Hello #formativechat
So excited to be here with you all to host this awesome chat.
Please introduce yourself and tell what your favorite summertime treat is!
Hey everyone! David from @goformative here! We appreciate you all joining our weekly #formativechat! Super excited to take flight with @MrsAsztalos and the rest of the awesome #eduheroes here tonight! Favorite summer time treat:
ice cream
Hello #formativechat
Melissa, 7th Grade Science from Central NY happy to be here hosting the party.
My fav summer treat is Twin Berry Twist ice cream with Rainbow Sprinkles from Big Dip!
Hey, I’m finally back in NYC after a brief out-of-the country away-from-the-internet break following summer session-happy to join from a subway train headed home #formativechat
A1: Students should have voice & choice in classroom activities, research and collaboration. Model risk-taking and work alongside students. #formativechat
A1 I start the year talking about growth mindset and success is hardly ever a straight line journey. The importance is in FINISHING!
I don't grade practice, and chances for retakes and redos are given when needed. I am in the business of learning, not grading #formativechat
A1: Through standards based grading, Ss know that they will continually grow throughout the year and that what they are doing is not final, but building on their work ethic. #formativechat#growthmindset
Hi all! Kristen here from PA! I teach 6th grade physical science. Today was my first day with kids!!! Got to play my plastic pink guitar, laugh with some staff, and have a kid ask, “how do you have so much energy?” I forget they aren’t used to me yet... 😂😂 #formativechat
A1 Stay away from phrases like “well you didn’t study hard enough...and...”you should know the answer”
Risk taking means accepting what students give them giving them support to get where they need to be. #formativechat
A1: We have a week long kinder-prep week of half days, I gave the kids a hard cutting task and started that message that mistakes are how we learn (and are encouraged!). Before Day 1, they were starting to hear that message that mistakes are welcome! #formativechat
A1 By modeling #growthmindset ourselves, being open about taking some risks, making mistakes and about the process, share our mistakes with Ss, try new methods in class and when they don't go well, work through the process of learning together #formativechat
A1 #formativechat your room should convey a collaborative learning journey where all define the effort needed and the ways in which learning will take place together. Allow yourself to be vunerable with the students. I like what @LaurenPorosoff said about "reframing failure".
A1: I start with an understanding that everyone learns at different rates. Therefore assignments and grades were based on mastery. When the concept was mastered, it was marked as such. Number of assignments didn't matter. Practice until it was right. #formativechat
So much of Ts language & "speak" phrases can determine the risk taking nature of a classroom. The better Ts formulate culture the more it can be seen #formativechat
Shift the focus on S work from grades to feedback. Verbal/written commentary, examples of work they can model after, goal-setting with students... if a grade will punish for what Ss don’t yet know, hold it & give feedback instead #formativechat
A1. In my class mistakes are part of the process. My ELs often make mistakes w/ language use and then they don't want to use the language. I just share the numerous stories of my language learning journey. I tell them that I still make mistakes and learn from them. #formativechat
A1: Delete the penalties and negative connotations that make up so much of the usual assessment. Instead, permit unlimited redos and resubmissions that are informed by meaningful, immediate feedback. Allow Ss to reflect on their mistakes and progress. #formativechat
A1: I try to directly teach (especially in #coding) how to make mistakes and take risks. I’ll purposefully present something wrong early on and get the kids to catch it-we solve it together then we work towards ‘dream tasks’ huge passion projects that require risk #formativechat
A1: What is “ The Writing Process ”? A set of steps or stages we use to efficiently and effectively create a piece of written work from. It is all about making mistakes and learning from them the writing process is never finished #formativechat
#formativechat A1 (1/2): in terms of physical space, I like to draw really bad stick figure animals (1-2 that are pretty small) so they know that while art is a part of science, I don't judge it based on talent of drawing, just the information
#formativechat Teaching an AP class, I start fostering a growth mindset from Day 1. For instance, I always let kids revise their writing if they want a better score. Writing is never done, so why would it be in school?
