Run by Iowa educators, #IAedchat is on Twitter the first, second, and third Sundays each month at 8:00pm CST. We have added #IAedchat LIVE to the fourth Sunday of the month at 8:00pm CST. This will take place in Google Hangout on Air. We will share the invitation and link to #IAedchat LIVE each month.
Laura Bilden. K-12 Instructional Coach for the Starmont Community School District. I am chatting and watching the Oscars from the comfort of my living room. ☺#IAedChat
Laura Bilden. K-12 Instructional Coach for the Starmont Community School District. I am chatting and watching the Oscars from the comfort of my living room. ☺#IAedChat
Hi everyone! I'm a student at Elon University in NC studying elementary education, looking to gain the perspectives of educators from other states! #iaedchat
A1: My time is best used building relationships and getting to interact with my Ss on a more individual level. I love for morning meeting, small groups and conferring time ❤️ #iaedchat
A1: Relationships. Teachers who took time to get to know me made a great impact on my time in school. I still have relationships with these teachers and tried my best to do the same for my students. #IAedChat
A1: Encouraging my Kindergarteners to be kindness mentors in our community. Giving them the power, at the age of 5 & 6, to lead & make change has been incredibly motivating to them & me! #iaedchat
A1: most memorable? High school band- performing at a high level with my peers and friends. It was fun and meaningful to do something I enjoyed with great instructors and great friends #iaedchat
A1: The "special days" and the time they spent engaged in my passions. I loved Laura Ingalls Wilder when I was young. I remember my teacher letting me stay after school to look through her personal pictures of her visits to related historical landmarks. #iaedchat
A1: being part of the @NationalFFA i had the honor of so many incredible leadership opportunities through this organization! Served as the State President in 2005 #iaedchat
A1: As a Teacher - Encouraging my Kindergarteners to be kindness mentors in our community. Giving them the power, at the age of 5 & 6, to lead & make change has been incredibly motivating to them & me! #iaedchat
A1: The teachers that challenged me in my thinking and pushed my learning; along with the relationships I made through activities & athletics. #IAedchat
A1: My most memorable experiences were my teachers who shared personal stories with me to enhance learning. Those that modeled vulnerability and didn't pretend like they had it all figured out. #iaedchat
Jo Prusha @JoPrusha
A1 as a student these are my top 4 impactful memories #1 r/ships with people #2 field trips - particularly see Iowa Trip in 3rd grade (many moons ago) #3 lessons learned regarding soft skills #4 the art/skill of being a collaborative team member #iaedchat
A1 as a student these are my top 4 impactful memories #1 r/ships with people #2 field trips - particularly see Iowa Trip in 3rd grade (many moons ago) #3 lessons learned regarding soft skills #4 the art/skill of being a collaborative team member
A1: As a K-12 student, the principal my senior year telling me he would “destroy me” was the most impactful. It shaped my life personally & professionally. Everyday I have the opportunity & privilege to build & serve others in a way that didn’t happen for my experience #iaedchat
A1: I remember making connections between what we were learning in class with what we were doing outside of school that made the difference for me. #iaedchat
A1: Adults who were authentic and helped open the eyes of their students to the fact that teachers are people, too. Sure, you’d see a teacher in the grocery store and wonder how they escaped. But the adults who made the effort to connect with kids- that’s where it’s at. #iaedchat
Q2: Do we have too much or too little data in the educational landscape? What impact does our abundance or lack of data have on decision making? #IAedChat
A1: As a K-12 student, the principal my senior year telling me he would “destroy me” was the most impactful. It shaped my life personally & professionally. Everyday I have the opportunity & privilege to build & serve others in a way that didn’t happen for my experience #iaedchat
A2: I think we collect a horrendous amount of data..and because it's soo much there is little focus, conversation, and true follow-through for it to mean anything. #iaedchat
Q2 Data is everywhere! It should be about using the data we already have to drive instruction. Not saying we need more data to validate our decisions. #iaedchat
A1: As a K-12 student, the principal my senior year telling me he would “destroy me” was the most impactful. It shaped my life personally & professionally. Everyday I have the opportunity & privilege to build & serve others in a way that didn’t happen for my experience #iaedchat
#iaedchat A1: Teachers that you just knew cared about you. Always positively greeting you and having conversations outside of classroom content. I try to model this in my own classroom because of how important it was for me as a kid.
