#bcedchat Fred from Richmond, semi-retired but enjoying the roles of Math Mentor Teacher, TOC, Tutor and Volunteer. I've done math & science at secondary primarily but basically 4-12 now.
Will still intro to say I teach K-2 in a blended learning program in SD71. Interested in all sorts of things education & love being a reflective practitioner :) #bcedchat
A1: Ss reflect in their own learning - know where they are and where they are going. Ts reflect in their own teaching - use formative assessments to guide their instructions #bcedchat
I too am happy to be the “turtle” during our morning school runs - I ran enough during football....walking works for my knees these days (10,000 steps daily goal) #bcedchat
#bcedchat A1: Last week, I was reflecting on the importance of not relying on memorization but exploring, looking for patterns, connections and posing new questions to pursue as meaningful & engaging learning <-- elements of a reflective classroom
A1: A classroom wherer both teacher and students are encouraged to think about what they are learning and have space to have a voice about what is going on in the day. #bcedchat
A1: Ss reflect in their own learning - know where they are and where they are going. Ts reflect in their own teaching - use formative assessments to guide their instructions #bcedchat
And time is such a valuable commodity! I too try to build in thinking time for active thinking and reflecting (sometimes I call it a boredom break - just to let the brain do it’s thing)! #bcedchat
A1: A classroom wherer both teacher and students are encouraged to think about what they are learning and have space to have a voice about what is going on in the day. #bcedchat
A reflective classroom honours various perspectives. Instead of "right/wrong" or "yes/no" -- we have a shared dialogue on different approaches to "how" or "why." #bcedchat
A1 That both my Ss and myself can reflect upon on our learning. Always thinking “what’s next?” “What went well?””what would I do differently next time?” #bcedchat
#bcedchat A2: As mentioned by others, students are reflecting about their own process, their peers, & the class as a whole while the teacher is reflecting on their own, each student, class in general AND other's involved, peers, parents & community of PLNs are all reflecting
A2: Each visual arts projects have reflection points built in so that students aren’t always reflecting at the end. The questions posed during the process help students to question or think about their thinking #bcedchat
A2 while my community knows that I blog “each day of learning” thanks to @gcouros ) I try to model a few ways knowing that “daily journal” killed writing for me for a few years #bcedchat
#bcedchat A2: As mentioned by others, students are reflecting about their own process, their peers, & the class as a whole while the teacher is reflecting on their own, each student, class in general AND other's involved, peers, parents & community of PLNs are all reflecting
A2: Each visual arts projects have reflection points built in so that students aren’t always reflecting at the end. The questions posed during the process help students to question or think about their thinking #bcedchat
A2I think it’s important to have a variety we need to be mindful that we focus on several that are easily accessible. Too often “reflection” can be vague for our learners #bcedchat
This speaks to developing a reflective culture which includes a discipline of knowing, some guidance points to build their capacity for it (and it builds our own capacity and sensitivity.)
#bcedchat
A2: Each visual arts projects have reflection points built in so that students aren’t always reflecting at the end. The questions posed during the process help students to question or think about their thinking #bcedchat
A2 while my community knows that I blog “each day of learning” thanks to @gcouros ) I try to model a few ways knowing that “daily journal” killed writing for me for a few years #bcedchat
A2: A reflection can be open ended & come in many forms. I want my students to authentically respond in a way that feels right for them. #bcedchat Enclosed is an example from last week. Students could communicate with an essay, drawing, or poem, etc.)
Eg. last Wednesday a teacher dropped in to discuss "how students hold a pen & make an "eff" and their links to success in school. Sure sign of living a reflective teacher. #bcedchat
Yes! And provide support for those that are reflecting for “first times” (mindfully rather than ‘what did I just do’) and even more so when making connections to learnings earlier in the year...or from other years! #bcedchat
A2: A reflection can be open ended & come in many forms. I want my students to authentically respond in a way that feels right for them. #bcedchat Enclosed is an example from last week. Students could communicate with an essay, drawing, or poem, etc.)
A2: If students get used to answering the questions, what do you think? How do you feel about....? What did you learn? then they start to take ownership of the reflection process and show evidence of it in their own way. #bcedchat!
