The Breakfast Club – #BFC530 – is a 15 minute, 1 question Twitter chat every weekday. We chat in 4 timezones Mon-Fri – 5:30am Eastern, Central, Mountain, and Pacific Times. The mission of BFC is to empower participants to make a difference in education by engaging in consistent reflective practice in a supportive community that inspires and challenges one another.
Good Morning #bfc530 Kevin, 7th grade history teacher from NW NJ up early to shovel some snow, spread some salt, and head off to school on a delayed opening
Good morning! Topping off a discussion of Segregation and Integration with the great movie "Remember the Titans" in class today. Kids are enjoying the music! (me too!) #bfc530
I love project based learning. ANYTHING that means kids are applying what they know to meaningful tasks is a great way to assess learning. Games/simulations are my favorite way to make it matter to kids if an authentic project isn't available. #bfc530
A few years ago I realized we should be more transparent: it’s custom to put our objectives on the board, but why don’t Ss know the standards we are covering as well? I come up with a plan w/ another T at an #ecet2 on how they can reflect on standards to show learning #bfc530
Some of the best ways to assess students, apart from testing, include observations, conversations and other student products. Effective assessment also requires timely & specific feedback. This is the approach outlined in our Growing Success policy document in Ontario. #bfc530
I love Google classroom to ask a question, exit tickets, journal writing, having kids get up and stand in different parts of the room for "agree" or "disagree", partner discussion of a question (while I lurk and listen in ...) #bfc530
In Lang Arts, growth from first drafts to final drafts in writing, responses to the reading, spiderweb discussions, booktalks, etc. No need for quizzes or tests in the subject I teach.
#bfc530
I literally walk around the room, for most of class time, watching students work and provide questions for them to answer to get "unstuck". I know which ones can, which ones need to be challenged, which ones need more practice, and which ones need to be reteached. #bfc530
#bfc530 I love using exit tickets to assess #student learning; #students can be authentic in their feedback, and there is time to apply take-aways to the next day's lesson.
I agree w/simulations. The best part of a sim is asking a student about a move or decision and they back it up with actual historical events that you have studies or they did further independent research to learn. #bfc530
#bfc530 I agree with this 100%. I love team based stuff. I've come to realize, too, that you have to teach the teamwork and know you're assessing their team process and the content. This is what makes it so valuable!
I teach grades 1/2 and I have never tested my Ss. I can get an accurate idea of where they are from observing and conferring. It takes time to set up structures which support 1:1 conferencing though #bfc530
Assessing the learning ... I know this sounds antiquated, but I talk to the kids. While kids are working through the activity, I engage in conversation... push them a little harder ... explain something differently ... all done in real time. #bfc530
So many things make great assessments: journaling, discussions, projects... but when I hear students explain their process to other students, that’s often the best reflection of learning there is #bfc530
I would totally love this time to go workout, but I am still getting over my sick week last week. Started working out this week and I can barely walk! LOL #bfc530
Snow day today for me too, here in Maine! The sleet is built up on the windows. Ss presenting is my fave way of assessing, by using Slides or @flipgrid or making models. Discussion and observation are up there as well. #bfc530
Sometimes they still need to struggle through the content, working together helps get the kinks out sometimes, sometimes a quick clarification from me may help too #bfc530
Some of the best ways to assess students, apart from testing, include observations, conversations and other student products. Effective assessment also requires timely & specific feedback. This is the approach outlined in our Growing Success policy document in Ontario. #bfc530
There are at least 3 types of #Assessment Assessment of Learning (Summative), Assessment for #Learning (Formative) & Assessment As (A tool) Learning. All 3 are required in the Syllabus docs for New South Wales, Australia. Check out:
https://t.co/LI2GtlT2we#bfc530
So many great ideas!! I think the poorest form of assessment is actually a quiz or test - especially since kids get nervous & often don't do very well, therefore don't show their learning accurately.
#bfc530
W student learning outcomes (SLOs) well defined frequent formative assessment may enable you to gauge progress, productivity, and success in learning. Check the mile markers on the journey #bfc530
#bfc530 Multiple little formative assessments all day long. From thumbs up/thumbs down to exit tickets. Build a toolbox of “checks of understanding.” Use a few every period.
I love Google classroom to ask a question, exit tickets, journal writing, having kids get up and stand in different parts of the room for "agree" or "disagree", partner discussion of a question (while I lurk and listen in ...) #bfc530
Good morning everyone. The best way to assess or check on learning without giving a formal assessment is to just ask. Having the responses recorded through video saves the responses for future reflection. #BFC530
I've changed my tests, after students turn it in, they get a second chance to look at questions they've gotten wrong, and, after 1 more attempt, we talk it out #bfc530
Sometimes I throw a quiz at the kids after a reading/video just to make sure they were paying attention ... keeping them honest. I usually don’t want kids taking notes during a video because I actually want them to watch the video. #bfc530
True. I teach math, so I stress that I don't care about the how, as long as the students can explain to me how to do it correctly. If not, we learn from our mistakes. #bfc530
Have to admit, I love them.
They can be poorly made, though. I've made bad ones.
For me the trick is not overpacking the rubrics.
Content focus and demonstration of knowledge and skills req careful thought and planning in rubric wording.
#bfc530
My Ts do that too. We call them SWYCADS (show me what you can do) & if they can explain their mistakes in a conference (learn from mistakes) they get a better grade.