A2: I’ve seen both- too much and S’s just become #s, too little and there’s no way to tell ifyoure moving forward. A balance of data + relationships = the ideal world. The numbers only tell part of the story, the connection tells the most important part #iaedchat
A2: When our data supports our efforts in the classroom and the goals for our Ss I prefer to have multiple data points but when it’s random pieces of information that don’t connect, I struggle no matter the amount. #iaedchat
A2: We have lots of data; but is it the right data; to make good decisions and planning for my students, I need data I can understand and that my students can understand #iaedchat
A2: We have loads and loads of data. We need to make sure we’re not just looking at one lens. To make an impact, we need to look for patterns throughout a body of evidence collected in order to make decisions. #IAedChat
A2: I don't think it is amount too much or too little data. We have to look at data through multiple lenses and use it to reflect and inform. #iaedchat
Q2: Do we have too much or too little data in the educational landscape? What impact does our abundance or lack of data have on decision making? #IAedChat
A2 it isn’t a matter of too much/little but rather if we are using what we have to impact student learning, launch powerful conversations with colleagues, or finding ways to communicate learning with families #iaedchat
A2. We have an abundance of data...is it the right data? Do we use data correctly? We need to be more intentional with the data that collect. #iaedchat
A2 - Way too much data, we have data on data, we get data on data that hasn't been released yet, or hadn't had a chance to sift through. Ss have turned into scores, labeled by performance colors, above/below, advanced, basic They are like a stat. Phew. So yea too much #iaedchat
A2: Too little or too much depends on what it's purpose is. The purpose must be clear and lead to more purposeful & cognitively appropriate learning for the student #iaedchat
Q2: Do we have too much or too little data in the educational landscape? What impact does our abundance or lack of data have on decision making? #IAedChat
Oh I don't have a solid solution except someone stepping in and say, "Woah, there cowboy" before it's another survey, another data day, another assessment, another this, or another that. #iaedchat
A2 - Data should help us "Know thy impact" if we don't have that type of data we need to get it.
If we have that type of data, we need to be intentional about it's use. @VisibleLearning@Mrs_KFisher uses SeeSaw as student evidence to impact instruction @ErikkaVosmek#iaedchat
Q2: Do we have too much or too little data in the educational landscape? What impact does our abundance or lack of data have on decision making? #IAedChat
A2: Data that helps learners understand where they are at in their learning is good. Having them see this what I know and this is what still need to learn. They have to be part of the data talks. #iaedchat
A2: When it comes to data remember this “If you focus on the fruit and ignore the root, the tree will die.” Don’t become so driven by data that you ignore what is most important - your students. #iaedchat
A2 it isn’t a matter of too much/little but rather if we are using what we have to impact student learning, launch powerful conversations with colleagues, or finding ways to communicate learning with families #iaedchat
A2: I’ve seen both- too much and S’s just become #s, too little and there’s no way to tell ifyoure moving forward. A balance of data + relationships = the ideal world. The numbers only tell part of the story, the connection tells the most important part #iaedchat
Often times in dealing with decision making for our Ss we have sufficient data, but it's a one time data point. It doesn't show growth unless it's compared to previous points. In dealing with Ss and decision making, we need to work with them on soft skills in area. #iaedchat
A2: I think it depends on what we do with the data. Data sitting on a shelf doesn’t do anybody any good. It has to be used to make decisions. Data is a great tool to know if we make an impact. #iaedchat
A2: We have too much data on the "wrong topics" (i.e. standardized assessments) and not enough on the "right topics" (i.e.: socio-emotional learning). #iaedchat
A2: We can find data to justify doing just about anything. That doesn’t mean it’s always good data. We know what Hattie’s research says. We know what Marzano’s research says. We know what DuFour’s research says. Are we willing to take action to make an impact for kids? #iaedchat
I think we have data; however few take the time to actually analyze their data to drive instructional decision making. Data rich but poor decision making leads to the same results over and over. #IAedchat
Q2: Do we have too much or too little data in the educational landscape? What impact does our abundance or lack of data have on decision making? #IAedChat
A1: how terrible some teachers were to me, how amazing some were, and three difference between them being about how they prioritized relationships #iaedchat
Woops, I misread CJ's tweet! @CJCain7 I'm happy you were able to take your negative experience and turn it into a positive one for your students and the impact you have on them! Good for you #iaedchat
A2 I think that too often we collect/analyze data for a large group when sometimes we just need to focus on one kid at a time and what THEY need. #iaedchat
I don't think we can really base the conversation on the quantity of the data as much as we can the quality of the data. If the data isn't serving a purpose of reflecting on teaching, impacting student learning, & fostering collaboration then that's concerning #iaedchat
Right. Culture is more than JUST relationships (which are obviously important). It's also how you hold up your vision statement. It's what your school actually does for students (schedules, lunches, discipline policy, relevant courses, and more!) #iaedchat
#iaedchat A2: I’m more concerned with how the data is used. Correlation isn’t always causation and snapshots of data don’t always tell the whole story. Quality over quantity. Should be used to celebrate success or find an area in need of improvement.