A2: If students get used to answering the questions, what do you think? How do you feel about....? What did you learn? then they start to take ownership of the reflection process and show evidence of it in their own way. #bcedchat!
A3 A reflective classroom allows my parents to feel more confident helping their children with math. It is ok to see it differently and adding their way to the many we look at #bcedchat
#bcedchat A3: just as we provide reflective points for students to enact metacognition, observation & question posing, why not do this with parents viewing class/student work? Pose reflective Qs for them to respond to; then respond showing you value their input & continuing on
A3 I like that by sharing reflections, it helps show that learning isn’t “done” just because a report came out - that was just an “oil check” on our personalized learning journey - and topics may be revisited....will be, not may... #bcedchat
A3 A reflective classroom allows my parents to feel more confident helping their children with math. It is ok to see it differently and adding their way to the many we look at #bcedchat
Ive had parents explain to me this is how my brain sees this question and my son saw this but we both got the same answer. Wow is this really math. #bcedchat
A3: Ss reflections give me such a good indication of where they are at in their thinking processes. It becomes part of formative assessment with the power to drive further instruction. #bcedchat
A3: So much of visual arts is judged based on the final product. Using their reflections, students can communicate what they did/learned even if the final piece didn’t turn out they way they had visualized. #bcedchat
#bcedchat A3: just as we provide reflective points for students to enact metacognition, observation & question posing, why not do this with parents viewing class/student work? Pose reflective Qs for them to respond to; then respond showing you value their input & continuing on
Gosh. You make an excellent point. I feel the same way. You don't know what you don't know. Students provide a lot of insight. I like how it's guiding your practice. #bcedchat
A3: Ss reflections give me such a good indication of where they are at in their thinking processes. It becomes part of formative assessment with the power to drive further instruction. #bcedchat
A3: Interesting question. I think when the reflections line up with the #corecompetencies then it is easy to communicate this info, with parents. #bcedchat
#bcedchat And then we lose the wonder of the creative process, decision points, all of which are a product of reflection. I love what reading & writing workshops have done for reviewing & reflecting on drafts & including them all in the 'product'.
A3: So much of visual arts is judged based on the final product. Using their reflections, students can communicate what they did/learned even if the final piece didn’t turn out they way they had visualized. #bcedchat
Q4: How can adults model the value in being reflective to students? #bcedchat
ps - while I blog “each day of learning” - my first advice for .edu bloggers is “don’t”. Find what works for you. And try different formats!
A3: Reflections give students the opportunity to showcase their growth in the core competencies of communication & thinking (creative & critical). It empowers students to understand &grasp how they learn. #bcedchat
Q4: How can adults model the value in being reflective to students? #bcedchat
ps - while I blog “each day of learning” - my first advice for .edu bloggers is “don’t”. Find what works for you. And try different formats!
A4 This is such a difficult thing even for adults! I tell students this all the time. It’s hard work, it if we keep doing it it gets easier! I don’t even think I’m an expert but I’m working on it. That’s how I try to model. #bcedchat
#bcedchat A4: I was thinking of the power of Fishbowl activities where students (and interested adults) observe experienced learners parse a poem, solve a problem etc. modelling their thinking. Makes learning a human process & allows students to see themselves involved in it.
Sliding in late for #bcedchat this gorgeous weather has my two littles trying to stay up later. Kyla- grade 6/7 Maple Ridge. Looking forward to tonights topic.
