#ALedchat is a weekly chat on Twitter about education topics. It is held each Monday from 9-10pmCST. While the discussion on #ALedchat continues on Twitter well beyond our weekly one-hour chat session, this platform affords us the opportunity to extend, expand and share the conversation with an even greater audience. Educators from across the state of Alabama, and the world, can come here to find encouragement, support, resources, professional growth opportunities and advice, while providing the same to their colleagues.
Welcome to #ALedchat! Tonight’s chat is focused on John Hattie’s research on Visible Learning. We will be looking at mindframes for educators. There are 10 mindframes, but tonight we will look at the first 5! Please introduce yourself and tell us what you do.
Jackie Flowers, Director of Instruction & Professional Learning, Florence City Schools #FCSLearn and co-moderator for #ALEdChat. Welcome and we are so glad you are here tonight!
Tonight’s chat is designed to help us think about our practices so that we can give every student what he/she deserves...a GREAT teacher! We are always excited to learn from you! #ALedchat
Welcome to #ALedchat! Tonight’s chat is focused on John Hattie’s research on Visible Learning. We will be looking at mindframes for educators. There are 10 mindframes, but tonight we will look at the first 5! Please introduce yourself and tell us what you do.
Welcome to #ALedchat! Tonight’s chat is focused on John Hattie’s research on Visible Learning. We will be looking at mindframes for educators. There are 10 mindframes, but tonight we will look at the first 5! Please introduce yourself and tell us what you do.
Welcome to #ALedchat! Tonight’s chat is focused on John Hattie’s research on Visible Learning. We will be looking at mindframes for educators. There are 10 mindframes, but tonight we will look at the first 5! Please introduce yourself and tell us what you do.
Welcome to #ALedchat! Tonight’s chat is focused on John Hattie’s research on Visible Learning. We will be looking at mindframes for educators. There are 10 mindframes, but tonight we will look at the first 5! Please introduce yourself and tell us what you do.
Q1: In the book Visible Learning for Literacy, Fisher, Frey, and Hattie state “Every student deserves a great teacher, not by chance, but by design.” As teachers and instructional leaders, how do you ensure that you don’t leave good teaching to chance? #ALedchat
A1: This is my quote of the year. We have it hanging in our team room. At Edgewood, we have daily meetings to focus on instruction and student learning. We make changes that are not always comfortable if it is best for kids. #aledchat
A1:Guaranteed&viable curriculum,CPT,pacing & intentional learning planning together-“...children’s education should be left not to whatever sense of challenge or level of expectation a teacher may have, but to an appropriate high level of challenge and expectation.” p.2 #ALEdChat
A1: Planning, preparedness and PD can ensure that every student has the best teachers we can give. Teachers want to be awesome- we just have to endure they have the training and supplies to be awesome! #ALedchat
A1: This is my quote of the year. We have it hanging in our team room. At Edgewood, we have daily meetings to focus on instruction and student learning. We make changes that are not always comfortable if it is best for kids. #aledchat
A2: Teacher selection, as well as motivation, support, and PD are all necessary. In addition, our teachers need to understand and buy in to our vision and mission. #studentfirst#believe#aledchat
A1:Guaranteed&viable curriculum,CPT,pacing & intentional learning planning together-“...children’s education should be left not to whatever sense of challenge or level of expectation a teacher may have, but to an appropriate high level of challenge and expectation.” p.2 #ALEdChat
A1: This is my quote of the year. We have it hanging in our team room. At Edgewood, we have daily meetings to focus on instruction and student learning. We make changes that are not always comfortable if it is best for kids. #aledchat
A1 - I use evidence-informed strategies and avoid myths of education that have no evidence of effectiveness...learning styles, the learning pyramid, brain gym stuff, left/right brain stuff, etc.
