A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
a1: today they wrote what they remember about conduction while listening to HOT HOT HOT. bell ringers always involve some hook :)
#mschathttps://t.co/BftemmlEsy
A1: I start with a Do Now on the board and after a few minutes I get out my qball (it is a dodgeball with a microphone inside bluetooth connected to my speakers) and we throw it around and talk about our answers to get us in the right frame of mind! #mschat
A1: I love to use bell ringers to review the work we did the day before or as a means of engaging Ss in the work we’re going to be doing that day. #mschat
A1: We begin class with a Stand Up-Hands Up-Pair Up discussion over the content discussed the day previously. Ss then return to their learning area to reflect on their conversations. #mschat
A1: I use mentor sentences a lot and freewrites. I like to connect with whatever the day’s topic is - I like to think of it as a ‘warm up’ rather than a bell ringer. Allows me to get thought starters and reflection on prior knowledge, then segue right into the ‘meat’ #mschat
A1: I'm struggling to do bell ringers well since I have a self-contained class all day this year. We still transition for subjects, but it's not the same as actual periods. #mschat
A1: I have two classrooms and I'm always late running back and forth, so I found a digital way to start class. I post a question each day on Google Classroom that students answer for XP in my gamified class. I try to make the questions fun or controversial! #mschat
All about getting them in the right state of mind! Sometimes that's recapping yesterday's episode or giving them highlights for today. Love it! #mschat
I used to start the day with warm-up questions from previous days learning: Then I followed a students saw them doing it in all classes ... Thought it was boring so I switched to video intros #mschat
I use @classcraftgame. I also tell my Ss that they can check Classcraft until I get to the classroom -- when I arrive, the starter question should be on their screens, not Classcraft! #mschat
That's the rough part about warm-up questions. They're a great formative assessment to build understanding, but can become monotonous. I like the video idea. #mschat
A2: Currently, I have them written up on the board. I also like to tell them about our "big goal for the day." Definitely interested in other people's answer for this one! #mschat
A2: I would write them on the board and share aloud. I wanted to make sure they knew what we would be doing and why. I also tried to link it to the overall essential questions and intended final assessment. Let them see how it all relates. #mschat
Right! Math and ELA seem to start with them so I find other ways to formatively assess in the lessons during instruction so as to give students a break #mschat
Yes! Sometimes my warm up is simply: Grab your book & find a comfy spot to read. Helps to get the ball rolling from the minute class starts to the end. #mschat
A2 We build objectives around our driving question board Connecting the DQB to the science principles that are always posted lets Ss know the what of the day #mschat
A2: Our agenda for the week is on the board when they walk in. The objective and homework is written out to view, then we discuss it as a class. Connection to previous lessons is key! #mschat
A2: Ss interact with their learning targets during various parts of the lesson. They write it in their SS journal at the beginning of class, discuss it before each brain break, then self-assess at the end of the period. #mschat
A2: I am really trying to change this up this year - used to just put them on my ‘housekeeping slide’ and on the board (as per my observation checklist 🙄), but am seeking more creative ways - done some clues/S thoughts post warm-up. Seeking ideas! #mschat
A2: I have our learning objectives everywhere! They're written on the whiteboard, on my website, on the front of their unit packet, and on the daily agenda I post on Google Classroom. #mschat
A2: Currently, I have them written up on the board. I also like to tell them about our "big goal for the day." Definitely interested in other people's answer for this one! #mschat
Joining #mschat late, sorry! A1. My favorite are ones where students interact and are up moving. "Get in line according to..." or "go to the corner that best aligns with..."
A1 Hi #mschat friends! Glad to be with you tonight. My kiddos open up our agenda on their chromebooks and get their bearings then have a Mindful Minute before starting class. A learning team leads this one minute focus activity. Interactive bellwork is a quick video or task
I include the learning targets in my scoring rubric so Ss can identify how their final product relates to what they learned during instruction. #mschat
Have you noticed if having that on those assignments has increased the effectiveness of that particular handout/assessment/etc.? Definitely curious if this can help my continue to grow student engagement! #mschat
Students get to make their own character, but they are put in teams that help build collaboration. They each have a character type (mage, healer, or warrior) and each type has different strengths. #mschat I say give it a try! My students and I all love it!
