Welcome, welcome everyone to #BMoreEdChat -- I am stoked to be here with you tonight. Start off with an intro -- name, position, location, & biggest success thus far this school year.
I am Brian, middle school ELA teacher on the Eastern Shore, and my biggest success in our short time back is having each of my students shake hands with me every morning. #BMoreEdChat
Dan from Wisconsin. I teach HS science. Big win came from a coworker. Convinced him it was better to give feedback directly after Ss finished an activity to correct mistakes and not have to grade it. He wished he had been doing that sooner. #BmoreEdchat
Very timely. He tried it again today and was able to talk with each S before the end of class. Giving feedback and building relationships. #BmoreEdChat
Trae, 6th grade ELA in Perryville. A big success so far: I changed a my mentality about moving barriers (battles over Ss not being prepared). If they need it, I always have it and we keep it moving! #BmoreEdchat
Welcome, Kait! Seeing anything work smooth is a success in the opening 2-weeks at school; I am still working out some of those reading kinks. #BmoreEdChat
Hi! #BMoreEdChat - Rian here from #LaurelHighSchool in @pgcps! Proud Special Educator ( 9th and 10th Grade English) When students celebrated one another's writing with poetry lounge snaps (unprompted by ME). #BuildingCulture
Steve here. College Counselor at Loyola Blakefield HS in Towson, MD. Working w/a Sr student who just transferred in from MI. Never easy during sr year, but we’re figuring it out. #BmoreEdchat
I teach with a mastery model with student discovery. Feedback is me talking with each S after they complete a set toward mastery to discuss misconceptions and validate thought processes. It’s all verbal and Ss make changes or additions, not me. #BmoreEdChat
A1: Specific words and/or symbols that guide growth. Student-Teacher Conferences. Rubrics. Data Review with GROWTH in mind. MINDSET: We are growing together and heres how we can do it! #BMoreEdChat
Thanks for joining us tonight, Rian! Love it! You gotta share those poetry moments! It is amazing what kids come up with when given the opportunity. #BmoreEdChat
A1: Oh, yes. We use rubrics and self-reflection as a starting point for mastery. The letter is nothing more than a starting point in my class. #BMoreEdChat
A1: Students knowing what the success/mastery criteria and teacher offering specific, personal notes to help them achieve--less focus on the grade and more on the journey to improve #GrowthMindset#bmoreedchat
A1: Feedback should be useful/meeningful. The only way anyone can improve, make changes, and most importantly, be encouraged to grow, is from this type of feedback. We try to praise Ss aloud so they know it’s okay to salute success. #BmoreEdchat
I think one part we often forget about feedback is creating the time for students to use the feedback; there was be a next step in place to use it. #BmoreEdChat
2/2 They get written feedback to focus on weaker areas but each level also incorporates elements of the lower levels (like a video game does). #BmoreEdChat
Feedback varies teacher to teacher. We have some that go above & beyond to engage & challenge. I am often in awe of their generosity & positivity. #BmoreEdchat
Feedback varies teacher to teacher. We have some that go above & beyond to engage & challenge. I am often in awe of their generosity & positivity. #BmoreEdchat
hi #bmoreedchat! I'm so happy to be back with you awesome learners! @Owl_b_TorresEdu's tweet reminded me that it's Wednesday and I am missing out! I teach kindergarten in Lake Tahoe, NV.