A4 This is such a difficult thing even for adults! I tell students this all the time. It’s hard work, it if we keep doing it it gets easier! I don’t even think I’m an expert but I’m working on it. That’s how I try to model. #bcedchat
A3: I think I am going to have to come back to this question. It has really got me thinking. Always think of reflection as being a very personal thing. Think I would ask permission from student before sharing with others. #bcedchat
An interesting reflector is @TheWeirdTeacher who has a weekly chat that is based around a weekly blog that connects with his thinking and reflecting - weds night 7pm at #weirded#bcedchat
A4: I have done surveys with Ss and ask them in mini-interviews what goes well in class, what they would like to change, etc. I also make an effort to show Ss I value formative assessments - by showing them I reflect and these FAs guide my teaching. #bcedchat
A4: By being honest with the class during the day about how the lesson is going to them. Sometimes I have to apologise to my class for taking over, or for not motivating and sometimes I am dancing all around the classroom in excitement about the learning going on! #bcedchat
A4: I have done surveys with Ss and ask them in mini-interviews what goes well in class, what they would like to change, etc. I also make an effort to show Ss I value formative assessments - by showing them I reflect and these FAs guide my teaching. #bcedchat
A4: Also, it's sometimes good when Ss see us struggle a bit. We model that we reflect and improve. We need to show them that it isn't easy even for us! #bcedchat
I used some @tweetsomemoore self reflection check-ins with my kids around our BC competencies - interesting seeing them think about why they think what they do! #bcedchat
I used some @tweetsomemoore self reflection check-ins with my kids around our BC competencies - interesting seeing them think about why they think what they do! #bcedchat
#bcedchat A5: I should have seen the Qs ahead of time so I could give more reflection to them.
Oh, this is one strategy, think time!
Think: Pair: Square then larger debrief
A5. As most of my classes are based on the design process we are always reflecting and reevaluating our projects. My students journal write at each stage of their project #bcedchat
A5: Journal - daily goals that require a reflective follow up. But also: talk time, posted learning goals, sketch it out, teach someone your new skill, exit slips, model reflection, journal or sentence prompts #bcedchat
A5: I try to model reflection as frequently as I can. I also try to congratulate Ss who are authentically and naturally reflecting in the classroom. Ss have opportunity and are encouraged to reflect frequently and we also share our reflections with the class. #bcedchat
A5. As most of my classes are based on the design process we are always reflecting and reevaluating our projects. My students journal write at each stage of their project #bcedchat
I am definitely a journal person... free-writing... getting thoughts down... I do this via blog to model for my students what I am expecting. Love all of your other ideas too. Lots to do. #bcedchat
A5: Journal - daily goals that require a reflective follow up. But also: talk time, posted learning goals, sketch it out, teach someone your new skill, exit slips, model reflection, journal or sentence prompts #bcedchat
#bcedchat A5: asking students to listen, & respond to fellow learners, getting them to empathize, parse the other's thinking. Ask another student to explain the vertical work of others so authors plan for this to happen building clarity in their solutions.
A5: The simple answer is we chat. My 6-8 year olds are rarely silent when it comes to thinking "outloud." They also love building on what another student has said. They see reflection as a way of helping each other and me understand what is going on. #bcedchat
I do love exit slips - use a variety around our “escape from the indoors” times! But they gotta share before they are free! (my non-writers have speech options) #bcedchat
I am definitely a journal person... free-writing... getting thoughts down... I do this via blog to model for my students what I am expecting. Love all of your other ideas too. Lots to do. #bcedchat
A5: Journal - daily goals that require a reflective follow up. But also: talk time, posted learning goals, sketch it out, teach someone your new skill, exit slips, model reflection, journal or sentence prompts #bcedchat
Agreed. Model what you want to see from your students. Love that you are vulnerable and share your thinking via mistakes or success.
Oh... and welcome to #bcedchat Angela.