(I'm Steph from ND - CRASHING ALL THE TWITTER CHATS!)
Yes! Grades are just scale compared to peers but don’t really explain where we stand or how we can improve-personalized feedback is key. #formativechat
#formativechat A1 (2/2): I also misspell words on the board and point it out. I talk about my thesis when I mixed up two columns giving me literally opposite results, I also draw attention to my mispronunciation of names as an opp to learn
Hey Luis, thanks for sending along that awesome #goformative example for ESL! Can't wait to share what we are working on with @msashlylcot ! #formativechat
Ss have to see we are also making mistakes, whether intended or not. I am sure every coder will talk all day about their mistakes and missteps.! #formativechat
@seanmarnold#formativechat I think that's great that you model learning from mistakes and taking risks. That is a great way to show the expectation and mindset. Not many would think to do this. Great idea. Model what you want to see
A1: I try to directly teach (especially in #coding) how to make mistakes and take risks. I’ll purposefully present something wrong early on and get the kids to catch it-we solve it together then we work towards ‘dream tasks’ huge passion projects that require risk #formativechat
I call it choice and opportunities. Students make choices which lead to multiple new opportunities which lead to new choices. Think like a choice your own adventure book come to life #formativechat@Rdene915 is the most famous
A1 Take the opportunity when you make a mistake to share it with students and model trying again Show them mistakes are the first attempt in learning #formativechat
A1: Letting them struggle, with guidance and celebration of not yets. Also showing them they can see their "staircase" as my Ss call it when they continue to grow to mastery. We also don't make fun of mistakes, they are growth opportunities #formativechat
A1 Build a culture that allows for failure and encourages collaboration and rigor. Add flexible seating areas and opportunitues for #studentvoice and #studentchoice increase personalized learning and innovative thinking with lessons that develop creativity #formativechat
A2: Goal setting can be part of the portfolio process. Students can periodically choose work and reflect on that work and set goals towards improvement and possibly mastery. #formativechat
A1: create a safe environment for students by building relationships and trust. We should also model the same healthy risk taking behaviors we want to see. #formativechat
A2: Review data and progress with students and work together to define & set goals; it needs to be a collaborative process between teacher & student; follow up and discuss progress towards goals through regular conversations #formativechat
A2 I ask Ss to set some goals and we talk about them through the year, also through #pbl and setting points to evaluate and give feedback, peer feedback as well, for encouragement #formativechat
A2 My Ss have a learning journal, and setting goals is a part of it. Every marking period they set goals for themselves, and we go back and reflect on progress during the journey. The goals are for them, not me. We have separate unit curriculum goals. #formativechat
A2: Explicit teaching of goal setting. Not just a "what are your goals for the week, but rather are they "SMART" (and BTW I dislike acronyms, but anyway) #formativechat
A2: conference with the regularly, help them articulate and recognize where they are and next steps, help them set clear attainable small steps to reach their ultimate goal #formativechat
Agreed, Mariana! Gotta keep that feedback loop spinning! If Ss know that they can get valuable feedback when they make learning attempts, they'll be encouraged to take risks and use the feedback to drive their learning decisions. #formativechat
A2 Students need goals and direction. Foster a climate that has peer accountability and goal setting so kids are keeping each other in check #formativechat
Yes, Those high achievers often are the hardest to switch, because they have been told all their life that they are "smart". When they fail they take it very personally. #formativechat
A1: Teaching my high school Jrs and Srs the power of growth mindset #formativechat was empowering! The biology behind making mistakes and trying again was amazing!
A2 Using driving questions that are segmented w/FAs gives Ss a great visual on the goals of a unit or class The key is making the FAs relevant to question & students so they work with intent and purpose #formativechat
Yes - love your idea of shifting our focus from grades to feedback! Authentic, genuine feedback is such a vital component to student growth (and punishing grades are just the opposite!). #formativechat
#formativechat A2: I use goal setting in both reading and their progress monitoring on their writing. How much time can you commit to reading this week? How many more minutes than last week? What score are you going to get on your next AP FRQ? What are you going to do better?