A2: This is a great question. Community circles around growth mindset and failure. I love sharing stories of times when I fell flat on my face but got up and kept on going. #BmoreEdchat
A2: It’s not really a process, because we are communicating all the time. My classroom is a constant conversation so feedback is just part of the loop. #BmoreEdChat
A2: As an admin, I always prepared Ts, Ps, Ss by starting with the positives or asking them their thoughts on the situation. When dealing with feedback I want people to understand that the feedback is meant to help not hurt. #BmoreEdchat
A2: Best advice I ever got about giving feedback indirectly came from @rrsiers. Tell each of your students (athletes too) you care about them and love them. Let them hear you care for them; it makes a difference in how they take feedback from you. #bmoreedchat
A2: We give Ss a pep talk. Our feedback will be like layering a hamburger; we’ll start you off with a +, then a work on, then another +. Sometimes, the goal is about improving the writer not the writing. #BmoreEdchat
I just tell them we are going to talk and change things instead of mark them wrong so it’s ok to try even if you don’t know. They aren’t used to that but they really like it instead of marks on the paper. #BmoreEdChat
Reminds me of @brewerhm and his morning announcements. "If nobody told you they care about you today, Mr. Brewer loves you." I repeat this daily with my students. #BmoreEdchat
Me, too!! Now if you guys will excuse me, I have my regularly scheduled Twitter chat over at #BmoreEdChat. You guys should check it out. ❤️ #bearkats4OCF
A2: Like anything in teaching, modeling is important when it comes to feedback. Do your students have the opportunity to give you feedback and are you vulnerable enough to leave yourself open to their critique. If not, why should we expect any different from them? #BmoreEdchat
A2: My job is often giving feedback & telling them what they don’t want to hear. LOL. The key is getting them to take ownership for themselves, not from me. Building towards self-actualization before entering the next phase. Most times I never know, only hope. #BMoreEdChat
Natalia here, A2 I work with ELLs and all the written assignments are assessed using WIDA proficiency level rubric. Students know the rubric and can apply it to their writing piece. It provides consistency. #BmoreEdchat
Valid point. Though if student centered means designing the learning environment to elicit what the child needs and leverages what the student is interested in to get there.... #BmoreEdchat
In reply to
@Owl_b_TorresEdu, @woody_cindy, @educationweek
I find taking ownership is hard with some kids. How do you motivate those struggling students who do not want to put in that extra effort? #BmoreEdChat
Hi Alex. I’d love to hear more about students giving authentic feedback to teachers as part of the modeling. Can you tell more about how you’ve done this or seen in practice? #BmoreEdChat
#BmoreEdchat This is my 12th year as a Baltimore City teacher. I am also new to Twitter, so be gentle. I use rubrics and point out “glows” and “grows” on assignments. This helps me find the strengths in work of struggling students and push those who have mastered content.
Unfortunately, we tend to check in at times when it’s too late to make a change for the kids actually taking the survey. Instead, what if we did something like this? #BmoreEdchathttps://t.co/eKpcHCfx1A
A2: I’m a big fan of rubrics and going over them well before hand. Students know what is expected. If I can show previous examples of good work I will. I want them to know what’s coming. Also talking about growth mindset and learning from mistakes #BmoreEdchat
I never say something is wrong or they did it incorrectly. It’s usually asking them ?s and letting them direct the convo making suggestions for changes or additions. I also tell them most things have more than 1 acceptable answer, we are just covering all the bases. #BmoreEdChat
A3: In our advisory groups with Ss, we recently discussed respect, and an example was used to show that, in most cases, it’s not WHAT you say but HOW you say it. Feedback shouldn’t be traumatizing. #BmoreEdchat
Personally I worried/wondered about whether the teacher had seen a true implementation of student centered...hard to love it if the resistance never left #BmoreEdchat
In reply to
@mrterborg, @woody_cindy, @educationweek
A3: Framing feedback one on one first. I love to start with something positive even if it is little. I also believe giving feedback without support or thoughts on how to improve makes kids feel helpless. Next steps are how I always close. #BmoreEdchat
I’m all about “gentle confrontation.” In my individual meetings I often ask for clarification from them or repeat back what I’ve heard to help them hear themselves. Granted, not a classroom, but it helps them see their own thinking errors. #BMoreEdChat
Award ceremonies, heritage nights, book fairs, music festivals, plays, robotics / steam events, coding nights, Art shows, fairs with games, food #BmoreEdChat
A3: Stone and Heen state that there are three types of feedback: appreciative, coaching, and evaluative. They state that individuals need to hear a balance of all three in order to accept any of them. #BmoreEdchat
#BmoreEdchat A2: I work with students to understand and be honest about their own strengths and weaknesses. Once they can do this, they are more open to giving and receiving feedback.
A3: I will show give students options of areas to focus on..possibly four areas and tell them we are going to focus on two of those areas....I hope they will take ownership of those two areas. #bmoreedchat
A3: I use the Marshmallow Sandwich; something fluffy, hard feedback, then something fluffy again. They get positive feedback with *at least* a 2:1 ratio. #BmoreEdChat
A3: Taylor Mali has a poem called “Like Lilly Like Wilson” where he facilitates a students critical thinking in a way that brings her to realizing (through her own reasoning) the error of her ways... this, to me, is the art of teaching. #BmoreEdChathttps://t.co/pSdXw8Rx97
Q3: Make sure that the good in anything is pointed out first. Talk to them about building and growing. On bigger longer term assignments I like to break down into chunks and meet with Ss individually to go over strengths and weaknesses and what to work on #BmoreEdchat
If I say something is wrong, I usually praise their thinking. It's getting to the point where I can visualize what they're doing and where they're going. So, the risk taking.. #BmoreEdChat
Unfortunately, we tend to check in at times when it’s too late to make a change for the kids actually taking the survey. Instead, what if we did something like this? #BmoreEdchathttps://t.co/eKpcHCfx1A
#BmoreEdchat this is where the gentle confrontation (or sometimes not so gentle: Gestalt or Glasser Break our freely in my room) comes into play (from my end). “Help me out here, you say x, but you’re doing y...” kind of thing.
