#miched Archive
The #michED chat is a grassroots effort dedicated to giving teachers, students, and parents across Michigan a bigger voice in the conversation about education in our state. We welcome all voices through a variety of projects, media, and social networking. We’re trying to address educational issues through apolitical conversation, spreading ideas and stories of success from Michigan classrooms across the state, and helping teachers and students regain the courage to connect and demonstrate that schools in Michigan are creating amazing opportunities for learning. We want the face and voice of education in Michigan to be a mural of shared experiences and positive examples of connected learning.
Wednesday October 19, 2016
Hello Ready to get this party started? Please introduce yourself, where you work, subject, etc. Q's here: https://t.co/T34ELOhr5H
It's time for the chat! Join us for productive conversations in the classroom with It'll be more fun than the debate ;)
Arina Bokas, Mott Community College, Composition Instructor and author
Jill from temperance mi. I am a high school sp ed teacher at Monroe high school
Hey Ann from Adrian. EdTech with Jackson ISD. More of a lurker today. Whooped from all the dancing today at… https://t.co/cwvm30L6wC
First question will be in a minute. Let's go ... rally the troops!
Robert here from Los Angeles. Middle school English.
We'll use the Q1, A1 format tonight. Here's the first question
Q1: What sort of questions and conversations would you like students to have in your classroom?
Andrew from Boulder, CO joining a wee bit late. I teach MS math and programming.
A1: I want students to ask questions like toddlers. Why, why, why? Just not all at once :-)
A1: ?'s that uncover more questions and peer to peer
A1 I'd like Ss to ask open-ended questions that allow to make connections and dig deeper. Conversation stem from there.
A1: I want Ss to be talking about math, why things work the way they do & question things too. I want productive noise!
Going to try and join in this evening Greg from Adrian, 6th grade math, 21st century skills, and building tech leader.
I like this Questions that lead to more questions! The peer to peer is a must! https://t.co/52hAem7XMc
A1: ?'s that uncover more questions and peer to peer
Hey , Craig, ed tech, Kent ISD. A1: I want students to ask questions stemming from curiosity - of each other & the world.
Hey , it's been a while, hope everything is awesome! Derek here from Grandville, Michigan!
Amanda from St. Clair Shores Tech Integration and
A1 ss: Last night I was talking with my parents about what we did in class yesterday. What about ....?
A1 I would like students to use their minds to question the question and imagine something more than the literal answer
A1 I frequently use inquiry: Ss create their own text-based Qs using evidence & inference. Puts them in charge & I fill in gaps.
A1: Students need to be asking questions about their observations and talking about the WHYs
Seeking understanding rather than memorizing what is given. Important! https://t.co/Ut8TYjXJP0
A1: I want Ss to be talking about math, why things work the way they do & question things too. I want productive noise!
A1: I want students to both explain and defend their thinking. Ultimately, I want them deciding on 'correctness' rather than me.
A1 I like questions that cause others to ask excited questions
it's going awesome! Definitely keeping me very busy!
Filling in the gaps is nice - not giving all the pieces, just the ones they are missing!
A1: I hope students are asking about how events occur and discussing why they thing it happens that way
Talking about the WHY's is so important. https://t.co/14m2ISvRAp
A1: Students need to be asking questions about their observations and talking about the WHYs
Start them young communication is key, makes ?ing less intimidating and more a culture of growth
A1 I’d like my ss to have discussions to which they can relate personally and which give them spark for further thinking.
thanks, I've missed way to many of these! Gig is going great, definitely different, but I love it!
I would love it if their confidence was so high they didn't me to say yes or now.
Yes - growth from the beginning of school. Then we wouldn't be fighting it in MS!
A1; Hope students seek understanding not what the right answers .... Need for more open ended questions with NO right answer
We got there in Geometry somewhere in February last year.
I'm aiming for that too! I'd love it if we were there by March!
A1: I want students to ask questions that make them think of more...that force them to make connections
YES need to offer time for students to ask and wonder
I would be happy if it happened by June in my Algebra classes.
Q2: How do you have students practice asking questions?
A1: I'd like them to be asking questions like, How did you do that? How does that work? Not, What was that again?
Hello 👋🏽
I'll be lurking.
It looks like
is promoting 🤔Kagan.
😬🍎-EduConsultant
Hello 👋🏽
I'll be lurking.