#ALEdChat
A1: It's important that we get the right people on the bus, but more important to have them in the right seat! We can't assume greatness is defined the same to all people. Expectations and excellence have to be modeled and communicated. Nothing left to chance! #aledchat
Q1: In the book Visible Learning for Literacy, Fisher, Frey, and Hattie state “Every student deserves a great teacher, not by chance, but by design.” As teachers and instructional leaders, how do you ensure that you don’t leave good teaching to chance? #ALedchat
A2: Teacher selection, as well as motivation, support, and PD are all necessary. In addition, our teachers need to understand and buy in to our vision and mission. #studentfirst#believe#aledchat
Helping teachers think about instruction and ensuring they know when to use strategies for optimum growth and learning is done through PD and instructional conversations! #aledchat
A1: Planning, preparedness and PD can ensure that every student has the best teachers we can give. Teachers want to be awesome- we just have to endure they have the training and supplies to be awesome! #ALedchat
A1) I’m going to waste no time tonight and add that perhaps using data and data analytics in the classroom to help drive instruction can act to take away some of that chance aspect, but as always I do acknowledge my biased perspective here 😉 #ALEdChat
A1: as a principal, i have to be vulnerable & comfortable putting myself out there. I blog & tweet to show my human side & I am not afraid to admit I was wrong . #aledchat
I made a few today. Just own them, try to learn from them, and move on. People are usually willing to forgive a mistake if they think your motives were right. #ALedchat#ChargeItToMyHeadAndNotMyHeart
Q1: It can be hard to admit that mistakes are part of the growth process. When you make a mistake, how do you show your human side and allow others to see you Fail Forward? #ALedchat
A1: It's important that we get the right people on the bus, but more important to have them in the right seat! We can't assume greatness is defined the same to all people. Expectations and excellence have to be modeled and communicated. Nothing left to chance! #aledchat
Q1: In the book Visible Learning for Literacy, Fisher, Frey, and Hattie state “Every student deserves a great teacher, not by chance, but by design.” As teachers and instructional leaders, how do you ensure that you don’t leave good teaching to chance? #ALedchat
So true! Sometimes I think we believe preparedness means we have the lesson plan complete. What's in the plan matters more than having it complete! #aledchat
Q2: Hattie’s first mindframe is “My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.” How do you and your teachers evaluate your impact? #ALedchat
It’s also important that teachers know their value-they are the key to student success. The research behind @EricJensenBrain points to the teacher being the greatest factor in student success. #aledchat
A2: We must look at our strategies to make sure that students are learning. If a student isn't learning, then we need to determine if our strategies are appropriate. Right strategy=student achievement. #aledchat
Fantastic question...I'm sure there are multiple answers. For me it's all about results. Do your kids know more? Did they learn? Can they apply that knowledge? #ALEdChat
What a great question and can be so subjective, wish it was like sports where there are baseline stats such as batting average or yards after a catch that provided a good lithmus test for this but impossible to base entirely on #ALEdChat
A1: Teaching is an immensely complex job. Continuous growth is absolutely essential. Seems like the secret (as an instructional leader) is in differentiating the support & resources for that growth on an individual level #ALedchat
A2: MF1: Through formative assessment, Data Driven Instruction (DDI), one-on-one data conversations with principals about student learning, and reteaching. @john_hattie@VisibleLearning@CorwinPress#ALEdChat
Listened to a lady today that has a “C” grade at her school. Shaw has an “F” in achievement and a B in growth. #ALedchat I guess good depends on the needs of the students.
A1: Never assume that “good teaching” is happening. Inspect often. Provide feedback and support. Seek quality PD. Take advantage of the resources that are available in your building. #aledchat
A2: Our teachers use a variety of assessments to determine student progress and mastery from observation to formative assessments to interim assessments. Our effectiveness is based on student growth and success. #aledchat
Q2: Hattie’s first mindframe is “My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.” How do you and your teachers evaluate your impact? #ALedchat
Yes. You see results when you match the right teaching strategy to the right target. There is a time and a place for good instructional practices. #aledchat
Fantastic question...I'm sure there are multiple answers. For me it's all about results. Do your kids know more? Did they learn? Can they apply that knowledge? #ALEdChat
A1: Teaching is an immensely complex job. Continuous growth is absolutely essential. Seems like the secret (as an instructional leader) is in differentiating the support & resources for that growth on an individual level #ALedchat
Great question. I’m planning a dissertation that attempts to describe the expectations for teaching articulated by the profession. Point being I’m intensely interested in this issue! #aledchat
A2: I think we have to evaluate how we believe students are learning or achieving first before we can determine if we are impactful. There is so much more that measures success and impact than what data can tell. #aledchat
Q2: Hattie’s first mindframe is “My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.” How do you and your teachers evaluate your impact? #ALedchat
