A1 #formativechat I think feedback should be delivered in a positive timely manner. Feedback should be with an explanation of what they are doing correctly AND incorrectly but specifically based on what the Ss is doing correctly so that it allows productive studentās learning
A1: Google Classroom: Commenting on Google Docs, Hyperdocs, using Kaizena for grading, flipgrid, and @goformative. All of these help me get information back to Ss quickly and efficiently. #formativechat
A1: I found that digital feedback is best for my students in our 1:1 environment. They turn in things online and often check to see if their grade has been posted. Comments online can give them more detailed feedback. #formativechat
A1. Feedback should be timely and promote growth. I use stars and steps. I point out one strength and then an area for improvement. The next assignment I look to see if the step became a star #formativechat
A1 So important to give meaningful, timely, relevant feedback to Ss and have conversations with them, set goals, use #edtech where it is purposeful #formativechat
A1: #formativechat I believe conferencing with students, commenting on their work, and conferencing with them again allows for feedback & feeling that everyone, including teacher is a learner
A1 #formativechat I think students need immediate feedback. Sometimes that might verbally, other times it may need to be written out on a rubric. @MsCastillosMath
A1 peer to peer, one on one conferences, rubric comments and info. Short paragraph or bulleted specific feedback. I like to preempt any feedback with what specifically I will focus on #formativechat
A1 I have always had success talking 1 on 1 w/ Ss giving them feedback. Ss prefer to be talked to instead of being handed a piece of paper they have to interpret #formativechat#whitmanwtps
A1) I would like to see feedback seen as a two-way street vs. you sit there and listen while I tell you everything that is going right and where you need to improve. #formativechat
A1: Also, making Ss open up and look at comments you wrote and then ask them to reply back starts conversations and questions that you may not have otherwise. #formativechat
A1: There needs to be an equal balance of feedback. Teachers should let their Ss know what they are doing correctly and incorrectly. And explain how Ss can improve their work. #formativechat
Conferencing is so great for also building those relationships and working w/Ss to understand that FA are not negative, fdbk is not meant to be negative, part of growth process #formativechat
A1: Perhaps most effective method is the personal conference where student has opportunity to articulate learning. In cases of large class size, technology can help -- screen capture, audio/video can work. #formativechat
What a great way to think about this question! If we give Ss individualized feedback it's efficient because it's effective the first time! #formativechat
A1 while giving feedback with technology has a place, we should never lose sight of the personal touch of talking face to face #whitmanwtps#formativechat
A1: Essential part of feedback is that Ss must know what to DO with it. Ss may not know how to translate the feedback into additional attempts at mastery. Perhaps metacognitive activities (reflection) can help. #formativechat
A2 Situation in their life went awry, not understanding fully the assignment, having difficulty with group members, technology issue : prepare for them with positive relationships, creating a positive class climate, and being present to your Ss #formativechat
A2 learning levels, learning preference, background knowledge/ experience all impact learning. The best way to overcome student difference is small group teaching. Every Ss gets what they need and not a one size fits all lesson. Lessons are more efficient this way #formativechat
A1: Ss love actual the old school notes on graded paper. They read it and share it with other Ss. Also they love the @GoogleForEdu Classroom feedback messages #formativechat
A2 Background knowledge, relationships, lack of resources all can impede learning...be open, check in regularly and add support as needed #formativechat
A1: There needs to be an equal balance of feedback. Teachers should let their Ss know what they are doing correctly and incorrectly. And explain how Ss can improve their work. #formativechat
A2: Expect frustration at hard tasks, but plan for pushing to develop grit and perseverance. Expect differences in learning, but differentiate to allow learners to pace themselves. #formativechat
A1: creating practice quizzes with google forms allows you to leave feedback if student answers question incorrectly. Feedback is explanation of big idea or reasoning. #formativechat
A2: #formativechat disengaged student affects his/her abilithy to learn. Ts must first look at self, then find ways to reach student elsewhere (lunch, after school, study hall, etc). Steal time anywhere you can.
A1: Never have Ss write essays the way we grew up writing essays!
Old way: write essay, turn in, get it back in 2 weeks w/ scribble on it telling you that you spent hours writing incorrectly
New Way: Submit on @googledocs , T supports from thesis to conclusion #formativechat
#formativechat Michele Hill jumping in a little late. A1 I love self-evaluation. I let them check their hw with colored pencils and ask one another about their mistakes.