A2: I see it 2 ways:
1-Pre-assessment of topic. Provide feedback on what they already know and where they need to be.
2-Share topic and see what they know as the lesson/theme/project develops.
Either way students are surprised at what they already know. #formativechat
A2 Feedback and reflection are good tools to help students set goals. We ask students to set goals but we don't always offer teachable moments for guiding students through the goal-setting process. #formativechat
A2 cont: To incorporate goal setting, I have them set an academic and a skill goal for each PBL unit, and invite reflection at the end where they detail whether they met their goals or not. If yes, Kudos, if not, what are you going to do next time. Loop again #formativechat
A2: Be clear with your expectations and set realistic goals based on them. Involve students and encourage input. These goals could be behavioral or academic. #formativechat
Everything comes back to the relationships built & the climate cultivated in the classroom The better those are done the more goal centered Ts & Ss can be #formativechat
A2: Allow for growth in student-generated goal setting. A student may begin with a simplistic goal that we may consider insignificant, but this simple goal can eventually transform into a meaningful, critical target that can push the student toward greatness. #formativechat
A3- I helped a teacher create goal setting videos for the start of the year! Students will watch them in the winter and spring to see improvements!
https://t.co/IrV0FXmanO#formativechat
A2 by allowing students to add their ideas into the project requirements. Ownership is keep to increasing interest in growing their learning #formativechat
True! In that sense, a "summative" should not be the finish line/end credits but another snapshot of learning for Ts and Ss push off of! #formativechat
If I’m willing to screw up and learn from my errors (though I suspect my over-the-top acting makes some suspect it’s staged) then they are generally more3 willing to. #formativechat
A2 My students all have individual learning goals with specific strategies to achieve those goals. I make a point of acknowledging them when I see them actively using their strategies #formativechat
A2- I created this Goal setting email for a school however it did not work with over 600 students. It should work with a class size of 30 :) https://t.co/6T0AzDjCgA#formativechat
A2 - We start goal setting from day one not just grades but on strengths and weaknesses academically and behaviorally. Re-visit and can change. Set high goals and focus on the journey along the way. Always room to grow and reassess. #formativechat
A2: Each of our engagements is started with a SMART goal. Students need to effectively plan their route. From this point, I am able to initiate discussion and gauge progress. #formativechat
#formativechat A2: formative assessments across the HS courses I teach will allow students to form their own goals and continue to take own their learning, providing them with opps to get better every day
A2 #formativechat I find that actually teaching students how to work with authentic rubics the teacher is going to use to asses and help the students learn to set goals and conference regarding their readiness teaches them how to goal-set
Exactly. I had a student whose "goal" all year was to write legibly. After a while it became our inside joke since he never seemed to attain that goal. #formativechat
A1 - We always focus on the process of learning. Grades aren’t something that I stress to students. Also just not being afraid to make a mistake. #formativechat
A2: Goal setting can be part of the portfolio process. Students can periodically choose work and reflect on that work and set goals towards improvement and possibly mastery. #formativechat
Working with Kinders, just focusing on the need for goals and what they are would be meaningful to them! Start small, like shoe tying or name writing! #formativechat
#formativechat a1 Bit along the lines of worst presentation ever. Create a short story with on purpose mistakes. Playing spotto with them is fun. Being wrong is right #auslan#languagelearning
A2 - love the smart model for goals. Forvstudrgts especially, the value in making things attainable abut challenging is key. It also must be of importance. #formativechat
A2 Goal setting is so important for all students. My ELs set language goals at the beginning of the year and we monitor and adjust those goals throughout the year. Dialogue journals in @msonenote is one of the great ways that I have found to discuss goals. #formativechat
A1: I start with an understanding that everyone learns at different rates. Therefore assignments and grades were based on mastery. When the concept was mastered, it was marked as such. Number of assignments didn't matter. Practice until it was right. #formativechat
Love the idea of peer accountability instead of just student/teacher accountability - I can see how that would boost student motivation!! #formativechat
A2: Ss and I set overarching goals at the beginning of the year together as much as possible-Who do you hope to be? What do you want to spend your time learning about?(also IEPs and regular markers) Those formulate the types of #PBL tasks I offer them #formativechat
A2: I see it 2 ways:
1-Pre-assessment of topic. Provide feedback on what they already know and where they need to be.