That’s a bingo. I was looking for my “teaching is in fact much more complicated than rocket science” pic but this will have to get the job done instead. #ALEdChat
What a great question and can be so subjective, wish it was like sports where there are baseline stats such as batting average or yards after a catch that provided a good lithmus test for this but impossible to base entirely on #ALEdChat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A2: consistently assess, both formal and informal ... and also ... are the students excited to come to school?? A love for learning and strong relationships with teachers and staff are both good signs you ARE making an impact. #aledchat
A1: Teaching is an immensely complex job. Continuous growth is absolutely essential. Seems like the secret (as an instructional leader) is in differentiating the support & resources for that growth on an individual level #ALedchat
A3: We must quit placing the blame on students, parents, etc. Instead, we must realize that we are the difference makers. We must make sure we are using each minute with strategies that are getting results. #aledchat
A2: Student growth is an indicator of teacher impact. T’s sole purpose is to educate Ss. Growth is an indicator that learning is happening. There are other indicators as well: Relationships, student engagement, quality discourse, achievement. #aledchat
A3: MF2: Design the learning, be an activator of knowledge, anticipate student responses before the lesson occurs, offer formative feedback to students, make adjustments when necessary, be accountable for student learning @john_hattie@VisibleLearning@CorwinPress#ALEdChat
A3 - I read a lot about classroom strategies and think about how I could possibly apply them in my classroom to improve the learning environment. #ALEdChat
A3: First know your student and content. Second, implement effective strategies. Look for with the greatest effect. #movekids#bethegrowthfactor#aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A3: First know your student and content. Second, implement effective strategies. Look for with the greatest effect. #movekids#bethegrowthfactor#aledchat
Hey Laura, if you don’t mind I’m thinking about working these questions into my next @BrightBytes demo, these can lead right into why the space we are in right now is so important to the bullish future of education, I’ll be sure to acknowledge my #ALEdChat sources 😊
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
Hey Laura, if you don’t mind I’m thinking about working these questions into my next @BrightBytes demo, these can lead right into why the space we are in right now is so important to the bullish future of education, I’ll be sure to acknowledge my #ALEdChat sources 😊
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A3: Protect the time, invest in preparation and planning, use one another to grow, monitor student progress often and intentionally, adjust when necessary, show innovation and stretching of the norm, and constantly look to reach every student's unique potential! #aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A3: when you try new things and think outside of the box, every day is a learning experience. there will be adjustments and growth from failing forward. Listening to Ss and Ts and allowing them to have a voice is huge in finding out what works and what doesn’t. #aledchat
A3. You only control you. As an educators we must value every second that we are blessed to be with our students. Once wasted, time is lost forever! Be intentional #ALedchat
Q3: Teachers must address the whole of student learning to truly be an agent of change: in the culture of our classrooms, high expectations, and ongoing reflection #aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
Q4: Hatties third mindframe is “I want to talk more about learning than teaching.” At the end of the day learning is not what matters. How do you focus instructional conversations around learning? #ALedchat
A3: Protect the time, invest in preparation and planning, use one another to grow, monitor student progress often and intentionally, adjust when necessary, show innovation and stretching of the norm, and constantly look to reach every student's unique potential! #aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A4: We need to change our instructional conversations to be more about learning. We must realize that it is not about how great the instruction "looked", but it is about if the instruction caused learning for students. Learning is the key! #aledchat
Not enough, in my book. Not calling you out personally but we admin have to speak against the subtext of the way we speak about teachers. Engineers don’t settle for love, they demand respect, voice & pay. As do doctors, lawyers and pretty much all the other professions #ALEdChat
A4: MF3: Looking at Student Work together during CPT! Determining which students learned, which didn’t learn, planning for reteaching a different way, reteaching those that did not learn, going deeper for those that did learn. @john_hattie@VisibleLearning@CorwinPress#ALEdChat
A4 - Great point. Learning new information is what it's all about...I know not everyone agrees, but I believe it's the main goal of school/education. #ALEdChat
A4: As leaders we have to model the importance of the learning process and less on the grades. This is a shift for some, others embrace it freely. We discuss with teachers what were students learning, how do you know, what did you change based on assessment? #ALedchat
A4: conversations must be intentional, focus on growth of students of learning, it’s gonna look different S to S but must focus on growth within our classroom and schools #ALedchat
Learning should equip students to make. A piece of writing. A model. A video. The process and the product can be evidence. Many teachers already do this work, we just don’t privilege it as “real” evidence of learning cause it’s not “data” (is scores) #ALEdchat