Q6: How often should students reflections be done in class? #bcedchat
I’m curious about this one - what do “you” think is appropriate in terms of ‘frequency’
Q6: This is part of the art of teaching. No formula or number to propose. When you know that it will be powerful, when you know that there’s time to do it justice and make it meaningful. It should be ongoing but always out of responsive to students. #bcedchat
A6 I would love to say they should be done everyday but it is a growth process for my Ss so we do it more during the projects and less as a daily activity #bcedchat
A5: The simple answer is we chat. My 6-8 year olds are rarely silent when it comes to thinking "outloud." They also love building on what another student has said. They see reflection as a way of helping each other and me understand what is going on. #bcedchat
A6: BUT I need to stress that my best reflection happens when I am not like, reflecting-reflecting. Something to keep in mind. Example: lots of thoughts tonight while cleaning grout - haha. #bcedchat
A6: As frequently as I can while still keeping it authentic and not forced. The core competencies are used daily in class and really allow for a reflection time. #bcedchat
They look at the daily and weekly schedules, consider the big ideas we are working on and select from there. Their choice. @montessorimice's visuals are my everything #bcedchat
I love how chatty my group is but it helps that my high school is small and they take 4-5 classes with me. My class is like their second home almost the elementary model #bcedchat
A6: As teachers we love to formalize things. Would love to see teachers tonight have confidence to do their own thing and really listen and get to know their students and what makes them tick. #bcedchat
A7: I have a @edutopia sheet about "53 different ways" to check student learning. To keep things fresh for students, I often try different approaches from this handout. #bcedchat
We can not move backwards on this issue, children are dying when they are misunderstood, bullied or not accepted. Let Educators do their job with the excellent SOGI materials available. Respect and learn everyone's uniqueness. Please! #SOGI#SurreyBC#bcedchat
“Shower ideas” is what I call them. - and why I try to give my kids time to be bored (when I intro’d this to my current group - they were surprised how nice it could be to “do nothing but think” -even just for a few minutes #bcedchat
Reflections should be a regular portion of the learning cycle. Learn, apply that learning in creation, reflect, repeat. It’s a great way to dig deeper into learning and give you a resource to return to if you ever need a refresher. #bcedchat
Reflections should be a regular portion of the learning cycle. Learn, apply that learning in creation, reflect, repeat. It’s a great way to dig deeper into learning and give you a resource to return to if you ever need a refresher. #bcedchat
A7 I believe they are a form of formative assessment and help me and the student understand their learning and how we can develop further in our thinking. #bcedchat
A7: No, reflections are personal and should not be evaluated. However, we can give feedback, or prompting questions that help them to go deeper, so that Ss become better at reflecting in their learning #bcedchat
A7: Not in any formal way but the teacher needs to listen, read, or watch what students have to say. Learning to be an advocate is important for the student and teacher. Validating reflections is important. #bcedchat
A7: Reflection might be the silent, hidden component of evaluation. If Ss are able to reflect during formative assessment it (reflection) will be a bystander of the evaluative process. #bcedchat
A7 I don’t. But I comment, teach good reflections and have a level of expectation for the reflections. Also, good guiding questions help encourage good reflections! #bcedchat
I attach to lesson or folder with project. Instantly, I can see if my lesson or strategy connects with students. It identifies what I need to modify or review for upcoming lessons #bcedchat
A7: No, reflections are personal and should not be evaluated. However, we can give feedback, or prompting questions that help them to go deeper, so that Ss become better at reflecting in their learning #bcedchat
#bcedchat You got me thinking about 'proflecting' as proactively planning for reflection (which often occurs for me while lying in bed and supposedly sleeping). It is also involving the "art & science" of teaching as has been elegantly mentioned tonight.
A6: BUT I need to stress that my best reflection happens when I am not like, reflecting-reflecting. Something to keep in mind. Example: lots of thoughts tonight while cleaning grout - haha. #bcedchat
A4: I always answer my students question with another question. In doing so, they see that it is ok not to have the immediate answer, it shows that questions are integral to learning and it challenges their own thinking. #bcedchat
Q5: Thumbs up, sideways or down. Talk first, write second. Prompts for writing. Sharing circles. Standing on a large number line placed on the floor. Ss position themselves from 1-10 and as a response to a variety of reflective statements. (Good staff activity too!) #bcedchat
So...I have a student who hates reflecting because they know they “could’ve done like a thousand ways better....maybe even a zillion...”(actual quote)
Q8: What are some obstacles and possible solutions to student reflections in your class? #bcedchat
Q5: Thumbs up, sideways or down. Talk first, write second. Prompts for writing. Sharing circles. Standing on a large number line placed on the floor. Ss position themselves from 1-10 and as a response to a variety of reflective statements. (Good staff activity too!) #bcedchat