#bfc530
Have a look at:
https://t.co/LI2GtlT2we Assessment of Learning is typically graded the other 2 types, Assessment for Learning and Assessment As Learning would usually be qualitative- high quality feedback. #bfc530
Agreed, Kathy. So many tests are design to get at knowledge ‘quantity’ instead of true depth of understanding...so many other ways to assess more effectively! #bfc530
I appreciate that. We can underestimate how much of an impact social stressors can have- how is that affecting their performance? Their output? Their well-being? #bfc530
I know ... right. I know I should incorporate some expensive technology to make it “work better”, but dang I am just so stuck in the age of Socrates. LOL 😂#bfc530
Snow day today for me too, here in Maine! The sleet is built up on the windows. Ss presenting is my fave way of assessing, by using Slides or @flipgrid or making models. Discussion and observation are up there as well. #bfc530
There are times where i encourage group work, and times when I give the option of solo work. Maybe a @Flipgrid video, explaining a question or prompt?? #bfc530
Tests are an instructional delivery issue for me. Tests are about regurgitation which means I do 90% of the work delivering content.
Shift the assessment, and you shift the learning ownership.
#bfc530
For writing, though, I like to have the class use it as a guide for remembering all the structure points that go into writing formally and academically (6th grade): indent, capitalize, topic sentences, transition words, etc. They are still learning and need the support. #bfc530
In todays day an and age, I look on the internet for anything I need to know. This summer, I replaced something in my car by looking on youtube. #bfc530
For us everything comes back to the standards. We start there and the kids unpack the standards and discuss what it means then we rewrite it in kid friendly language. This time on S said,”I know what all this means! We are really getting good at this!” #bfc530
#bfc530 I teach middle school. Social stressors are HUGE. A little direct instruction, norms and expectations go a long way towards helping structure group time... especially with nonpreferred groups!
I love 6 trait rubrics for writing. Covers all the areas & Ss who have poor grammar and spelling, but beautiful word choice and sentence structure still do well and see themselves as writers.
#bfc530
In reply to
@susankotch, @MrU_ishere, @MrTravisDrake
I agree. Even with my little ones we model how to decline respectfully when someone wants to work with you: "Thank you, but I was thinking of working with _____ today." They do it on their own now and it makes a difference. #bfc530
In history I struggle with that. I have done things like having students complete their chapter ?'s and use that sheet to take the quiz. Im assessing their ability to pull out needed info from a text rather than just memorizing the facts. #bfc530
I can appreciate that. Those are the very bad ones. Those don't allow for different learning modalities or personalities.
They can be written to elicit core content understanding w/o prescribing the final product.
That's why I write my own.
#bfc530
I use @seesaw for informal testing frequently. Whether it’s a recording of a #math strategy, a #booksnap, a reflection or anything else. @Flipgridis great for this too #bfc530
Have to admit, I love them.
They can be poorly made, though. I've made bad ones.
For me the trick is not overpacking the rubrics.
Content focus and demonstration of knowledge and skills req careful thought and planning in rubric wording.
#bfc530
Falls into the ELA standards which focus on being able to pull text to support an answer. You are right on with the cross-discipline learning there, buddy! :) #bfc530
I don't allow students to pick their groups, and Im honest. 1) Its rare in life you get to choose who you work with 2) More importantly, I see those kids wandering around room dying inside, hoping that someone says "Hey, come join our group" that never comes #bfc530
In reply to
@culliope, @lethajhenry, @gilkatgil, @DrKnicki
A RACE or RAP rubric is great for those. For short-answer responses, I'm grading only content. For longer pieces, I'll include a grammar/mechanics component as well. 1-4 scale for grading (we are #sbg, so it's the norm) 1 - below gr level/does not attempt, 3- gr level
#bfc530
I agree completely. It's important for them to learn to work with all kinds of people, not just their friends and it's heartbreaking to see Ss who are rejected (reminds me of the way I was chosen for teams in PE...always painfully last)
#bfc530
In reply to
@CoachKCullen, @culliope, @lethajhenry, @gilkatgil, @DrKnicki
#bfc530 so I was always stuck with the kid(s) who would do nothing, because the teacher knew I'd carry the group. It was years later than I realized I owned some of that, the other kid did and so did the teacher. I'm passionate about teaching group work skills for this reason!
In reply to
@carlameyrink, @CoachKCullen, @lethajhenry, @gilkatgil, @DrKnicki
I will often use protocols without calling them protocols and have the Ss move through discussions and roles in that way. Eventually they can internalize some of the steps.#bfc530
In reply to
@culliope, @CoachKCullen, @lethajhenry, @DrKnicki
In beg of yr is discuss how to resolve conflicts w/decisions. What happens if a majority always gets their way? How do you resolve deadlocks? (Great to see groups still doing rock. paper, scissors into the spring). Then just bringing up typical issues of specific prjcts #bfc530
In reply to
@culliope, @lethajhenry, @gilkatgil, @DrKnicki
I never give sit down exams. Ever.
Instead, we are constantly assessing & giving feedback every single day.
Student centered pedagogy like #QRBreakIN offers a more accurate feel of individual learners on the fly & pinpoint where they’re stuck. https://t.co/iyKPKpkYxa#BFC530
In government, projects, papers, & Socratic seminars.
Some faves:
👍🏽Presidential campaign management plan #ElectoralCollege basics
👍🏽Evaluate alternatives to Electoral College
👍🏽Discuss segregation & de facto segregation
👍🏽Discuss exec orders 9066, MD school calendar
#bfc530
Being a special needs class, I don’t do any official “tests”. I use observation, working w/ the student to see their progress, asking for verbal responses, watching Ss in everyday conversation, etc. I also love using @GoogleForEdu Google KEEP to take notes #BFC530#SPED#SpecEd
It doesn’t have to be that way and I’ve seen plenty of times when this isn’t true. I’m totally into assessment design and seeing what’s next. The what and how we ask of our Ss on assessments is going through innovation — as we tweet. #bfc530
