#CFISDchat is a weekly chat run by Cypress-Fairbanks ISD educators and guest moderators. Join us for discussion on various education topics and grow your #PLN!
A1: preconceived idea of students being on tasks are when they are quietly staring you...afterall they are not talking so they must be listening..right??? #CFISDchat#WeAreSalyards
A1: I think some people think student engagement is just when Ss bodies look busy, but we really want to make sure their minds are engaged in authentic learning. #cfisdchat
A1: That students who are being still and looking at you are engaged in what you are saying. (If I ever am sitting still looking at you I am making a list in my head of all of the things I need to do.) #cfisdchat
A1: I believe we often relate this to compliance, or having students sit still, or be really quit. They may be engaged but not necessarily appeared focused. It’s easy to say this, but also easy for teachers to forget. #CFISDchat
Agreed!!! Often it is thought if they are quietly complying they are engaged. I want them creating, asking questions, discussing to understand more deeply. #cfisdchat
A2: Student engagement is when students are learning from the lesson. Authentic SE is when the students are choosing how they want to learn and how they want to demonstrate that. #cfisdchat
A1 - A big misperception is that "busy" students are engaged students. Activities need to be rigorous, relevant and/or allow for students to personalize their learning to maintain student engagement. #CFISDchat
A2: Authentic engagement includes student voice and choice. Ownership in their learning. Students are excited to share what they are learning. #CFISDchat
A2 #cfisdchat Students have a clear understanding of the purpose of their task (often open-ended and creative) and value the work they are doing in authentic student engagement.
A2: Student Engagement is when students have their minds actively involved in a task. Authentic Student Engagement means the task is something that relates to real-life and can be applied across content and/or situations. #CFISDchat
A2: This reminds me of recent conversations with literacy rotations versus individual student pathways for scaffolding literacy skills (hyper docs, Google Drawing w/ links to ind student needs) not just generic activities. #cfisdchat
A2: Authentic student engagement occurs when students are discussing, creating, and applying the concepts because they want to. When students take learning deeper and begin to ask their own questions and make their own connections it is authentic. #cfisdchat
A2 authentic engagement means implementing task-based station activities(high tech or no tech) delivered based on informal assessment and followed up with an accountability check where students have choice of product. #CFISDchat
Ss engaged can be doing the work robotically. Authentic S engagement is students working collaboratively and excitedly over content, taking charge of the activity and having a voice. #CFISDchat
A2: Student Engagement is when Ss are demonstrating their learning through discourse, interaction, and collaboration. Authentic SE is when Ss have choice and voice in how they demonstrate the learning. #CFISDchat
A2: Student engagement is when students are learning from the lesson. Authentic SE is when the students are choosing how they want to learn and how they want to demonstrate that. #cfisdchat
A2: I think authentic student engagement is a student led classroom. If they’re interested and engaged, they want to know more and will ask questions and push for it. #CFISDchat
A2: Student Engagement is when students have their minds actively involved in a task. Authentic Student Engagement means the task is something that relates to real-life and can be applied across content and/or situations. #CFISDchat
A2: Authentic Engagement is when students have more control of their learning. They have a choice in how and what they learn as well as being able to teach it to others. #CFISDchat
A2: Students are engagement when they can demonstrate what outcome you desire. Authentic engagement comes from the way to get there. Choice, passion - they take over their learning and magic happens. #cfisdchat#WeAreSalyards#SwashBengal
Q2: #CFISDChat It’s authentic when we allow them to take it to the next level. They can ask questions & decide what they want to learn next. Let them take ownership of their learning.