A4: Exactly-it doesn’t matter what or how you teach if no one is learning! It’s a partnership-make it relevant and get student buy in. #allaboutlearning#aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A4: As leaders we have to model the importance of the learning process and less on the grades. This is a shift for some, others embrace it freely. We discuss with teachers what were students learning, how do you know, what did you change based on assessment? #ALedchat
A4. Learning can be quantified. As educators we must facilitate the learning for each of our students in a way that leads to their future success. #ALedchat
A3: when you try new things and think outside of the box, every day is a learning experience. there will be adjustments and growth from failing forward. Listening to Ss and Ts and allowing them to have a voice is huge in finding out what works and what doesn’t. #aledchat
Learning should equip students to make. A piece of writing. A model. A video. The process and the product can be evidence. Many teachers already do this work, we just don’t privilege it as “real” evidence of learning cause it’s not “data” (is scores) #ALEdchat
Q3: Teachers must address the whole of student learning to truly be an agent of change: in the culture of our classrooms, high expectations, and ongoing reflection #aledchat
Yes, but there is usually a wide gap between can and do. Also, you may not be thinking this but when most folks say “assessments” they mean a test or a variation on a test. I’m not talking about triangulating test data (although that’s good) I mean different evidence #ALEdchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5: So many teachers only look at assessment as information about students. Instead, we should realize that the results of assessments tell teachers a lot about themselves and their instruction. We should make changes based on this. We need to change the conversation #aledchat
Q3: Hattie’s 2nd mindframe is “The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.” How do you determine what you do/don’t do in your classroom/school to ensure you are making the most of every instructional minute? #ALedchat
A5: MF4: Where are the gaps in student learning? How could I have taught this differently? How did the other teachers on my CPT team teach the concept? Were their outcomes different than mine? What might I learn from this? @john_hattie@VisibleLearning@CorwinPress#ALEdChat
A5: So many teachers only look at assessment as information about students. Instead, we should realize that the results of assessments tell teachers a lot about themselves and their instruction. We should make changes based on this. We need to change the conversation #aledchat
A5: It might help if we think of assessment (& grades) as communication instead of compensation. It (should) describe the relationship between the learning & the learning target. And the whole point is to keep moving towards the target. 100% relevant to teacher! #ALEdChat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A4: Exactly-it doesn’t matter what or how you teach if no one is learning! It’s a partnership-make it relevant and get student buy in. #allaboutlearning#aledchat
A5: MF4: Where are the gaps in student learning? How could I have taught this differently? How did the other teachers on my CPT team teach the concept? Were their outcomes different than mine? What might I learn from this? @john_hattie@VisibleLearning@CorwinPress#ALEdChat
A5: It might help if we think of assessment (& grades) as communication instead of compensation. It (should) describe the relationship between the learning & the learning target. And the whole point is to keep moving towards the target. 100% relevant to teacher! #ALEdChat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5 too many times assessments are about checking a box, assessments should drive the instruction, if it’s a project, an exam, or whatever, it should assess the S’s and provide feedback to whether learning is taking place #ALedchat
A5: So many teachers only look at assessment as information about students. Instead, we should realize that the results of assessments tell teachers a lot about themselves and their instruction. We should make changes based on this. We need to change the conversation #aledchat
A5: It might help if we think of assessment (& grades) as communication instead of compensation. It (should) describe the relationship between the learning & the learning target. And the whole point is to keep moving towards the target. 100% relevant to teacher! #ALEdChat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5: (Well written and planned) Assessments impact the way we teach and reteach (yes, please take time to reteach when necessary!). Assessment guides where learning is happening and will happen next. #aledchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5 too many times assessments are about checking a box, assessments should drive the instruction, if it’s a project, an exam, or whatever, it should assess the S’s and provide feedback to whether learning is taking place #ALedchat
I LOVE this perception of assessment. It's so valuable to have formative assessment from students in order to guide our upcoming instruction. However, this requires taking our egos out of the equation and solely focusing on what our students need. #aledchat
A5. It is tragic to listen to a teacher trash their students for how badly they did on a test. The teacher gave no considerations that the failure was the lack of teaching. If our students don’t succeed we must analysis, reflect, and adjust #ALedchat
A5: We should strive for balance. Assessments should be as much about the process as they are about the product. They should be as much about transformation as they are about transaction. If not more. #aledchat
A5: Seeing consistently low grades on assessments should spark something in the T that says something is lacking in instruction. Ts should use assessment scores as a self-reflection tool. #aledchat
