#IEedchat Archive
#IEedchat is a great way for Inland Empire (California) educators to share teaching strategies, educational resources, and more.
Monday September 12, 2016
10:30 PM EDT
-
Welcome to . Our topic is building a Culture of Understanding. We will be using the Q1:A1 format.
-
Q0: Introduce yourself and share a misunderstanding / misquote you eventually learned the truth about.
-
Joseph Williams
Executive Dir of Technology
"Good fences make good neighbors" is misunderstood. It's irony. Don't build walls.
-
A0: Tech coach for . I misunderstood that Santa was real.
-
A0 Jeremiah, math nerd, Porterville, Ca. I thought a Ss name was Deep Ocean...let's just say it wasn't https://t.co/9yDv8VpfX8
-
Candace Reines, Asst Supt of Business . "Hope is not a plan"
-
-
Jed Butler
Tech TOSA / Math geek
I used to think lozenges (for sore throats) started with a g, till like 6 years ago.
-
A0: Robert Guzman I had a Ss named Kieren when I taught online. A year later I realized it was a boy.
-
for real? Craziness.
Good to see you bro.
and a pic for the profile.
Now everyone can spot you in a crowd.
-
A0: 8th grade history teacher . Always thought the "Benny and the Jets" lyric was walrus sound
-
-
So your telling me he isnt real
-
I misunderstand song lyrics all the time!
-
A0:Tom Ashley, Tech Coach TOSA. HP commercial:I thought he said we'll be "totally roast" not total HEROES. https://t.co/iFloxDEBk4
-
Ahh no!! last thing i want is to stand out
And it's so great to see you, always a pleasure
-
A0: Judy, English T, I will have a great answer tomorrow, but I am only coming up with inappropriate ones for an educhat :(
-
I'm sure lots of us have song lyric misunderstandings.
https://t.co/CidFLSmtG5
-
-
A0: 8th grade history teacher . Always thought the "Benny and the Jets" lyric was walrus sound
-
-
A0: Deatra Lee tech TOSA Thought Guns N' Roses lyrics were "Take me to the very last city" eventually realized it is Paradise City
-
A0: Cont... Go See Cal- from Cal Worthington.
-
wait, it's not the very last city.
I know I've heard it that way.
-
-
Q1: Understanding implies more depth in knowledge. What does that mean in regards to classroom assessment of understanding?
-
A1: We need assessments of deep understanding not assessments of knowledge.
-
I have been misunderstood as a cat person. Only cats. When I love all animals. Especialy Sophie.
https://t.co/Ta6EufWDn9
-
that's the Beatles: KooKooKaChoo
https://t.co/5wapJs1RQ8
-
-
A0: 8th grade history teacher . Always thought the "Benny and the Jets" lyric was walrus sound
-
Yes! I never understood it said knees or needs....
-
A1: It means that Ts set bar for what constitutes understanding of the concept & we must take all learners abilities into account.
-
What would deep understanding assessments look like?
https://t.co/qc9pXGYbA2
-
-
A1: We need assessments of deep understanding not assessments of knowledge.
-
A1 To me it says a lot about the author and the audience
-
A1: Assessment does not mean test. Ss and Ts should move away from fixating on the points in the gradebook and just “tests”.
-
A1: assessments need to look more at the why and not the what
-
.
Good point, understanding can be relative to the participant.
How we understand something from youth also changes.
-
A1:It implies that a Ss can make a connection with the material that becomes an experience, so that they can recall it and know it
-
A1: I think a deeper understanding is gained or shown with the ability to make connections and in some cases to demonstrate.
-
Totally agree with this...
Connections. It's about connections.
Well done Candace https://t.co/VZRC7Rlu05
-
-
A1: I think a deeper understanding is gained or shown with the ability to make connections and in some cases to demonstrate.
-
A1: I like to think it means that there are multiple ways to assess, but that might be another Q
-
Total John Dewey "Democracy In Education" statement at least that is what he would say
-
Great answer. You know the quote about great minds!
-
A1: depth and understanding means that you can pick it apart, break it down, put it back together, and transform it.
-
-
Q1b: What can teachers (or students) do when there is a lack of understanding in the classroom?
-
A1: assessments need to look more at the why and not the what as well as get away from traditional testing
-
A1b: If we are building a culture of understanding, then we are building Ss ability to reflect on their own learning.
-
A1b: Ts can reteach and most importantly reteach in a completely different way so Ss have a better chance of understanding
-
Q1b: stop, start over, ask more Qs, but don't just move on to the next lesson/unit
-
A1b:
need routine for understanding not met, structures and places for Ss to ask ?s.
It should not be assumed/expected 1st try.
-
A1b: ASK QUESTIONS! Put the brakes on. You aren't the only one who is needs help.
-
A1b:Ts can ask questions that might lead to Ss relating to the content and eventually lead to understanding.
-
Get your responses for Q1b in,
Q2 coming in 1 min
-
I like to think even small connections like my rabbit Ss made today gives them drive to know more even in other areas
-
Q2: What demonstrates that a student has a strong understanding of something?
-
A1b If learning is lost, connections are missing, either case requires making those connections
-
-
-
A1b. I have them reflect on every assignment and create their own I can statement for every activity.
-
-
That's what I was trying to say to re: a small thing like rabbits, but you said it way better!
-
A2: Ss that can apply what they learn and teach their fellow classmates show understanding.
-
A2: Ss can explain it in their own words to others as well make relevant connections to other things.