2-Share topic and see what they know as the lesson/theme/project develops.
Either way students are surprised at what they already know. #formativechat
Ts must remember that some Ss may not reach their goals in the specific course or semester. However, this does not mean those Ss will not reach the goals in the future. Our mission as Ts is to create the setting necessary for progress toward the goals’ achievement. #formativechat
AVID has some fantastic strategies and lessons for creating SMART Goals. Its a very important component of their college readiness program. #formativechat Ss would write their goals and revisit them throughout the year. Not just one and done! Think it, write it, see it!!👏🏻
I can tell stories about my job searches and how those so called failures have fostered & inspired me to continue my search for just the right position #formativechat
A3: Feedback is needed in an immediate fashion if possible. Walking around and talking about what you see with students’ work is purposeful. Written and video feedback on a Doc could be timely and actionable as well. #formativechat
A3: Feedback needs to be targeted and ongoing through regular meetings with students to review work and discuss progress towards goals; students should be reflecting regularly through the support of teacher feedback and guidance #formativechat
A3 I will admit I am still working on giving the best feedback possible. I am much better at digital feedback, and love it when it can be instantaneous with tech! I try to give feedback during the process, so they can still fix things. #formativechat
That is one area I need to get better at: RUBRICS! SO important, but I don't use them enough. Gonna try the single point rubric this year #formativechat
A2: Having students track their learning so they have ownership of goals. Giving them a criteria for success, exemplars or rubrics so they know where they are going #formativechat
#FormativeChat A2 Get to know your Ss....then I build goal setting into our start—for the day and unit—and then work in conference times to talk one on one.
A3: When I comment on students work, I ask them to comment back and a conversation about that work begins. I normally grade rough drafts a lot more because that’s where the learning is happening. #formativechat
A3 have students fill out project logs. We use the 3 question model: what did I you do? What did you learn? What questions do you have? #formativechat short question lead to quicker turn around
A3- When I taught ss would complete exit tickets I met with each student once they turned it in to talk about their mistakes and praise them! The growth I saw was amazing!
#formativechat
A3 Have a system for when and how to give feedback, have Ss working in stations, move around and have conversations during class, or catch them on the way in to class #formativechat
A3 I am looking at some single point rubrics so Ss can easily assess where they are at
FAs should be used like mile markers on the hwy. When they take one they should know about how far to their goal
#formativechat
A1: We need reprogram our students to function in a manner that risk is OK. For too long in education, we have spoon-fed them answers and worksheets and forced them to operate in silos with their eyes on their own sheet. Collaboration and communication are key. #formativechat
A3 Always have students read and act upon feedback given. Feedback shouldn’t be the end of the learning journey, rather an important pit stop to refuel more learning. #formativechat
A3: Divorce feedback from any points or grade. Instead, provide feedback that promotes a positive perception of mistakes, a celebration of the “not yet.” #formativechat
A2: I think that part of making sure that students are creating goals that are meaningful to them is ensuring that lessons are made with their interests in mind. #formativechat
Q3: For both peer and T feedback we use the critical friends protocol I like, I wish, I wonder. Rely heavily on tech feedback and walkarounds so that it can be as timely/quick as possible #formativechat
A3 have students fill out project logs. We use the 3 question model: what did I you do? What did you learn? What questions do you have? #formativechat short question lead to quicker turn around
#formativechat A3: With 95 students writing essays every week (or close to it) meaningful feedback was a HUGE goal of mine this year. Here's how I did it:
https://t.co/gy8BwrQYfd