In reply to
@MrPStrunk, @classcraftgame, @misskoplin
YEAH seems to be the trend to make sure student are clear as to what we are learning! #mschat ... Some in #ngss training for science say the students need to discover objective daily and share at end of lesson instead of being told
I love what I'm seeing about getting students interacting with the objective more! I've thought about doing this as a reflection (and/or to parents) on @ClassDojo student stories. Hmm. #mschat
We post our objectives on our parent planner (online G-Doc) so Ps can see what their Ss are expected to know at the end of each class. Ps really seem receptive to it and email questions. It's pretty awesome! #mschat
A2. Our objectives, on my best days as a teacher, are communicated in writing, verbally, and also visually. Not saying that happens everyday, ha #mschat
A2: Remembering to write the objective - or have Ss write it! - is something I struggle with. Instead, we usually end up discussing the purpose of what we’re doing whole-class or in small groups. #mschat
A2 Lately I have rediscovered hyperdocs. It's an interactive google doc with a sort of student version of my lesson plan. The objectives are linked to videos or images to help them understand why we are studying this topic #mschat
Many of our teachers have gone this way with sub plans! Leaving students lesson plans so they can see exactly what to do and the sub is just present to monitor behavior #mschat
My Ss would write reflections every Friday. One question asked them to share what they learned that week and how they learned it. It was a great way for me to see if I was teaching what I thought I was teaching and how to improve to meet objectives and Ss needs. #mschat
A3: One of my favorite parts about history is that I get to tell stories. I try to use personal experiences (like a trip to @subway) to connect them to historical events or ideas (like assembly lines)! I get loud and super excited about my content, because it is great! #mschat
A3: Starting with a story usually does the trick. Often difficult with some of the world geography topics I deal with. But, when "Grandpa Lisek" (nickname they give me during story time) has a great story, they beg to stay for another block. #mschat
A3: I do everything I can to be unexpected. Different ways to intro/review. I’m growing the ideas. Things like creating tableau, escape rooms, book tastings, seminars, etc. There is so much more out there to keep ‘em hopping - I just have to bring them in! #mschat
Yep, they earn XP for completing certain tasks, helping other students, etc. When they level up they can gain new powers (turn in an assignment a day late, listen to music in class, eat in class). They can buy clothes, have pets, and fight bosses. It's dynamic! #mschat
In reply to
@MrPStrunk, @classcraftgame, @misskoplin
A3: Demonstrate your own enthusiasm and passion for the content! Let them see your excitement for the day & your time together. Don't be afraid to be a bit "dorky". Humor can be a catalyst for anticipation & engagement 😁 #mschat
This is my first year of doing it, and it has really made a difference with Ps communication. ?s are more specific and related to the content vs. "what is my kid missing?" #mschat
A3: One of the many reasons I LOVE teaching ELA is how easily I can connect real-world issues to the texts we read. Read-alouds of hot books, like The Hate U Give are also phenomal hooks. #mschat
A3b: Sometimes I like try to relate by having them do something. For example, when I taught WWI, I actually had the students flip desks, gave them paper balls, and we simulated a battle in the trenches to help them learn about the experiences of the war. #mschat
A3. It's critical to discuss current events w/ our kids. They're hungry to talk about and understand what's going on out there. For example, we're discussing immigration in US History and we will certainly discuss and deconstruct things like our president's remarks today #mschat
A3: Personal stories are go-tos as well. The more dorky & goofy the better. For example, I may or may not have SUPER dramatically professed my love for the Oxford comma today.. #mschat
That is awesome: I wish all our planning was done up front. Our science curriculum is in flux so been modifying on the fly the last few years to make it fit for our students and their needs #mschat
A3: Gamification definitely! Mission cards motivate students to master skills so they can earn power ups. Now using quests on @classcraftgame. Also send students on real-life quests! #mschat
A3: Gamification definitely! Mission cards motivate students to master skills so they can earn power ups. Now using quests on @classcraftgame. Also send students on real-life quests! #mschat