Q3: Growth or proficiency, that is the question...which matters more to you when thinking about student achievement data? Please explain why you feel as you do. #IAedChat
A2: Seems like so much, but hard to say it’s not important. Particularly if looking at information beyond just academics. It all paints a picture for us, but finding time to be intentional and use the data to make an impact on student learning can be challenging. #iaedchat
A2: There is always data and are we always doing the right things with it? Is there sometimes too much too analyze that we lose our focus to drive our decision making? #IAedchat
A2: I don't think we can really base the conversation on the quantity of the data as much as we can the quality of the data. If the data isn't serving a purpose of reflecting on teaching, impacting student learning, & fostering collaboration then that's concerning #iaedchat
A2 I think that too often we collect/analyze data for a large group when sometimes we just need to focus on one kid at a time and what THEY need. #iaedchat
A2: everything is about data data data. Then what do we do with that data? It’s my experience we use it to drive the gathering of more data. What good is that doing our students?#iaedchat
A2: I think that we have plenty of data…probably too much data. Unless we distill it into information, aggregate it into knowledge, and apply it as wisdom, data won’t make a difference for student learning. #iaedchat
Great question Dan, I think that’s when I rely on my colleagues and the structures like Data Teams or Collaboration Teams to help me sort through and find how/what data impacts us to move forward. You’re making me think pretty darn hard on a Sunday night! #iaedchat
A2: sometimes it feels data rich, someone's data drowning... But it doesn't matter how much data we have if our classroom culture isn't on point #iaedchat
Boom! Yes that is the power! We have done away with grade levels in our elementary school with our #personalizedlearning model. Middle school learners schedule part of their day! #iaedchat
A2: When it comes to data remember this “If you focus on the fruit and ignore the root, the tree will die.” Don’t become so driven by data that you ignore what is most important - your students. #iaedchat
There has to be a better, maybe more authentic, way to retrieve the data without it being a static form. I don't know what that looks like, exactly..but somethings got to give #iaedchat
We seemingly have MORE than enough data to showcase the need for change (standardized testing especially). Now, it's time for change in other arenas (game-changers in edu, lobbying in government, communities embracing change) to make something happen. #IAedChat
I think we have plenty of data in the educational landscape. Are we actually collecting the kind of data that can help us make an informed decision? It's difficult to make meaningful change if the data isn't reflective of what you wish to change #iaedchat
A3: growth that leads to proficiency. S’s should be making growth, and we should celebrate increments of success. However, growth w/o proficiency can be detrimental in the long run for S’s, so proficiency is the ultimate goal #iaedchat
Wow that is a tough one! I always strive for 100% proficiency, but understand it may not be reasonable. However, ALL students MUST show growth no matter what. If a student is stangnant, you have to reflect on yourself and what you can do differently. #iaedchat
Q3: Growth or proficiency, that is the question...which matters more to you when thinking about student achievement data? Please explain why you feel as you do. #IAedChat
And this flow from data to information to knowledge to wisdom requires time, and deliberation, and particular habits of mind. Teachers are often too buried in the overwhelming amount of data. #iaedchat
A2: I think that we have plenty of data…probably too much data. Unless we distill it into information, aggregate it into knowledge, and apply it as wisdom, data won’t make a difference for student learning. #iaedchat
A3: Why can't it be both? It's an and not an or? I feel like growth leads to proficiency but I struggle with putting a concrete cap on what proficiency looks like. Each Ss is different. Learning is different. #iaedchat
A3: Growth! Kids learn at different rates and I value them truly mastering a skill in multiple contexts than just rushing straight to proficiency on one assessment #iaedchat
A3: Personally, I'm drawn to look at growth. However, I believe looking at proficiency is also important. Both pieces need to be analyzed when reflecting on system data. #iaedchat
Q3: Growth or proficiency, that is the question...which matters more to you when thinking about student achievement data? Please explain why you feel as you do. #IAedChat
A3: Growth > Proficiency. Growth lets us know if Ss are making adequate progress for the time they’re in the seats. It also ensures we are looking at all levels of learners, not just proficient or not. #IAedChat
A3) If we are talking about essential standards (those students need to achieve at the next level) proficiency has to be what we strive for. However, a non essential standard, growth will suffice #iaedchat
A3: Strong growth can give you good proficiency, too - can’t say the same for the reverse. I want a healthy (growth) building, not a stagnant one, even if ‘high achieving’ #IAedChat