A3 - feedback must be specific and meaningful. Too often the message sent to students is “good job, not enough, or other catch phases.” Rarely will that promote higher learning and enthusiasm. #formativechat
We have to model that philosophy as well. We can’t just talk about learning. We have to live it. If we don’t model life long learning as educators who will? #formativechat
Q3: feedback needs to be kind, helpful and supportive and it needs to arrive on time! I’ve been playing with #voxer lately and wonder how that can be used with students as well as faculty. #formativechat
A3 When giving feedback, first just describe your experience of their work so they know you really paid attention. Then give them some KEEP ONs and some WORK ONs. #formativechat
#formativechat A3: the timely part has been an issue for me over the past 5 yrs. Trying new starts each year to get meaningful, actionable feedback to Ss in a timely manner. Hoping to continue to incorporate ideas from this chat and others to help
A3: voice memos & videos are a quick easy way for me to personalize feedback. @KaizenaHQ has some great tools to do that quickly and easily #formativechat
#formativechat a3 Sometimes we get too caught up in why we might need something but try sharing it with another audience and the sharing becomes part of the why
#languagelearning#share
A3: I try to remember that I'm giving kids feedback all day and to phrase it in a positive way (i.e. walk in the hallway vs no running), getting around to conference with kids 1:1 and show them how far they've gone so far (you knew 2 words, now you know 5!) #formativechat
A3 Feedback should be a constant It should be a natural part of instruction and done in a timely respectful constructicve and meaningfully way. Ss should have a takeaway from good feedback and should follow through with making positive adjustments along the way. #formativechat
We have to model that philosophy as well. We can’t just talk about learning. We have to live it. If we don’t model life long learning as educators who will? #formativechat
Frame feedback in such a way that Ss could imagine it coming from their own thinking. In this way, they will express agency over the process. #formativechat
Keep the convo going #FormativeChat
As a thank you, here is a link to some resources you can use to dive deeper into Growth Mindset!
https://t.co/6IUkiagqj5
A3: We need to be specific with our communication. "Good job" or "Try harder" just will not cut it anymore. If we desire to help our students reach the next level, we need to verbalize what we love, and partner with them on their growth edges. #formativechat
A3 I use Two Stars and a Wish for feedback from myself and/or peer feedback. It is quick to fill out and makes sure we embrace the positive #formativechat
A3 As in my previous answer @msonenote is a great way to provide quick feedback to students. So many platforms now offer great feedback features taht are interactive and easy to use. #formativechat
A3: I created dynamic groups to check in with every day/lesson/theme. Those who needed support were closest and received frequent feedback. I used their think time to visit other groups as needed. All Sts were given what they needed. #formativechat
#formativechat I never liked that a learner and have never used it as a T. I always provide specific feedback. I am glad that non-actionable feedback is being replaced!
A3 celebrate all attempts in learning make feedback part of process I find @goformative a great tool to timely and actionable feedback. Be active teacher know ur students be flexible know outcomes #formativechat
A3: thinking sour assessment and evaluation separately is helpful. Feedback is not a final decision it is information along that way. It is the power of #yet in action. Feedback builds #GrowthMindset#formativechat
A2 Using driving questions that are segmented w/FAs gives Ss a great visual on the goals of a unit or class The key is making the FAs relevant to question & students so they work with intent and purpose #formativechat
I would add that growth, feedback and learning all fall under the guise of excellent instruction and classroom culture. Great teachers all master the art of getting kids hooked on learning. #formativechat
A.3 Too often Ts and Ss and mostly Ps think that feedback is only summative. That is why chats like #formativechat are so important.
There is more reality in #formative assessment
Thank you so much for joining #formativechat.
Be sure to keep the conversation going, and follow each other.
Have a great week of school, and keep growing!!!