-
A1: Classroom assessments should require Ss to demonstrate and apply knowledge, and teach others
-
A2: S can teach it /present it to another S/ group
-
Great way to build strong
-
A2 When Ss are able to become Ts, when Ss are excited or make connections to other content, observations, or within content
-
Agreed.
Teaching (not telling) is often ultimate form of understanding.
https://t.co/I4bKOcBTkO
-
-
A2: S can teach it /present it to another S/ group
-
Ss ask questions that look even deeper into the topic
-
Yes, I agree, but I am on quest to find ways to make stage set so connection is brought to light for Ss not told it
-
A2: I think we all got that one right yay
-
A2: Teaching and demonstrating for others.
-
A2: When the Ss can teach the concept to others, they have the concept down.
-
I'm liking where this is going. I think I'm on same/similar page here.
-
Q2 follow up coming soon...
-
Q2b: Why don't more teachers push for students to demonstrate deeper understanding in the classroom?
-
You're welcome to join, we need more voices
-
A1b: open lines of communication should be set early on, Ts should learn the different ways Ss will want to communicate
-
A2: District coaches would visit my class to see my students hijack the lesson to teach parts of it. I encouraged this hijacking.
-
A2 I think this might be the wrong Q, I wonder if many Ts even know what it truly means to do this, we need to light the path
-
What did you do to create a culture and empower Ss to make this happen?
-
-
A2B:Some Ts don't know how to push Ss for deeper Understanding.All they know is that they have to follow curriculum map and finish
-
A2: Agree with several others - when Ss can teach others the concept
-
-
A2b: time, and short sightedness.
Understanding is a long game.
https://t.co/3CDXwR2SoD
-
-
Q2b: Why don't more teachers push for students to demonstrate deeper understanding in the classroom?
-
A2b:Forgive me, but it is usually because Ts know full well that Ss don't have a deeper understanding & don't want to expose that.
-
It is so cool when this happens
-
A2: I didn't just schedule students to teach. They needed to be ready to hijack the learning and frame it their way. And teach it.
-
Sorry I'm late!! family dinner.
-
Also a good point, but if we don't offer those situations we never will be surprised or give Ss opps
-
blunt but has truth
Does that mean we need to address the fear in lack of understanding?
-
You're never late, you're exactly on time for when you can be here
-
A2b: I think many Ts would say time is an issue.
-
Wherever you go, there you are.
https://t.co/G9oPf2Wrtl
-
-
You're never late, you're exactly on time for when you can be here
-
For Ts yes, Ss need to be exposed to and be able to surprise us
-
-
A2b: time of course, but that's not ok; I'm loving the push to let Ss collaborate, demonstrate, choose assessment even
-
Q3: Understanding takes time to develop. What structures can we use to build understanding over time?
-
A2b deeper learning is much harder to grade. Ts take the easy way out for the sake of THEIR time. Bad for Ss.
-
Thank you for finishing it, I always hate to say it and not have it finished it (: I usually say it outloud
-
-
A2b: time consuming especially if not much time between units. Also Ts may not know how to dig deeper and measure it
-
Always good to have you join us Julia
-
It means that Ts need to look in the mirror & ask if they are really doing their job.. Are they pushing Ss far enough?
-
-
. It took time. Here is the spirit of the class. No learned helplessness. Nobody opts out of learning.
-
A3:Classroom Culture that allows for constant refreshing and connection of content on a regular basis. Ensuring it's all connected
-
A3 Understanding learning occurs over time, it's about providing Ss opps, and revisiting over time, as mentioned
-
Yes, unfortunately, that's also true, MC is easy to grade
-
wow that's powerful, I am curious about the details of that culture
-
-
Or are they pushing themselves far enough. Complacency is the killer of dreams and if learning.
-
A3: class culture where Ss feel comfortable asking questions and asking for help
-
A3: We need to teach Ss that understanding goes far beyond getting a multiple choice Q right. Teach Ss more measures of to gauge..
-
A3: I'll admit this one is hard for me not having "grown up" a teacher. Can't wait to learn from all of you!
-
My new learning is to publically celebrate mistakes within class, and I'm designing lessons where we learn by what it's not
-
. Booo for MC. Let them grade that themselves. Then use the results to go deeper.
-
thank you. I think the kids really like it
-
A3 Evaluating what the Ss really don't get is important. You can do small groups or stations if you can break it all down for Ss.
-
-
Wanting to learn makes you an excellent student!!!
-
. Yes, yes, and yes. Students need feel comfortable asking questions and asking for help.
-
True, but that's an evolution, traditional MC is typically shallow DOK 1
-
A3: Patience from Ts and Ss, collaborative environment, teaching a
-
-
Wrapping it up with FT:
Any final thoughts on building a culture of understanding in education for ?
-
FT:Creating classroom culture that allows Ss for making their own connections to content will help us get to where we need to go
-
FT:
Choose your game, long or short. If you want understanding over forgetful "knowledge", quit playing the short game.
-
Robert, I couldn't agree more!
-
I agree 100% and I would add that questioning helps!
-
What Robert said https://t.co/U2mCMoCLOs
-
-
FT:Creating classroom culture that allows Ss for making their own connections to content will help us get to where we need to go
-
Final thoughts on : We are doing Ss no favors in passive (quiet) classes. They need to be the subject of the learning.
-
Final thoughts on : We are doing Ss no favors in passive (quiet) classes. They need to be the subject of the learning.
-
I would be doing a lot of celebrating --Party Time! https://t.co/CnpqKqylbr
-
-
My new learning is to publically celebrate mistakes within class, and I'm designing lessons where we learn by what it's not
-
FT: Take the time to have conversations. Empower Ss to say "I don't know" but show them how to find the answers.