A2 other classmates, things that happen outside of class, frustration with a concept being covered, lack of comfort in the envt, set up time to talk with Ss, get to know them, be available #formativechat
A2 #formativechat Attention span, instructional approach, topic. If students are not engaged or are unable to stay engaged, we can accommodate. Maybe a different type of seat, provide a visual, and/or relate the topic to the students. @MsCastillosMath
A2: Factors that affect the ability for Ss to learn during a lesson are: distractions, frustration, and problems with perseverance. Ss can be supported with scaffolding, variety of tasks, choice, and voice. #formativechat
#formativechat@MsJdickinson to expect to differentiate is an essential component of formative assm't. A good teacher knows readiness of student. Well said
A2: Expect frustration at hard tasks, but plan for pushing to develop grit and perseverance. Expect differences in learning, but differentiate to allow learners to pace themselves. #formativechat
A2a Life unscripted! This is where the the relationship building really pays When Ss see yku are with them, they will work for and with you #formativechat
Great point Alyssa! We need to be cognizant of processing time and when to check back in w/ Ss! Having/keeping a log definitely helps! #formativetech#formativechat
A2: Letās focus on what we can control:
-Engagement
-formative checks
-lesson activities
-enthusiasm
-collaboration
-seating arrangement
#formativechat
A2: Ss backgrounds, the classroom environment, and access to resources.
Implement a culturally inclusive curriculum, ensure your classroom environment is welcoming, & find ways to provide resources based on the work that you assigned
#formativechat
Just food for thought, though I know we must provide engaging lessons, shouldn't we at some point teach students to push through the boredom and train their minds when they are not engaged as well? Sometimes I think we forget we need to teach that skill #formativechat
I have noticed the Ss really connecting this year with classmates, SEL is part of this new station rotation I have been doing, working very well #formativechat
Agreed. I try to teach them strategies and skills and tell them that everything they read will not be fun or riveting. Sometimes it will be bland and dry, but anything is able to be tackled with thinking outside of the box! #formativechat
Just food for thought, though I know we must provide engaging lessons, shouldn't we at some point teach students to push through the boredom and train their minds when they are not engaged as well? Sometimes I think we forget we need to teach that skill #formativechat
A2: A student's performance in the classroom can be reflective of outside factors beyond the student's control. Difficult to delve into learning when one is hungry or if left wondering whether mom or dad will greet them at home. #formativechat
A3 #formativechat I have Ss take on coaching positions where they excel. The coaching approach encourages learning, growth and teamwork all at the same time allowing me as the teacher to spend more time with the Ss that need me the most.
YES! It's important to be specific about the positive things you see while still giving them room to own improvement & next learning steps! #formativechat
Just food for thought, though I know we must provide engaging lessons, shouldn't we at some point teach students to push through the boredom and train their minds when they are not engaged as well? Sometimes I think we forget we need to teach that skill #formativechat
A3: I give them roles like project manager, research coordinator, presentation manager so that each phase of the project they have a purpose #formativechat
A3 Students need to be actively involved in the learning process. They need to understand that we act as their guide. When we put students in charge of their learning, they gain confidence and must take responsibility. #formativechat@MsCastillosMath
A3 Any role student play in the classroom is meaningful. Have students help with simple tasks such as organization, distribution, or creating rubrics. All those give students buy-in to your class. #formativechat
A3: Ss can teach the material to one another as well as lead a discussion. If Ts see a skill that a student has, it is best to build upon it to help them continue to hone the skill. #formativechat
True. But overall school should be engaging and empowering and reflect the world rather than irrelevant. It doesnāt mean that sometimes a reading isnāt boring. #formativechat
A3 we've been encouraged to Coteach with Ss. They design the lessons and the T is solely the content expert. It's awesome! My 8th graders are teaching today and tomorrow! #formativechat
A3 Ss need to be part of the assessment process and understand when they need truly need help and when they have to grapple to understand. Ss also can become experts in the classroom and help others too. I tell Ss we are all Ss and all teachers in our room #formativechat
A3: The transfer of roles can produce great depths of learning. From consumer to creator of content -- unleash Ss sense of agency. Self-efficacy a major part of deep learning and a precursor for lifelong learning. #formativechat
True. But overall school should be engaging and empowering and reflect the world rather than irrelevant. It doesnāt mean that sometimes a reading isnāt boring. #formativechat
A3: A great role is for Ss to take an active part in their assessment. Allowing Ss to choose the evidence of their mastery can invite them into the learning process by providing them with a voice. #formativechat
Yes, Nicole, that is probably a better way of phrasing it. Find the purpose, find the connection, how does it relate to you. All great questions to put back on students. Yet, sometimes, they won't be able to find a purpose, that's when they push through. #formativechat
In reply to
@lnbelling, @timlriley, @MsCastillosMath
A3) Students can be in charge of innovation and curiosity. These skills lead to high levels of engagement that can be nurtured into the learning process. #formativechat
A2: not understanding the instructions and feeling overwhelmed or feeling like it's just not something they're going to be able to understand. #formativechat