A3: Growth! We all know that no 2 learners are the same. Why in 3rd grade do they all have to fit in this round hole when we know some are square and need more time. We also know some are easy for higher standards! We must be BOLD https://t.co/ocDVFEdUUE#iaedchat
A3: Growth scores are inclusive to every student we serve. There are some children we teach that will never see proficiency and others who are always going to be well above. Growth for me: 10 days out of 10. #iaedchat
A3: You need both. If the focus is solely on proficiency, you get the bubble kids dilemma. If the focus is solely on growth, then what’s your standard for excellence? #IAedchat
A3: Growth. If you are just worried about proficiency you lose focus on the kids that are already there as well as the kids that are "too low to become proficient this year"...blah blah blah. Growth is everything and it tells you if you are teaching
effectively #iaedchat
You will receive lessons throughout life. Some model for you the right & enlightened path & others show you what not to do & where you don’t want to go. Ultimately, the choice is yours as to which path you follow. You learn from both. #iaedchat
A3: Proficiency is easier to measure. Sadly, when it comes to assessment, we tend to measure what is easiest, rather than what we most highly value… #iaedchat
13 questions asked once per month, based on the Gallup Q12 questions: Are you happy at work? Qs such as: what I think matters at work, what I do matters at work? #iaedchat
A3 Growth - hands down. Better today than yesterday. Life is about continuous learning. Not using a stagnant data point to set goal. "Know better do better" @DrMayaAngelou#iaedchat
A3: Growth. Proficiency is the floor, growth is the ceiling. Proficiency is where we need to get every kid to as they’re ready. Growth happens along the way. Growth shows that we’re working still. Even the proficient can show growth. #iaedchat
#IAedchat A3: Growth for sure but working towards proficiency. If you aren’t celebrating successes along the way, proficiency doesn’t mean as much to the learner. Pride in their work and ownership over their learning will stem from celebrating growth.
A3: Growth. Everyone learns at a different pace and it’s important to reflect on the growth they have made. Also, some will already be proficient. What are we doing for them to see growth?
#IAedchat
Growth matters more. Proficiency is a sliding scale while growth demonstrates how students are progressing towards proficiency. Growth becomes even more important for students that start out half or even 1 year behind their peers. #iaedchat
A3: Growth. Proficiency is the floor, growth is the ceiling. Proficiency is where we need to get every kid to as they’re ready. Growth happens along the way. Growth shows that we’re working still. Even the proficient can show growth. #iaedchat
A3. We would love to have all of our Ss proficient in every subject, but realistically this doesn't happen. We look for growth to determine their achievement. Small successes can be mountains! #iaedchat
My 2¢. :-) I think that every student has to meet that “proficiency” mark…so it’s more of a floor than a ceiling. But this is just my perspective… #iaedchat
A3: I believe growth trumps proficiency every time. If we are allowing our Ss multiple opportunities to practice with adequate scaffolds as needed - proficiency is inevitable. It’s just a matter of when. But they’ll get there 😊 #powerofyet#iaedchat
A3: growth...where does a kid start and what do they get in a time frame is more important than meeting a benchmark.. You can hit Achievement every year and never show growth using MGP as the measure #iaedchat
Q3 We need both. The goal is proficiency. Not all Ss learn the at the same pace. Ss growth means they're learning. We want to keep the growth going until they can reach mastery. #iaedchat
Dude, I'm with you board with it. So often do I hear that "proficiency" is just where students need to be and then "our job is done"...Say whhhaaaaa #iaedchat
Both are equally important; however, the goal is always proficiency. When instructional practices are reflective and student supports are put in place, proficiency is possible and ultimately results in student growth. #IAedchat
Q3: Growth or proficiency, that is the question...which matters more to you when thinking about student achievement data? Please explain why you feel as you do. #IAedChat
A3: Growth matters to me when I'm thinking about student achievement data. I believe that we should be working towards proficiency but it's vital to celebrate the learner's successes throughout the process so that student can take ownership and be proud of progress #iaedchat
A3: growth with proficiency as the bigger goal. Proficiency isn’t always possible immediately but growth is. Students need to see growth or they give up. My son is a perfect example. He finished just under proficient for 2nd grade reading but saw the amazing growth #iaedchat
Agree with this in principle…but how about those high flying students who are able to meet the “proficient” mark before any instruction happens? I still think we can aim for growth, regardless… #iaedchat
Q4: We can’t measure everything or put a numeric value on all that matters. What do you wish you could measure if there was an efficient way to do so? #IAedChat
I'm working with @Seesaw to use digital portfolios as assessment pieces and bodies of evidence. They document learning and I don't have to grade a worksheet. #iaedchat