A2 Engagement is getting the work done as asked. I think authentic engagement has everything to do with the questions they ask, the inferences, application, showing that they're learning & processing #CFISDchat
A2 Ss know what their learning goals area and are active participants and have a voice in their own learning. They are collaborating and creating! #cfisdchat
A2: Authenticity comes with relationship building and making connections to their real life. Allowing students to be part of the process. Owning their learning. #CFISDchat
A2: Authentic student engagement occurs when students are discussing, creating, and applying the concepts because they want to. When students take learning deeper and begin to ask their own questions and make their own connections it is authentic. #cfisdchat
A1- I have learned that engagement doesn’t always mean growth. It is a hard balance between engagement for the sake of keeping kids working and activities that deeply influence learning #cfisdchat
A2: we can't exclude authentic data when planning authentic engagement... let's pledge to not waste anymore valuable class time teaching kids that already know something, or need more preteaching. Use @Socrative or @padlet#CFISDchat#WeAreSalyards
A2 - Students are able to personalize their learning - make it their own. Students using what they have learned & applying it to real world situations. #CFISDchat
A3: Rigor, Relevance and Relationships! We need to challenge are students with content that matters and know them well enough to know where they need help or where they can excel. #cfisdchat
A2: we can't exclude authentic data when planning authentic engagement... let's pledge to not waste anymore valuable class time teaching kids that already know something, or need more preteaching. Use @Socrative or @padlet#CFISDchat#WeAreSalyards
A2- hard question! I’d have to say that authentic student engagement is more student driven and involved than just looking across a classroom and seeing 100% engagement because an activity is fun #CFISDchat
A3 #cfisdchat Identify student needs and interests first. Utilize technology when it increases the engagement, empowers the learner, or increase the effectiveness of the instruction.
A3: Everyone is jumping on the technology band wagon, but you have to make sure that you are using technology purposefully! Allowing this to be student lead can assure that it is more authentically engaging. Give them the controls and you just guide #cfisdchat
A3: I think this speaks a little to self reflection and looking not only at how well did the students do on something but how hard was it for you the teacher to talk them into it? If you did most of the talking, students probably weren’t authentically engaged. #CFISDchat
#cfisdchat I love Q3- I have been critically questioning whether my technology use is actually benefitting my students or being used as an engagement tool. Also a hard balance!!
A3: I love @Wes_Kieschnick#BoldSchool planning process for this! Currently doing the hand motions. #CFISDchat#WeAreSalyards#SwashBengal 1. Outcomes 2. High yield strategies 3. Digital Tools 4. Plan 5. Reflect. We have to become experts in the field and know our pedagogy
A3 Planning lessons that apply to real life and interest within the content, making sure we are still hitting all the skills we need to. Data checks and recalibrating after to adjust lessons. Tech is just an alternate way to deliver a part of the lesson. #CFISDchat
Q3: #CFISDchat I’ve seen teachers using current events to spark discussions among students. Once they are engaged, it’s easy to pivot the topic into multiple activities & continue student driven learning.
A3: We can authentically engage our Ss by connecting that learning to real-life & in a variety of situations. This is done through questioning & presenting opportunities for inquiry - getting Ss thinking & asking abt how they can take the learning & apply it elsewhere #CFISDchat
A3: Keep student learning goal in mind all the time. Work backwards. What resources are going to get my student where he or she needs to be? Manipulatives? Tech? Flexible seating? 1 on 1? Small group? #CFISDchat
A3: It all comes down to relationships. Know your Ss and then you can gauge what will spark their minds and get that authentic engagement going. Then provide the option for technology along with hands-on and other learning opportunities. #CFISDchat
A3: Start with learning outcome. What do you want Ss to learn? Then, determine strategies you want to teach them to accomplish that goal. Only then should you think of the tools- technology or not- that provide the Ss with choice over how to demonstrate the learning. #cfisdchat
A3: Rather than choose, why don’t we provide multiple exposures to the same content? We can design lessons and units that expose learners to different experiences and then have them reflect on the style best for them (higher-level thinking). #CFISDchat
A4: I find it easier to define learning goals through clearly stated objectives posted for Ss to see and USE. I love resources from Visible Learning to master this. Students must own their learning to be the most effective. Just posting on your board doesn’t do much. #CFISDchat
A4: I used self-paced units. My students knew all of the goals for a unit on the first day and worked at their own pace until they were able to reach each goal. #cfisdchat
A4 a great tool of technology is instant data. Having quizzes/discussions, even in google classroom- seeing a student not responding correctly is a concern. This is when I would pull a small group within class. #CFISDchat
A4...I have them explain their understanding in a flipgrid, take picture of product in seesaw, or scan qr code so I can check for understanding and reteach if necessary...#CFISDchat#wearesalyards
A4: Had this discussion today. Have students send you things, @goformative, data on grades, informally monitor, check for understanding. It will be different in every class. #CFISDchat
A4: this is where the plan comes in. Have feedback opportunities for Ss. Get them into peer/peer help and convos. Multiple opportunities to show their learning through multiple means. You have to know where they are going first and foremost. #CFiSDchat#WeAreSalyards#SwashBengal
A4 - formative assessment is critical when try to determine student comprehension. There are several tech tools (@peardeck@classflow) that can be used to quickly assess mid-lesson! #CFISDchat
A4 Got side tracked! I really try to get to know my Ss in small group or while I confer & that helps me reach their goals & what they need in order to be engaged #CFISDchat
A4: find ways to assess content without making it mindless. Need to see if a math concept is met? Let them teach a small group. Need a deeper look at reading levels? Make a book club & listen. Tech can be used for all of this (take a peep at the amazing @kendremilburn)#cfisdchat
A4: #CFISDchat Using formative assessments to determine understanding, & adjusting the activities to deepen their thinking. Often we stop when students are proficient, when we can enhance & broaden their skills.