#bcedchat A7: Carl Leggo taught me, "It is not whether a poem is good, but what the poem is good for." Reflect on what this means if you want to 'put a value' on metacognition. Realm of formative rather than summative. Never with a number attached
A8 as said before reflecting can be exhausting and time consuming to encourage. It’s like exercise. So easy to make excuses and not focus on it! And like exercise it needs to be a daily practice so it becomes embedded in your way of life. #bcedchat
#bcedchat A7: Carl Leggo taught me, "It is not whether a poem is good, but what the poem is good for." Reflect on what this means if you want to 'put a value' on metacognition. Realm of formative rather than summative. Never with a number attached
A8: Sometimes it's my inability to identify the developmental level of a S. Self-reflection (theory of mind). metacognition (thinkging about thinking) will look like wherever the S is developmentally. When I think this way I'm less likely to think a S is not doing it.#bcedchat
A5: Each reflective question has a different purpose. Guide them through the process, examine the mediums used, extend their creativity, ask them about risk-taking, and ownership of their learning. The variety of questions used extends their own reflections. #bcedchat
A8: I have some students who really struggle opening up and communicating their thinking. I allow students to write, draw, video, or ask me to scribe for them. If they come up with a different way to reflect I am all ears. #bcedchat
Yes. Teacher Candidates, for example, get tired of it. Lots of reflection in teacher education. It's good but to what end. Hope we don't turn off students from reflection. It should be embedded in the process of learning. Needs to feel right and purposeful. #bcedchat
A8 as said before reflecting can be exhausting and time consuming to encourage. It’s like exercise. So easy to make excuses and not focus on it! And like exercise it needs to be a daily practice so it becomes embedded in your way of life. #bcedchat
A7: Honestly, I use it to evaluate myself. Am I connecting the material to these students?Student reflections allow me to see where I need to review ... And where I can further explore. #bcedchat
#bcedchat A8: We were not raised in a reflective culture. Our students will have a much greater ability to do this as we Ts strive to build it into ourselves & our classrooms. Overcoming ingrained culture for us first is likely the greatest obstacle.
Yeah - shifting mathers into my “descriptive feedback only” world was tricky for some who like to add up all the ✔️s tad easier for those accustomed to seeing lots of ❌s #bcedchat
Yeah, that's what I mean. If we are reflecting over the course of the term wouldn't you assume that the positives of reflection rub off on the assessment? Why reflect then? #bcedchat
A8: I like reflection that moves thinking forward. And is fun. And not just critical. Something I am proud of, wonder about, question myself about. If the Queen was looking at this I think she would say... because... #bcedchat
So...I have a student who hates reflecting because they know they “could’ve done like a thousand ways better....maybe even a zillion...”(actual quote)
Q8: What are some obstacles and possible solutions to student reflections in your class? #bcedchat
A6: Everyday!!! It should be an integral component of verbal feedback. However, I don’t make my students write it out everyday as I want them to internalize the process so that it becomes natural and not “just a school activity” #bcedchat
Still love one of my @UBCEduc profs who made us respond to a novel the same way each day till some were ready to mutiny: the real lesson was don’t always do the same damn thing because it starts to suck (except for my daily blogs....right?😜) #bcedchat
A6: Everyday!!! It should be an integral component of verbal feedback. However, I don’t make my students write it out everyday as I want them to internalize the process so that it becomes natural and not “just a school activity” #bcedchat
Still love one of my @UBCEduc profs who made us respond to a novel the same way each day till some were ready to mutiny: the real lesson was don’t always do the same damn thing because it starts to suck (except for my daily blogs....right?😜) #bcedchat
yes totally agree! reflecting can be challenging for math as traditionally it's in the point-collecting paradigm. it has been an interesting journey going from counting points to rubrics and descriptive feedback in math. #bcedchat
This makes me think of Kelly Gallagher's work. He models EVERYTHING and it works. The bonus is, that if we take the plunge to be more vulnerable in class, our students will be too. #bcedchat
A7: The written reflections are evaluated as analysis and communication are essential learning outcomes of the MB visual arts curriculum. The verbal reflections help me to formatively assess their thinking but no make is given. #bcedchat
I love this! Even my favorite reflection platforms and strategies can get old after a while. You have to switch it up to stay engaged. What a great lesson! #bcedchat
Q10 is out... #bcedchat
Whew... Thank you @technolandy for co-modding with me tonight. Many of you had mentioned yourselves and how you reflect on your practice (with your students). And Ian, EVERYDAY on his blog.
I'm wondering what your thoughts would be on this -- the current practice at our school is to attach Ss term end self-reflection for each course to the report cards (grade 8 & 9 only). #bcedchat