A5: It might help if we think of assessment (& grades) as communication instead of compensation. It (should) describe the relationship between the learning & the learning target. And the whole point is to keep moving towards the target. 100% relevant to teacher! #ALEdChat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5 too many times assessments are about checking a box, assessments should drive the instruction, if it’s a project, an exam, or whatever, it should assess the S’s and provide feedback to whether learning is taking place #ALedchat
Q6: The fifth mindframe is “I teach through dialogue not monologue.” What is the difference and how do you ensure that there is more dialogue than monologue in your classroom and school. #ALedchat
A5: (Well written and planned) Assessments impact the way we teach and reteach (yes, please take time to reteach when necessary!). Assessment guides where learning is happening and will happen next. #aledchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A5: (Well written and planned) Assessments impact the way we teach and reteach (yes, please take time to reteach when necessary!). Assessment guides where learning is happening and will happen next. #aledchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A6: Teachers need to quit talking to students. Say goodbye to sit and get. Instead, let students talk. Talk to the teacher; talk to each other. Teachers need to allow students to provide teachers feedback. #aledchat
A5: It might help if we think of assessment (& grades) as communication instead of compensation. It (should) describe the relationship between the learning & the learning target. And the whole point is to keep moving towards the target. 100% relevant to teacher! #ALEdChat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
I totally agree. We must have a culture where it is ok to talk about these things. We are not judging teachers, but we want to improve for our students. #aledchat
I LOVE this perception of assessment. It's so valuable to have formative assessment from students in order to guide our upcoming instruction. However, this requires taking our egos out of the equation and solely focusing on what our students need. #aledchat
Be careful. That rabbit hole is extremely deep. I fell into it 15 years ago and still haven’t found the bottom. I’m currently reading The Testing Charade by @DanKoretz. I recommend assuming a low correlation. #ALEdchat
A6: MF5: Monologue-long speech/Dialogue-free flow of meaning-2ormore. Set expectations for dialogue, build trust, practice, teach students Think Time I & II, post question & agreement stems 4 students to use, make it routine. @john_hattie@VisibleLearning@CorwinPress#ALEdChat
A6: Teachers need to quit talking to students. Say goodbye to sit and get. Instead, let students talk. Talk to the teacher; talk to each other. Teachers need to allow students to provide teachers feedback. #aledchat
A6: great question. Dialogue allows both parties to present information, T’s and S’s creating discourse among one and other, both sides need and should be invested in the process #ALedchat
A6: Teachers need to quit talking to students. Say goodbye to sit and get. Instead, let students talk. Talk to the teacher; talk to each other. Teachers need to allow students to provide teachers feedback. #aledchat
If you are an instructional leader, the same can be said for us as well. #ALedchat Do we speak poorly of low performers or do teach? #CoachingOrYelling#ALedchat
A5. It is tragic to listen to a teacher trash their students for how badly they did on a test. The teacher gave no considerations that the failure was the lack of teaching. If our students don’t succeed we must analysis, reflect, and adjust #ALedchat
Most are written in the middle or end of a unit. We're trying to shift our thinking to begin with the end in mind. If you have a well-written assessment in the beginning, planning and monitoring progress along the way helps when you know what is coming! #aledchat
A5: (Well written and planned) Assessments impact the way we teach and reteach (yes, please take time to reteach when necessary!). Assessment guides where learning is happening and will happen next. #aledchat
Q5: The fourth mindframe is “Assessment is about my impact.” Said another way, assessment is feedback for me about me. That is a new way to look at assessment for some teachers. How can you help teachers use assessment to give them information about themselves? #ALedchat
A6. Effective communication requires actively listening. If the teacher is only one talking the communication is only one way. We must allow the students to have a voice and interaction to ever assess their learning. #ALedchat
Also, the TYPE of questions we ask can help. Ask questions that do not have binary answers. Ask questions to which you DON’T give “the answer” after the discussion is over. If your kids can say what’d you get for #6, you might not be asking dialogic questions. #ALedchat
Also, the TYPE of questions we ask can help. Ask questions that do not have binary answers. Ask questions to which you DON’T give “the answer” after the discussion is over. If your kids can say what’d you get for #6, you might not be asking dialogic questions. #ALedchat
Q6: The fifth mindframe is “I teach through dialogue not monologue.” What is the difference and how do you ensure that there is more dialogue than monologue in your classroom and school. #ALedchat
A7: I love the one about feedback! I think we need to look at assessments to help change us as teachers. We need to make sure our teaching strategies are providing positive effects on the learners. #aledchat
@Twitter I really wish we could add pics, polls, & gifs to retweet. It would give so much more context. @effortfuleduktr I would love to do a poll tonight to find out what the #ALedchat family most often does.