Obsessed with your gamification still.:) I’m pushing myself to incorporate a little of it or at least play around with it by the end of the year. Such a cool concept. #mschat
That's awesome-- I offered #thehateugive to one of my students after she finished an assessment today. After reading the blurb, she and her friend argued over who got to take it home to read. @angiecthomas is doing important work yall #mschat
A3 I teach both science and math. Science lends itself easily to creating fun activities and many times the theme can include some math. They love surprises #mschat
I do this on guest teacher days. Ss can guide themselves, and I leave my email address for Ss to contact me on G-Hangout or Gmail. Individualized instruction from afar. #mschat
So, SO good. Over the year, I’ve bought a total of 7 copies for my 150 students. Haven’t seen one for longer than a minute. It’s a fan favorite, for sure. #mschat
I intro'd it by having a student get a letter in the middle of class telling him where to find abilities 4 his classmates. I pretended to have no idea what was going on & why class was being interrupted. they got their letters & just left on their quests. It was awesome! #mschat
A4: Every day is different. Every class period and every learner unique. I think the key is building relationships and community so you know the most effective ways to engage and empower every learner. #mschat
A4: Lots of movement & choice! I strive to transition into at least 4 different components of the lesson over the course of the 50 minute period. #mschat
Off topic but looking to find out what materials or programs other MS math dept. are using. Looking to make a change please inbox me. I would love to hear from all of you #MSchat
A4. As often as possible, we need to decentralize our individual selves and bring in voices that will allow our students to thrive and see themselves. So many incredible authors/awesome local people to really connect with kids who might otherwise not be connecting #mschat
Will didn't take long to get to heart of all teaching: RELATIONSHIPS! YES that is the key part of instruction: Know Ss and finding key fit for each student #mschat
A4: We have a Do Now, a guided reading, notes, and an independent activity. I try to have these various differ that way every learner has an opportunity to be engaged. I do a lot of informal assessment throughout the block to monitor student progress. #mschat
A4: Consistency is also important. Every day my Ss know to check the SmartBoard for the agenda - some Ss have difficulty getting into the lesson if they can’t see what’s coming next. I was the same way! #mschat
#mschat A4: I do 2-3 min of direct instruction, then model w/student or song or picture, or game, next peer practice, reconvene, discuss, student demo--repeat!
It has definitely taken work & will be refined next year. But, man, their motivation is incredible! I never, ever have to push or coax. They WANT mastery & beg to keep trying! #mschat
A4: Many visible learning strategies. Anything that involves get the Ss out of their seat and moving about the room and collaborating. Kagan strategies to get more Ss involved. Need to take a couple of brain breaks throughout a lesson to break the cycle up a bit. #mschat
A4: No desk and very rarely standing in front. The more they talk and lead the better! Student voice and choice are a key component of assessment. Love student-generated learning goals and plans of action #mschat
A4: A4: that’s so hard to answer. Every day differs so greatly. Working on developing a few more protocols though to build consistency. Loved the video on #DitchSummit by @Joncorippo#mschat
My agenda is on the back board and many of my Ss will ask me to clarify what things on my checklist means prior to the lesson. They need it to really get into learning mode. #mschat
I have gotten to embed my direct instruction into the hook and then I am off connecting with each table group and see how they are doing and where they are in learning #mschat
A4: I am a data nerd, so we mini-assess each individual skill (= spots on their missions/quests). Instruction definitely includes Worksheet Busters 😉& different approaches/assignments based on needs. #mschat
A4: Something must also be said for days when it's time to ditch the plan & take the curriculum the real world has handed to us. You can't always anticipate where a class lesson or instruction might go. But, that's just another moment when relationships take precedent. #mschat
A4 This year I am much more focused on the experience of phenonema. Every concept I try to pair something that is hands on and minds on. Application before Concept. #mschat
A4.3 moving more and more towards hyperdocs and other individualized learning - allows me to travel around and conference. Learning to cope with the wide variety of timing and lack of predictability!! #mschat