What if we changed this thought process! What if more educators talked about the importance Of growth rather then saying we have always done it this way. We can change it we must be BOLD! #KidsDeserveIt#iaedchat
No, this experience was not even close to tough or love. It was disrespectful, hurtful & should never be said by anyone who serves others, especially students. As I say, within every challenge lies an opportunity. Find the light and let it shine #iaedchat
I'm curious what message it sends to our students mindsets (and ours as educators, legislators or parents) if we say that proficiency is the goal? #iaedchat
Both are equally important; however, the goal is always proficiency. When instructional practices are reflective and student supports are put in place, proficiency is possible and ultimately results in student growth. #IAedchat
Q3: Growth or proficiency, that is the question...which matters more to you when thinking about student achievement data? Please explain why you feel as you do. #IAedChat
Q4: We can’t measure everything or put a numeric value on all that matters. What do you wish you could measure if there was an efficient way to do so? #IAedChat
A3 Setting our sights on the end goal is just as important as analyzing the road to get there. Results and growth go together. The key is identifying meaningful key indicators. Late to the chat. My apologies! #iaedchat
A4: how connected S’s feel to their school. I want every student to feel welcome and supported at our campus- I’d love to measure S’s attitudes about their relationships with their T’s & whether or not our school has an environment that is positive and supports S’s #iaedchat
A3: It depends. Proficiency helps us know how we need to focus our efforts. Growth lets us know who isn’t making gains. Every student should be making gains not just those below proficiency. #iaedchat
A4: Creativity isn’t included in the assessments that get talked about. It’s difficult to measure because it looks different for each child and situation. #IAedChat
A4. I would like to measure whether or not kids truly know what is expected of them. I would also like to how they genuinely feel they are doing in various aspects of life. #iaedchat
Q4: We can’t measure everything or put a numeric value on all that matters. What do you wish you could measure if there was an efficient way to do so? #IAedChat
A4: The ability to accurately measure future problem-solving, critical thinking skills that hands-on #STEM can teach. I know it does, or at least I believe it. But to have numeric values from the future to show #haters would be awesome. #iaedchat
Which is unfortunate because learning looks different for each child and situation but it doesn't stop us from standardizing everything else. #iaedchat
Q4: We can’t measure everything or put a numeric value on all that matters. What do you wish you could measure if there was an efficient way to do so? #IAedChat
Q4: We can’t measure everything or put a numeric value on all that matters. What do you wish you could measure if there was an efficient way to do so? #IAedChat
A4: some of the soft skills that you and I use everyday! In 2030 those skills won’t change. The world our learners go into will. We need to support that development. #iaedchat
A4. If Ss wanted to see a change in education, ask them how they would do it? And what things they would change about it! I think homework would be an answer. #iaedchat
Love her! Had the privilege to participate in a small group workshop with her at the 2014 @ISACSCon. @TomHoerr's writing on grit is great, too! #iaedchat
In reply to
@danpbutler, @angeladuckw, @ISACSCon, @TomHoerr
A4: "Grit." When you think about how gritty Ss have to be to pursue a fine art (music, art, theatre, etc) or tackle a major project, we score the final product but rarely observe and score the process it took to make the product happen. #IAedchat
A4. I'd like to have measurements on the schools culture from staff, students, parents, and community members. We're all working towards a common goal. #iaedchat
A4: I we quantify such an obscene amount of a child's educational experience. I would like to see (not because this would benefit kids) how many data points we attach to kids throughout their K-12 education. Must be in the 1000's. #iaedchat
Love her! Had the privilege to participate in a small group workshop with her at the 2014 @ISACSCon. @TomHoerr's writing on grit is great, too! #iaedchat
In reply to
@danpbutler, @angeladuckw, @ISACSCon, @TomHoerr
A4 . Student social-emotional development. Where are they in knowing how to interact with their peers, can they really control their attention span yet? Being able to show how developmentally inappropriate some expectations are now. #iaedchat
Q5: As educators, we are tasked with preparing responsible citizens to contribute to a productive society. With this in mind, what skills are most important for students to possess? #IAedChat
A4: here is a powerful graph of some data we ran! We had a group of learners move from a traditional classroom to our #personalizedlearning model this year. Here is the early data. #iaedchat
#iaedchat A4: In all content areas we teach problem solving strategies. I wish we could measure whether students can choose those strategies when faced with problems in the real world, not just in the classroom.
