peer feedback. Before the teacher provides the final rounds of feedback there should be a couple of rounds of peer-to-peer feedback. #sschat
A5: I have a few tiers: 1st we reflect on the standards & essential questions of our unit after every activity. 2nd, we reflect on what we got right & wrong after projects & let them fix errors. Also allow retesting. Progress is more important than the grade after 1 try #sschat
JH students are tough for sure, especially when teaching history. Content needs to be made relevant and I don't believe the act of memorization makes anything relevant. Good practice for the brain, yes.. but why must I memorize? #sschat
In reply to
@kimberly_yonker, @flipping_A_tchr, @rickwormeli2, @dankrutka
I have a student (well actually many) with crippling anxiety. I donโt give her a % any more, just feedback. Itโs helped her not obsess over the number.
(And yes, I know this isnโt possible for a lot of teachers, but it should be!) #sschat
A5: I see a lot of responses about reflections instead of letter grades. Do you find your students prefer this style or do they push back because of our conditioning to letter grades? Asking as a pre-service teacher #sschat
A5: jumping in late! Allow time for students to reflect on their work and have time to improve it - unfortunately, Ssโ end goal is the same since we are in a traditional grading setting #sschat
A5: One answer to this is grounded in consistently speaking with students about their growth. Could be with a spiffy standards-based grading platform or a paper chart on the wall, but kids need to know when their efforts have helped them to improve.
#sschat
A5-Has anybody ever asked a student once they have mastered a standard, "know what are you going to do, independent of me?" Independent inquiry project.#sschat
... then have students begin doin short writing of local issues in the local or maybe state level and have them use what they learned from leaning about past/currents movements and apply it to a current issue they see. #sschat
It was when I saw @rickwormeli2 and he said "nobody knows how long it takes anyone to learn anything." I realized everything I knew about late work policies was completely, totally, and utterly wrong. #sschat
I think that some schools/districts help with cost of exam. Are there also costs with offering certain AP courses? I remember this being a thing that was discussed when College Board was pushing pre-AP World when announcing huge cut in time frame for APWH. #sschat
In reply to
@GeorgeHistory, @mrsbyarshistory, @MrKoz31
Familiarity/comfort with certain vocabulary, concepts, places, names, etc. make deeper learning more successful. If my Ss don't know key diffs between Dems & Repubs then our political/elections discussions will be pretty lame! #sschat
In reply to
@KEGrotrian, @kimberly_yonker, @rickwormeli2, @dankrutka
#sschat Baley, so many students are overly reliant on external validation, thinking they only have value in relation to their grade or test score. Hattie and others have indicated that st's self-monitoring really helps build self-efficacy, ownership, and independence we seek.
A2: #sschat
Multiple choice tests that have like 100 questions them; textbook โcheck for reading understandingโ questions that are merely trying to hold students accountable and end up killing a love of reading @MrKoz31#sbg
And if I'm not mistaken, the #apush exam changed to rely less on memorization & rather focus on applying skills... Because again, I can Google a lot of stuff I don't know - but my ability to process & understand connections rely on quality instruction #sschat
In reply to
@kimberly_yonker, @flipping_A_tchr, @rickwormeli2, @dankrutka
Sure, it's possible. My point isn't that memorization is bad, but it is inefficient. Memorization is just repetition, but without meaning, repetition is followed by forgetting. #sschat
I've started doing this this year, something I always wanted to do!! Only 2 students got to this point so far but it was so much better than the usual " ok, you must have work on another class to do." #sschat
A5-Has anybody ever asked a student once they have mastered a standard, "know what are you going to do, independent of me?" Independent inquiry project.#sschat
A5 What a challenge! I try my best to create a culture where where grades reflect student learning and a growth mindset is encouraged. It needs to be something teams, schools, and districts work on together for the messaging to really stick and the shift to take place #sschat
The gatekeepers I think most about are summer assignments, quantity of homework being a measurement of rigor, and grading practices that support compliance over learning. #sschat
#sschat So this creates a dilemma -- Do we have the courage of pedagogical conviction? Are we going to not do something bec sts are indoctrinated otherwise, or will we persevere with sound instructional practice and change the culture?
A6- use relevant sources. Is there something in the news that relates ? Maybe in a popular book? Anything but old made up multiple choice questions that only have relevancy to a possible future Jeopardy question #sschat
Reasonable! There are a lot of legit mixed thoughts about publicly tracking student progress. Also, they can be a pain to update! :) That said, I've seen some great classroom cultures built around such things #sschat
A6: One major way is that we need to be working with our PLCs to determine what evidence we are willing to accept as mastery of the standard. Without this, the assessment will be unreliable. #sschat
A5: break away from the traditional grading models we are so used to and have prior association - 100 pt scale, A-F, etc. Use a score scale completely different that focuses on mastery and progression. For instance we use Learning It, Owning It, Teaching It. #sschat
A6: I was recently given excellent resources to create higher level thinking (multiple choice) questions as well as information on test item analysis; measuring difficulty index and discrimination index. #ssvpln#sschat
A5: I love all the responses about student self-monitoring and assessment. Agency is so important in the classroom and allowing students greater control over their growth is always a good idea in my book! #sschat
And I would argue that a lot of the students who "hate it" at first do so because the game of school and earning points has been easy for them to take advantage of. They play the game well. Reflections force them to learn more and do more. It's more work for them. #sschat
In reply to
@rickwormeli2, @cheffernan75, @baley_n
A6: Assessment literacy is tough stuff. To be successful, identify your standards and the criteria needed to show comprehension (proficiency). Then, determine the assessment options, followed by creating / finding the appropriate resources. See easy stuff! #sschat
It really helps them focus on the learning rather than points. The assignments in my course are either 10 or re-do. One advantage of being online is that students can't move on to next lesson until they have submitted work for current lesson. :) #sschat
Yea, memorization without the learning 'why' or 'what' has little to no value. I'd like to think no good SS teacher would do that! But all goes w/ my point about memorization being dropped as something that is assessed. #sschat
#sschat True -- It's followed by forgetting when we do it and stop with that - if we don't do something meaningful with it. I think many soc studies teachers see it as something to avoid completely, however, which is an over-reaction, and can thwart learning.
Shameless plug: Iโll be leading a @NCSSNetwork session at this yearโs conference on how to align grading practices, including lesson and assessment design, with the NCSS curriculum standards in mind. #sschat
And I think we need to figure out how to change the culture at a broader level - helping parents understand, pushing for some way to shift how colleges evaluate applications (which can help parents be OK with fewer or no grades), etc. #sschat
In reply to
@rickwormeli2, @cheffernan75, @baley_n
But my experience is when you create a culture of learning and mastery and growth (while it might take a lot of work and energy and breaking down the norms these students know) students WANT to learn and value learning. #sschat
In reply to
@rickwormeli2, @cheffernan75, @baley_n
A3: #sschat
Content, though important, should not be end all/be all. More important: how do we instill a love of learning, a love of learning history, how we fit into it/how it has left so many out.
Hey! This has been a good discussion, #sschat fam. I love when we have some healthy disagreement and dialogue. I know I don't have all the answers, but y'all have me leaving with some good questions. Thanks for leading @MrKoz31! I'll have the archives posted shortly.
I really this approach and believe it should be taken for all students (as often as possible). It can help to students to take aim at improving where they need to, while also helping them to establish areas they exceed at. #sschat
#sschat Have to bow out now, everyone. Thanks for inviting me & for having this conversation! Keep them going -- Tonight was a launching pad for so much more to standards based grading. It's worth every extended conversation -- Students' futures are stake. 'No pressure, tho. :-)