If we listen to understand, we can learn a lot about our students learning. Talking with them about their learning provides a natural way to provide feedback #FormativeChat
Great mindset! Phrasing things certain ways is so important, especially if you want something done. “Can you help me?” is a great to approach for a request. Always consider tone and approach! #formativechat
Thank you so much #formativechat for joining me. I had a blast.
Please considering jumping over to #LearnLAP hosted by the amazing @khoggardGRT and at 9ET #tlap is being captained by @iluveducating#122edchat on Wednesdays at 8 ET is also always a good time!
I made many assignments ones that they had to synthesize the information. Many were upset, but soon learned to grow and be thorough with answers. #formativechat
A3: How about begin by asking the student where they think they need to grow? Give them an opportunity to identify their strengths and weaknesses. Coaching for students as well as teachers! 😊#formativechat
A3: Relationships matter! Always give students the opportunity to talk as well as listen during feedback. Allow them to show progression, ideally feedback is a circle of learning. Making feedback routine creates ownership and accountability #formativechat
Praise is such an important part of driving growth. Need to help Ss recognize all the internal achievements they are making (persistence, discipline, overcoming failure) #formativechat
I understand the struggle. When I used it well, my strugglers were excellent modelers of their thinking and would jump at the chance to share.#formativechat
#formativechat Same! Good luck! @cultofpedagogy This has come up in other chats along the way, the revised one is one I am really looking forward to trying
In reply to
@donald_gately, @MrsAsztalos, @BKd204Sci, @cultofpedagogy, @cultofpedagogy
agreed! sometimes I think we have the inclination of using these catch phrases because we want to be sensitive of emotions...which is very important. But that being said, there's more specific and meaningful ways to convey the same positivity! #formativechat
A3 I use Two Stars and a Wish for feedback from myself and/or peer feedback. It is quick to fill out and makes sure we embrace the positive #formativechat
As we wrap up #formativechat, we'd love to give a HUGE shout-out to @MrsAsztalos ! She crafted great Q's that led to insightful responses from all who joined! #formativechat
We talk about being efficient. If you see a student doing something well academically and/or behaviorally announce it for all to hear. Genuine, immediate, and specific feedback- “I like the way you....”. That way they all know exactly what you want. #formativechat
#formativechat Thank you @MrsAsztalos for a great chat tonight! I definitely will be implementing some of these things inmy class. One ? - How do I find all of the great online tools to help in my class?
A2: I always loved doing self assessments at scheduled increments in the school year in our interactive notebooks 📓 here is one for a Socratic seminar #formativechat#selfreflection
Hi all! I’m Kristen from PA! Awesome first day with kids! Got to play my plastic guitar, laugh with awesome adults. one kid’s “How do you have so much energy?” Made it awesome. Trying to get back in routine is hard, though... lost my phone during #formativechat 😂😂#LearnLAP
Thanks, Melissa! So sorry I wasn't able to make it! My youngest starts kindergarten tonight so I was getting showers in and reading "Twas the Night Before Kindergarten" ::cue tears:: #formativechat#LearnLAP#tlap#122edchat
I LOVE anyway to integrate gaming/student voice & choice into classroom learning! And to use that to help your students decide for themselves how they learn best? WOW!! #formativechat
A1- Make mistakes. Intentional or unintentional. Make them and roll with them. At the same time don't focus on mistakes by Ss, we learn best from what doesn't work than from only what does work. #formativechat
#formativechat A1- tell them about your mistakes or risks you have taken academically that didn’t quite work - learn to let them see you make a mistake
A2- After every Summative assmnt, I have my Ss self-assessment and reflect. Part of the reflection is setting goals and building on previous goals set in the previous unit. Numbers/percents are never part of the equation, only progression of learning. #formativechat
A.3 Student, "But, Mr Miller, what do you want me to do to get an A..."
Me, "I don't know it is your project what do you want to do...
Student, "I hate you..."
#formativechat
A3- Feedback should never be attached to a number or grade. Feedback is also a 2way street, don't give it if you are not willing to receive it from your Ss AND ACT ON IT. #formativechat