A7: Definitely the feedback! We all desire feedback and really just want to know if the effort we're making is impactful and meaningful. Assessment can provide that for teachers, and a collaborative conversation sharpening one another is the key to growth! #aledchat
A7: Definitely the feedback! We all desire feedback and really just want to know if the effort we're making is impactful and meaningful. Assessment can provide that for teachers, and a collaborative conversation sharpening one another is the key to growth! #aledchat
A6: one of my favorite educators, Martha Trejo once said, “No wonder the T is the smartest person in the classroom. They are using all the academic language!” Ss voice is so important and necessary in the classroom! #aledchat
A7: Definitely the feedback! We all desire feedback and really just want to know if the effort we're making is impactful and meaningful. Assessment can provide that for teachers, and a collaborative conversation sharpening one another is the key to growth! #aledchat
A7) As I stated earlier these all spoke to me in my current role and to what I have to offer when we come into a district talking about @BrightBytes, all the additional insight on here just reinforced this with the great dialogue #ALEdChat
A7: Shameless invite - want to wrestle with some of these questions re assessment & grading? Come to #ACGAL this Saturday. Or at least learn with us by following the hashtag 👆🏻. @clasleaders@alnbctnetwork@alabama_amle@AlabamaASCD & In-Service Cntrs co-sponsoring #ALedchat
A7: Definitely the feedback! We all desire feedback and really just want to know if the effort we're making is impactful and meaningful. Assessment can provide that for teachers, and a collaborative conversation sharpening one another is the key to growth! #aledchat
Be careful. That rabbit hole is extremely deep. I fell into it 15 years ago and still haven’t found the bottom. I’m currently reading The Testing Charade by @DanKoretz. I recommend assuming a low correlation. #ALEdchat
A7: Definitely the feedback! We all desire feedback and really just want to know if the effort we're making is impactful and meaningful. Assessment can provide that for teachers, and a collaborative conversation sharpening one another is the key to growth! #aledchat
A7: I was most moved by “Assessment is about my impact.” Great teachers must own their successes as well as their shortcomings. However, they can't lose sight of the ways they impact students which can't be measured by grades or test scores! #aledchat
My point was that the more you study the nature of standardized testing in particular, the uglier it gets. It absolutely is foundation to everything we do in public education and I find that deeply disturbing given how badly we do it. Your question was gold #ALEdChat
FA: We are still working on building that culture that it's ok to change. We want teachers to be comfortable having conversations about the successes and failures (for lack of a better word) of a strategy. #aledchat
Be careful. That rabbit hole is extremely deep. I fell into it 15 years ago and still haven’t found the bottom. I’m currently reading The Testing Charade by @DanKoretz. I recommend assuming a low correlation. #ALEdchat
Join #ALEDCHAT next week as we discuss Leading for Instructional Improvement based on the research of Fink and Markholt. Have a great week! @AliciaMelton801
A7: I was most moved by “Assessment is about my impact.” Great teachers must own their successes as well as their shortcomings. However, they can't lose sight of the ways they impact students which can't be measured by grades or test scores! #aledchat
Join #ALEDCHAT next week as we discuss Leading for Instructional Improvement based on the research of Fink and Markholt. Have a great week! @AliciaMelton801
Join #ALEDCHAT next week as we discuss Leading for Instructional Improvement based on the research of Fink and Markholt. Have a great week! @AliciaMelton801