A4: edcolo has seen a 23% decrease in enrollment to teacher prep programs since SB191 (education “reform” bill) passed in 2010. Hard to ignore that data. A lot of discussion about teacher shortage in our state but that data is rarely if ever mentioned. #iaedchat
A4: I we quantify such an obscene amount of a child's educational experience. I would like to see (not because this would benefit kids) how many data points we attach to kids throughout their K-12 education. Must be in the 1000's. #iaedchat
A4: #edcolo has seen a 23% decrease in enrollment to teacher prep programs since SB191 (education “reform” bill) passed in 2010. Hard to ignore that data. A lot of discussion about teacher shortage in our state but that data is rarely if ever mentioned. #iaedchat
A4: My dream is to be able to teach entire term and not attach a numeric evaluation to any student. No grades, no standardized tests (my other dream is no standardized tests ever again), nothing. Just engagement and feedback. Would be most successful class ever taught. #iaedchat
A5) The ability to critically analyze an online source for bias and credibility is becoming increasingly important… We can’t teach students everything, but if we teach them to critically analyze what they read, they can apply it to any situation. #IaEdChat
A4: #edcolo has seen a 23% decrease in enrollment to teacher prep programs since SB191 (education “reform” bill) passed in 2010. Hard to ignore that data. A lot of discussion about teacher shortage in our state but that data is rarely if ever mentioned linked to SB191 #iaedchat
Perseverance! I try my best to teach this every year to every student. We need people in society that want to work hard and problem solve even when things get difficult! This is tough for 2nd graders to grasp but I feel passionate about it! #iaedchat
Q5: As educators, we are tasked with preparing responsible citizens to contribute to a productive society. With this in mind, what skills are most important for students to possess? #IAedChat
A5) The ability to critically analyze an online source for bias and credibility is becoming increasingly important… We can’t teach students everything, but if we teach them to critically analyze what they read, they can apply it to any situation. #IaEdChat
A5: Grit, growth-mindset, perseverance, problem-solving skills, compassion, empathy -- all things that cannot be measured but are important to developing responsible, productive citizens. #IAedChat
Q5: As educators, we are tasked with preparing responsible citizens to contribute to a productive society. With this in mind, what skills are most important for students to possess? #IAedChat
A5: A positive attitude and a way to use empathy. If they can't find some positives out there and be kind to others, they're going to find (or worse--create) a negative world that is out to get them. #iaedchat
Great question. The teacher may say "We have to because of district." Admin. may say "we have to because of the state." State may say " we have to have a way to rate schools." No one would say "It's the best means to ensure maximum human development. #iaedchat
A5. Our students should be problem solvers and critical thinkers. We need to allow students to jump in the drivers seat and own their education. #iaedchat
A5: Most important skills: grit, creativity, problem solving, empathy, communication, and adaptability. Ss must be able to take their skills into any field and thrive. #iaedchat
#iaedchat A5: Self-regulation. No matter your career path you will face adversity, disappointment or bumps in the road. How they handle that is so important.