It looks like
is promoting 🤔Kagan.
😬🍎-EduConsultant
Right questions vs right answers, opens up a safe, inquisitive environment https://t.co/dVbMySGxPK
A1; Hope students seek understanding not what the right answers .... Need for more open ended questions with NO right answer
A2: Sentence starters were always a big help when I was in the classroom.
before ANY discussion I tell my students that there are no right answers. It is about explaining their thin… https://t.co/8uN9bEFzLQ
A1; Hope students seek understanding not what the right answers .... Need for more open ended questions with NO right answer
In reflection I learned more from today than I have in multiple PD's. Totally restructured how I problem solve -mets
A2: I have students present and when other students raise their hands, I have the student speak call on them rather than me.
A2: Model... Show how you ask questions when you don't understand or wonder Why!
A2: This is copied & in their binders. We use it all year long! (especially for after vids) https://t.co/1tSZhDB4uI
A2 if you've never used case studies I highly recommend it. Hundreds of searchable cases here https://t.co/io7q5SxY0O
A1: I want students to ask ?'s in the context of learning but also want them to go beyond - a struggle to maintain focus w/ a group
Are they right answers or different paths to the same destination?
A2: KWLs are a starting place
A2: Make sure to give just enough wait time, gets slightly awkward they feel they need to ask a ?. Then praise the heck out of them
A2: model, practice, restate..repeat.
A2: I like and how it models questions students might have
A2 I begin by modeling & initially I ask all the Qs- pointing out wh/ Qs are based on analysis or inference (reading betw the lines)
One of my favorite student questions I saw this week! Students were asked, what would you ask God? https://t.co/4q1AgVNyZS
This is always a great start - were are they and where do they want to go! https://t.co/oMnLLEURih
A2: KWLs are a starting place
A2: Many of our teachers are starting WONDERWALLS to post student questions about learning so to make sure to address
A2: annotating text and questioning sources for validity doesn't hurt either!
This is a great idea! Would be fun to have for the whole grade to see! … https://t.co/KWBXLDTdcM
A2: Many of our teachers are starting WONDERWALLS to post student questions about learning so to make sure to address
A2: Answer their questions with questions to show them how to ask themselves questions to find deeper understanding
Top Tips for Fast Formative Assessment that Works: From the Cool Cat Teacher Blog by Vicki Da... https://t.co/vXVeqYn3V4
This always get them. I love the sigh when I answer their question w/ another question.
And now for question 3 ...
A2: During reading text coding/note taking to get questions down in. Metacognition.
Perhaps students can select questions of others from this wonderwall and try to answer. https://t.co/mceE5CABSj
A2: Many of our teachers are starting WONDERWALLS to post student questions about learning so to make sure to address
Q3: How are groups set up so students feel safe to share & engage in conversation? Any blended techniques used?
I also fine the whole class conversation goes better when they've had time to discuss in small groups. -Pair-Share
So true we MUST push the awkward a bit, uncomfortable makes us confront fears
A2 My Ss later create their own Qs AND must answer them. Then peers answer each others' Qs & answers are compared & kindly critiqued
That happens frequently... I usually read questions and ask who has an answer ....
We do this too! Write questions to challenge teammates but be ready to answer your own question!
Hi All! Amy joining in a little late now that the kiddo's asleep. Middle school band.
A3: Conversation must be normal part of class culture. Partner conversation. Small Group conversation. Entire group conversation.
A3: Good old Think, Pair, Share always worked for me.
They kind of hate: "I don't know. How do you think you might figure that out?"
A3Task appointment: ss select topics of interest & groups are generated based on this commonality Usually ss immediately can relate
I teach 10th and 12th biology and env science. Many cases can be used in part for lower levels.
YEP, we have shoulder partners.... Elbow partners ... Some many structures to partner students up
A3: Flexible seating also helps students engage in convo more organically.
A3: We have degree partners in 8th math. Fill out start of semester so partners vary. Grouped in teams too. (randomly/behavior)
A3 By far, I favor pairs over groups. Then I have pairs split off to confer with new partners. Then rejoin original partner & share.
simple structures do wonders. Prompt them to engage and do it in short chunks.
A3: Turn and talks, silent check (helps w/ checking new note fingerings), meet by section, woodwinds meet with brass, etc.