It has made some positive impacts, and doesn't have to be flashy. To introduce density I gave them objects and a tank of water and said "explore" They had some really great questions #mschat
A4: I start class with a Journal, Challenge, Something: and then whole group instruction/ collaboration followed by breakouts then back together for shareout, then individual work #mschat
A5: Formative assessment through observation can do wonders & is often overlooked. When you know your Ss well enough to really listen to what they choose to share/show/write/express, as well as give attention to the miscues/ nuances/silences... you can learn so much. #mschat
A6: To be honest... I usually run out of time! 😂 Too much to share, discuss & do! I tend to run short on time and rush with final reminders after the bell rings. #mschat
A5: in addition to more formal assessments, I use a lot of Teach Like a Champion-style assessments like show me, all hands raised, cold call, no opt out, etc. #mschat
A6: I don’t always pull it off, but we do a ‘Final Five’. Sometimes written on 3x5 Card as formative exit, sometimes on Card and discussed, sometimes sticky note, sometimes just sharing/discussion. Typically a question to reflect on learning of the day #mschat
A6: I build in some sort of activity to reinforce the main ideas from the lesson and sometimes will give them a little "sneak peak" into next class's episode! #mschat
A6: I need to do this better! Often wind up making sure they're equipped for independent work & rushing into the next subject (self-contained problems). I need to close better! Get back to exit tickets, etc. Gee, I think I have some on my website 😉 #mschat
A6 I will be honest that this is my weakness. I get so caught up I don't do it formally enough of the time. It is my "improvable point" I am a work in progress ! #mschat
It works great paired with no opt out--if they don't know it, they listen to the next student's answer, then I'll come back to them. That works fine! #mschat
That's okay this is a growth area for me too! I'd love to do a ticket out the door or some more formal type of closure, but I want to give students as much time as possible to work on their activity! #mschat
A6 Lessons end with a check for understanding in many different forms (study island, sticky note, etc). Units end with real life application (lab, simulation, etc) #mschat
A6: I often struggle with this, but have gotten better. I use exit slips and self-checks (drop paper with their name into a bucket or envelope w/ understanding level, 1-4 close to the heart, etc.) #mschat
That is my feeling. I also don't plan daily lesson plans. I plan according to concept, so if it takes a class and a half I can't do closure until they are done learning that chunk. 13 years teaching, and it has been on many of my post-conf forms. oh well #mschat
A7: Boy, this is just happening naturally right now. I look at my next topic & realize it takes something different than the one before. The best way to teach tomorrow's topic may not be how we approached today's. #mschat
A7: Same rotating structure w/ unique content. For instance, all classes start w/ a starter, but unique in topic or focus. Every week includes collaborative work, but in a unique way & purpose. Every Friday ends w/ refection. Flexible structure. Predictable but diverse. #mschat
Don't feel guilty we all are works in progress ... I too often don't have time for my planned closure due to losing track of time as I walk and talk around the room #mschat
A7: The independent activity at the end of the class I always try to diversify. Some days we may do a RAFT, other days a picture, sometimes making song titles, make children's books, or tomorrow we will be doing DBQs. #mschat
A7: This all goes back to movement & choice. Ss know the basic routine of the class doesn’t change (warm up & agenda on the board, etc.), which allows for a lot of creativity in the implementation stage. #mschat
A7: This is often done on the fly. Have to read the room and meet Ss needs. If they're restless, we opt for one set of routines. If they're off the wall bonkers, we opt for another set. #mschat
Definitely have some tangible takeaways from #mschat tonight! Hooks more often, get students interacting w/the objective more, & close each lesson more intentionally. Excited to try some things! I ❤️ #mschat!
A7: For me it is about setting up routines that focus on flexibility so student can enjoy the diversity of classroom instruction. They know I mix it up but the learning expectations remain #mschat
A7: Sorry--Back after a phone call! I definitely have a routine in my math classes but I try to vary things but giving students time to work with partners, etc. during the lesson. Today we did a "scavenger hunt" in groups to review. #mschat