A5 - More than ever... critical thinking and the ability to be knowledgeable of many skills. #Future jobs will include mastery of a couple skills. #Tech in all, #Trades more important than ever. #iaedchat
A5: Embracing their passion. Self-reflection and understanding. We need people who care about what they're doing to change society for the better. Students need to have time to find out what they love and embrace it. #IAedChat
Q5: Ooff...the list is long and overwhelming because it's not just "academic" skills that are expected. I want Ss to be critical thinkers, innovative, have a growth mindset, and just be awesome...Being awesome is certainly a skill ;) #iaedchat
A5: resiliency, problem solving, self- care. Our S’s will face problems and challenges throughout their lives, but with the right skills they can get through those challenges & thrive and then help others be able to healthily work through their problems as well #iaedchat
I'll go even deeper and say we quantify everything to easily measure success or failure because it is attached to funding. Easier to push an agenda if I have "quantifiable evidence" #iaedchat
A5: So many people suggest “grit”…but I want to push back on this a little. Perseverance is key, of course…but grit makes it sounds like learning is unpleasant. Where else do we talk about grit? Something in your eye? Sand in your swimsuit? (Nothing good…) #iaedchat
A5 Critical thinking and collaboration. Ss need to know how to think for themselves and work with others. We should be preparing Ss for jobs that aren't even created yet! #iaedchat
A5: resiliency, problem solving, self- care. Our S’s will face problems and challenges throughout their lives, but with the right skills they can get through those challenges & thrive and then help others be able to healthily work through their problems as well #iaedchat
A5: Students having the mindset of being happy first and then realizing success will follow; not the other way around. Of course problem solving, communication, empathy, self-control, ability to influence others, etc. #iaedchat
As best we can. Numbers matter, but not as much as kids. Numbers inform the decisions we make to provide best opportunity for all kids (and adults). #iaedchat
A6) One of the pillars of PBL is “student voice and choice” giving the student the standard an allowing them to choose how to best demonstrate the standard is something I want to do more of #iaedchat
A5: Also collaboration. A skill that needs to be purposefully taught at all levels so children have lots of chances to practice this. Not very many careers where you DON’T work with others, so I think this should be a priority. #iaedchat
A6: Asking them about when and how they do their best. Giving them choice of time and location in my classroom to put them at ease so they can do their best work. #iaedchat
#iaedchat A6: I’ve always liked the idea of a choice board for students to choose an avenue to demonstrate their understanding based on their interests.
A6) Also, having students collaborate with teacher and one another to create rubrics that will be used to assess their learning is a great way to get students critically thinking about their own learning #iaedchat
A6: I love the idea of involving students in the process of determining what “beautiful work” looks like. Have them help set the standard! #iaedchat#deeperlearning
A6: Give them choice in how they represent what they know. We want so much to be learner centered and personalized but that requires us to get comfortable with assessing a variety of representations of learning. Not a bad thing! #iaedchat
A6. I think we need to give students more creative freedom when assessing. It’s amazing what they can do when we start saying “yes” when they ask if they can try something. #iaedchat
A6: start w/choice boards & open ended ?s. Once S’s get used to making choices & sharing in new ways, they’ll think of even more ways to show what they know! Tech like seesaw and flipgrid help us see into how S’s are thinking & provide insight into new ways to assess #iaedchat
A6: I'd like to start having students develop first drafts of rubrics before more major papers and assessments, and then we collectively arrive at a valid one. #iaedchat
A6: I like students to have a choice to show me how they have mastered a skill/standard. I think they will be more engaged and put more effort into something they want to do #iaedchat
Not disagreeing with this…but why “grit?” Why not just use “determination” or “perseverance” or “deliberate action”? “Grit” seems to have cultural cache at the moment, but I just think it’s marketing for other things we’ve always emphasized. My 2¢… #iaedchat
A6. Involving Ss voice and choice in the assessment process by having them helpdesgn the assessment. Asking Ss what they feel are the important learning ideas and points which should be assessed. #iaedchat
A6 Learning goals that connect student learning to assessment pieces. Using reflection time to find holes in learning and increase peer collaboration on what has been covered. #iaedchat
A6: I love giving kids the standard stated on the progress report &/or Core standard - put in kid language & ask “How can we prove this?” Then at the end ask “How can we prove we met this?” & let their passion prove it to present their hard work to others. #iaedchat
A6: Involving students in the assessment process can begin with self-reflection and culminate with a shared rubric that both teacher and student develop together. The teacher guides while the student provides the input. #iaedchat
A6: Providing choice of how students can demonstrate proficiency or that they've met a learning target. Ownership and meaning created when we do this. Also can become a much more accurate measure. #iaedchat