A4: I have the objective and product posted. We reference it throughout class for clear expectations. I monitor throughout class, provide feedback, ask open-ended ?s for Ss to reflect and monitor their thinking and learning, conference 1:1 and in small groups...#CFISDchat
Q4 We work in small groups to set goals and they achieve them incrementally...I determine if they're meeting or learning with student conferences, feedback in our small group, instant data, various methods check for understanding #CFISDchat
Q5: I love using choice boards, student taught, and I am a huge fan of ss graphing their own data. We do this every checkpoint, and the ss become quite competitive with themselves! We also graph or average as a class and compare it to the school/district average. #cfisdchat
A4- I try to do quick self-reflections with my students, as well as daily reminders of our learning objectives. A little tedious, but I was them to be cognizant of their learning! #CFiSDchat
So bummed I missed out on the chat tonight. I hope you all are off to a great school year! I’ll spend time gathering inspiration by reading through the responses. You all are wonderful! #CFISDChat
A5 tech wise I use google classroom, Flipgrid and edpuzzle quite frequently. All require active participation, reflection and I can determine the level of questioning. #CFISDchat
A5: My classes are different. Teaching Engineering and Robotics we use specialized software and equipment. Hands on stuff is always engaging. I love @GoogleForEdu for tracking and accountability. #cfisdchat
A5: I love letting Ss record themselves and their peers on @ClassDojo! We also have a lesson wrap-up cube that sparks discussion about what we’ve learned by asking extended-thinking questions. And also just by letting them talk and share their thoughts with their peers #CFISDChat
A5- it’s my first year using @Flipgrid as a weekly reflection and summary of what they’re learning in class. In a Spanish class, it’s an easy tool with the students speaking in the target language to know when a student has achieved our goals for the week! #CFISDchat
A5: Gosh, I mention @Flipgrid at every chance I get. It def allows authentic responses from Ss without judgement from others. Ss personality just jump out of the screen! #CFISDchat
A5: We tie curriculum to a Passion Project we carry throughout the year. The Ss get so engaged they BEG to do it at home, too! This year, we're focusing on @globalgoals - it ties in all curriculum, is relevant & real-life, promotes discourse & critical thinking, etc. #cfisdchat
Q5: I love using choice boards, student taught, and I am a huge fan of ss graphing their own data. We do this every checkpoint, and the ss become quite competitive with themselves! We also graph or average as a class and compare it to the school/district average. #cfisdchat
A6: such a rewarding lesson that we did last week- the Walking Rainbow! This sparked SO many questions, discussions, and thinking that went way past what was planned and it was AWESOME! I provided the materials/basic set up, stepped back, and let them go. #CFISDChat
A6: #CFISDchat Our DI @underwood89 shared a great lesson on Nike recently. 🙌🏻
I’ve been wanting to use @TheGlobalGoals in some classrooms. They incorporate real world events & engage students in problem/solution activities.
In reply to
@CFISDchat, @underwood89, @TheGlobalGoals
#CFISDchat
A4: I believe technology implemented for lessons should be monitored. This could be through conferring and checking understanding, s’s having conversations about what they learned, and t’s tracking progress, growth and eventually mastery of a skill.
A6 #cfisdchat If you want authentic engagement and would like to promote computational thinking, CS Fundamentals via https://t.co/eWjfOKGarq has engaging lessons K-12+
A6: research projects with an interesting topic that challenges student thinking like the old “should we be more afraid of sharks or humans?” With authentic engagement and led to good resources, students came up with compelling arguments #CFISDchat