Can't believe I spaced our the chat until now! TOO BUSY...
We use the same partners and groups for an entire unit. Mostly because it's too much work for me to change them.
Used to have students set appointments up on a clock in front of folder then each day used a different appointment time
A3: creating an environment where students feel comfortable sharing=key. Pair them differently always so they get new perspectives
A3: I've used to have Ss collaborate on problems. Can help each other. Used in class or at home. Helps quieter Ss engage
A3: like most things, slowly and patiently building trust but T must observe signs of this readiness and know who to and when
Late to this chat sorry. confession I'm not a teacher I work for WeVideo mind if I stay
Me too - same seats for a unit! https://t.co/WczwVdiUb2
We use the same partners and groups for an entire unit. Mostly because it's too much work for me to change them.
A2: Have Ss write down their q's, sentence starters are nice as well.
ANY and all ED collaborators welcome as long as you stay positive and engage in constructive conversation
This is one reason I like to have Ss work with many diff. partners. .. Different perspectives! Love the… https://t.co/Pb2A25KBdK
A3: creating an environment where students feel comfortable sharing=key. Pair them differently always so they get new perspectives
Tools that work in class then at home. Extend the learning
https://t.co/I8671WTU27
A1: I'd like for Ss to ask q's that result in a deeper level of understanding. Hold conversations centered around the objective/activity.
This is why I love We can start it and it stays "open".
Want to join a discussion on how to "Expand a Growth Mindset"
TOMORROW at 8pm on
Does Classkick have a cost?
Question 4 is about to appear ....
Q4: How do you keep constructive student conversations moving forward?
If ss are comfortable to share w a class, they'll be comfortable to share in groups. https://t.co/YLRexZmbj4
A3: creating an environment where students feel comfortable sharing=key. Pair them differently always so they get new perspectives
A3 Stand up, hand up, pair up Kagan structure. Ss sit in teams of four. Shoulder and face partner, clock partners all used.
I love using "Socratic Smackdown" for healthy classroom conversations, students ask for more! https://t.co/sQoA9HnYhM
A4 I love using "Socratic Smackdown" for healthy classroom conversations, students ask for more! https://t.co/sQoA9HnYhM
A4: Allow it to occur, give conversations time and space to grow: Stepping back from plan if it needs more time
A4 Relay: Each s starts where the partner stops and talks for a specific amount of time bringing up one new idea or question
A4: Praise it! “I like what ___ is saying.” “I like how you asked___” “ I like that you used ___ in your question.” …
A4: Occasional pauses during conversations to regroup/refocus. Switching groups/partners to change up perspectives.
Flexibility is key. Great thougth https://t.co/9ba35tGZlG
A4: Allow it to occur, give conversations time and space to grow: Stepping back from plan if it needs more time
A4: Give feedback ad participate in the small conversations with the students to help conversations grow
I find convos continue nicely if we have clear goals we can circle back to. But the tangents can be super valuable
A4 I find this an area that is very difficult with Ss who have language disabilities & who I mostly do phonics with. Any ideas?
A4: In math, you need a task/problem that is rich enough to hold the weight of a good student conversation/argument.
Need to have goals, but so true - the tangents sometime lead to greatness & amazing questions/discoveries
Kagan structure? Oh boy am I out of my depth
I find asking a student to summarize what was just said works nicely as well.
Any ideas out there? https://t.co/nbSHZXEZyk
A4 I find this an area that is very difficult with Ss who have language disabilities & who I mostly do phonics with. Any ideas?
A4: sometimes it's to simply keep your mouth shut and let them push forward, other times call for another thoughtful ? from a T
Move from an opinion place regarding ELA classes? It is the easiest to expand on. https://t.co/2O1KzpAGL9
A4 I find this an area that is very difficult with Ss who have language disabilities & who I mostly do phonics with. Any ideas?
I'm making use of those learning targets! They are a good reference to help with the circle-back https://t.co/S0IOWzRbh9
I find convos continue nicely if we have clear goals we can circle back to. But the tangents can be super valuable
tangents are where the true learning happens: Those are the connections students make to the learning, makes it concrete
Think pictionary, let them use visuals to express and try to restate
I'm loving the words I'm hearing like allow and unlock conversation
Yes! Getting out of their way is sometimes the best thing we can do.