A6: Being as explicit with the standards as I can, and breaking it down with them. Ss don't need to be treated as if the standards are above them--Ss should own them! #iaedchat
A6 Ss analyze tasks and plan for successful learning. To help Ss use examples to discuss the difference between knowing goals (declarative knowledge) and doing goals (procedural knowledge/skills),#iaedchat
A mentor of mine once reminded me, “you don’t grow in your comfort zone.” If we’re going to be innovative, we have to create learning spaces that are about kids rather than adult comfort. Not always easy but it’s worth it. #iaedchat
A6: I want students to use their formative assessments to guide their next steps. The formative isn’t just for the teacher’s use. Ss should know where they are at in their learning walking in to the summative. #IAedChat
A7: Standards-based assessment is key, but along with that, carefully selecting (via pruning) the standards to be assessed is essential for successful implementation. #iaedchat
A7 Less politics and more student/teacher voice. Let teachers use student data and relationships guide instruction that is not based on scores that are a one time snapshot. #iaedchat
A7: Assessing is not the same as evaluating. Let’s keep this straight: assessment is about feedback for learning, and evaluation is about judgment of learning. (Thanks to my man @rickwormeli2 for that wisdom!) #iaedchat
A7: We are constantly changing and adapting in the classroom but what we are assessing hasn't changed...uhh..step 1? PS putting it on a computer doesn't count. #iaedchat
A6: Student choice, involvement in setting goals for learning, authentic, explicit discussions with the standards. I use anonymous student responses from CFAs to facilitate discussions with my students about what the standard is asking of them #iaedchat
The alternative definition (aside from sand in your swimsuit) is
2. courage and resolve; strength of character
Some learning can be unpleasant. You have to be able to push through. #IAedChat
A7: We need to focus less on numbers and scores and more on our individual students. Also, make sure our lessons/assignments have a meaningful purpose and will benefit our students' learning! #iaedchat
A7: making the process - including the collected data points - authentic. We can have access to the best curriculum and resources in the world but if our Ss can’t connect with it - it means nothing. #iaedchat
A7) Less is more…sometimes we want to assess everything therefore we want to find shortcuts so that we can assess quickly (i.e.: multiple choice assessments). Rather, we should slow down and assess fewer and more impactful items on a deeper level #IaEdChat
A7: make sure that data is being used to drive and change instruction to what helps kids. measure social/emotional skills alongside academics to ensure that we’re growing learners and good citizens! #iaedchat
A7: Use what we know about brain research. Kid brains aren’t just adult brains in small bodies. Are you offering choice? A safe learning environment? Is your feedback immediate? Is collaboration woven throughout? Is it about mastery? The ITI model has great elements! #iaedchat
A7 continue to fill our toolbox and, as @JoPrusha loves to quote “do better when we know better” We bring this quote to life when we continue to push ourselves and our thinking, but we need each other to do this...stagnant is never an option #iaedchat
Agreed…but I still think that calling it “grit” makes it sound like we’re *trying* to make it unpleasant. I appreciate the idea that learning takes discipline. I definitely agree with that. #iaedchat
A7: The Central Question or concept is where outcomes are generated. If we want outcomes that matter, we must evaluate the questions we ask students to solve. Are they relevant to Ss or others? What impact could the answers generate? #iaedchat
A7: Shift the main focus to student learning rather than student scores. Focus on providing multiple opportunities for students to experience not just a packaged curriculum guaranteed to raise scores (Data) #iaedchat
I would suggest that it has to happen in conversation with colleagues. Newer standards documents (e.g., NGSS for science) help this process, because they limit the number of standards at each grade level. #iaedchat
Thanks to tonight's participants and my partners in moderating @danpbutler and @colinwikan! Follow new friends to grow your #IAedChat PLN! Bookmark our #IAedChat google site which houses an archive of these chats, our live chats, and resources! https://t.co/RDe0s53sQ5
A7. Changes to our planning. We do not know what the world will look like in a decade, but we know it won't look the same. Plan technology integration! Plan engagement! Plan for meaningful collaboration. #iaedchat
A7: As we design instruction and utilize assessment of outcomes, we must continually ask, "Am I measuring what I need my students to learn in order to be productive, good people in the future?" #iaedchat
Thanks @danpbutler@townsleyaj & @ColinWikan for another great #IAedchat Always a great way to start the week. I was hoping in and out tonight trying to finish up getting ready for Parent Teacher Conferences this week.
A7: As we design instruction and utilize assessment of outcomes, we must continually ask, "Am I measuring what I need my students to learn in order to be productive, good people in the future?" #iaedchat
A7. Making sure that the data were accessing through assessments and testing is a necessity to test for growth in specified area for Ss. We can utilize this information through collaboration in measuring teaching techniques.#iaedchat
A7: It all goes back to meaningful assessments to go along with meaningful learning. Assessing the journey rather than the just the destination. #iaedchat