A4: Praise for quality conversations. Ask the Student to tell you more, simple reward for great comments and q's
Having better tasks/topics dramatically changed the quality of discussion in my class.
A4: having group norms for convos and revisiting them frequently helps keep them on track
Hello - checking in late. Conferences tonight. Hope all is well!
Especially the first several times, norms are like modeling but Ss have a sort of rubric to go off of
A4: set a standard that the classroom is a judgment-free zone. Culture is key.
Right on. I'm participating in a Ts learning lab tomorrow. Conversation norms vital for effective PD too! https://t.co/I0y4W9c4ns
A4: having group norms for convos and revisiting them frequently helps keep them on track
Q5: How can Talk Moves be incorporated into your classroom to help discussions? (See video from previous tw… https://t.co/HwOLA26KCd
Set up a framework for the conversation even if it's imaginary like an interview
Great way to end my day, thank you all!
A5 I think I am going to start the hand signal tomorrow when you are thinking the same thing as what someone just said
yes.. we use images to create vocabulary greenscrn videos. I just haven't gotten to discussion. Will figure out a way!
Talk moves? I am learning a lot tonight!
A4 Emphasize and model listening skills as well as speaking skills.
Teaching/asking students (and adults) to paraphrase enhances interaction in major ways
A5: Talk Moves give students structure for a response so they don't have stress out or feel on the spot
A5 I use restating, waiting time, applying reasoning, and turn &talk regularly to encourage listening, thinking, and sharing.
What happens in chats ....
is always full of learning!
At times I think we all use all of them ... Talk Moves gives students structures to choose for response better than IDK
I also have Ss write each other's answers & then present to the class. Takes practice, but they grow so much!
I've been modeling some basic talk moves for pair listener paraphrasing. Starter phrase of "my partner shared..."
A5 is there a link to Talk Moves and Number Talks or is this a curriculum?
A5 I'll have Ss explain their work using the doc camera and like the idea of asking another student to explain what they just said
A5: I would also add asking “What questions do you have?” Rather than “Any questions?”
A5: When I first started using these, I had them taped to my desk to remind me of how I what I wanted to say.
A5: I like how Ss can rephrase or add on so they don't have to start from the beginning. Maybe eases stress! https://t.co/ohWHr3BMq0
A5: Talk Moves give students structure for a response so they don't have stress out or feel on the spot
Also, hello I'm late to the party too. I'm always excited for some though!
I'll take anything besides IDK!
A4 Just thought of a way to stem conversation. Use the Ss work uploaded to Seesaw to start peer opinions-feedback for conversation
A5: I also like how asking students to "Add On" keeps the conversation moving forward rather than constantly restating or piling on
no on the cost and lots of instructional videos.
That's a great idea! We have to practice these as Ts before they become a natural part of how we teach. https://t.co/zp6XGaGxTo
A5: When I first started using these, I had them taped to my desk to remind me of how I what I wanted to say.
A5 by replacing or supplementing the old standby "so, does anyone have any questions?"
Definately. Without these moves discussions will turn into a monologue, usually of the teacher.
I find myself reverting to "Any questions?" all the time. It's hard to break decades of asking the same question.
this reminds me of accountable talk bubbles that my district uses.... anyone use those?
Running low on time ... Ugh!
I find after we've talked, I say "Does that make sense?" Not a good one. I need to change this now!
I'm taping "what questions do you have?" to my desk tomorrow.
Great conversation ... time will be fine
I would always ask, “ who can repeat that, or pull a stick/card to get a Ss to repeat what I had told them.
Q6: How can Kagan Structures work to incorporate engagement and student voice? Kagan essential 5: https://t.co/BHgYWSB7Kt
thnx this chat goes along with my 5Dgrowth plan-student talk is so important,it can reveal the nature and level of their thinking
Thanks for reminding me ! Good talk
Anyone else noticing that when you type in comes up first:)
A6: Quiz quiz trade is very much like speed dating!
Thanks for stopping by and adding the great things you are doing Love it!
A6: Anything to get students out of their seats and talking to each other about the subject is a win in my book.
A6: Kagan is one of many tools that provide structures that allow for students to engage in meaningful conversations
This has never happened to me
A6: Name sticks for random students selection was game changer in Ss engagement for me! And Circle Back to Ss when they Pass on ?