For example, somewhere along the lines my students get the idea that non-fiction books are real books and fiction books aren't. When I did a thumbs up question, one 1st gr S stood alone and said fiction books are real. We dove into the reason why and how the S felt>
The S felt very uncomfortable when the S realized they were all alone in their thoughts. The S was right and I praised the S for standing ground. #leadership#bmoreedchat
I love it! I think you have to post the results for kids to see too ... i think you need to public to keep one accountable and push them to grow as a teacher #BmoreEdChat Thanks for this gem @justincholbrook !
In reply to
@justincholbrook, @alexstubenbort, @justincholbrook
Everything is done in class and designed to take between 10-25 minutes in an 85 minute block. When Ss complete anything not summative we talk about it and they get feedback about it during and after each activity. #BmoreEdChat
A4: I really think there is a lot more opportunity for feedback with the blended learning models that many Ts are using in their classrooms...however the feedback is provided it needs to be in a timeframe that still offers Ss the opportunity to change their learning. #BmoreEdchat
Agreed! I usually made a powerpoint afterwards to share the feedback and I would reference it throughout the next quarter. Remember you guys said you wanted me to.... #BmoreEdchat
A4: Stations and small group time --- That is when I have writing conferences with students, but I also allow peer conferencing during this time too, everyone has a writing partner. #bmoreedchat
A4: individual meetings to go over rough draft and project ideas. Pushing students to develop their skills and work. Peer review is another way to get students to give each other feed back. Trying to get students to be critical of their own work is hardest #BmoreEdchat
A4: Happily, on the academic side, our curriculum lends itself to providing regular feedback. Our mantra has become “read like writers, write like readers.” In this way, we don’t have to wait to write feedback. Also, hall duty for non-academic cases. #BmoreEdchat
Build the relationship. Start with something they like to do or are comfortable doing. Figure out what motivates them. Sometimes it takes a carrot. Other times a ... #BmoreEdchat
A4: I spend time in the hallway and in the classroom as a school leader. Takes purpose and a fitbit to move but you cannot give feedback unless you are PRESENT! #BmoreEdchat
A4: Students rarely work in isolation. There are success criterias for every activity; they can check their own mastery with elbow partners and/or collaborative group mates. Peer feedback can be ongoing & priceless when students understand your criteria for success #BmoreEdchat
Q4: i also make it a point to go over tests in detail especially the tricky questions. Walk students through their thinking and mistakes. Helps them build confidence and their metacognition on tests #BmoreEdchat
A4: the school recently began semesterly student classroom Evals a few years back. Our Dept been doing yr end student & parent evals for years now (bc, I know, we’re awesome). Hard to not take personally, but often makes me a better counselor for the next year. #BMoreEdChat
Agreed. Everyone must verbally share and let students know success criteria when working towards a goal. Give them marks to hit along the way. #BmoreEdChat
I teach kindergarten and we have a @responsiveclass closing circle each afternoon. I often ask a reflective question i.e. How did you like this new center I or Did your first color family activity make you look forward to more? They give thumb responses. #bmoreedchat
A4: Record giving students feedback with a @goswivl -- Let them see how they take it. Also, examine your teacher word choice too when offering. I did it once and it amazed me how powerful my word choice was in giving feedback. #bmoreedchat
In kinder, I emphasize being proud of what we know now and working toward what we can't do yet. Stand Tall Molly Lou Melon is a great book & @classdojomojo has great growth mindset lessons #bmoreedchat
When “feedback” is a number it reduces Ss confidence and fear they are not good or smart enough. When feedback guides thinking and a number isn’t attached Ss are more willing to view its as positive and that making mistakes is ok. #BmoreEdChat
A5: School culture is driven by what we value. If we value open communication, listening, and feedback our school culture will evolve to embody these as well. Takes time and again intentional purpose, but the impact is priceless. #BmoreEdchat
A5: it’s so important bc it allows students to have a voice in their own learning, thus they have to own it. It also creates strong habit of lifelong learning for faculty. Finally, it models healthy risk-taking & strength in vulnerability for everyone, Hence: TRUST. #BMoreEdChat
Q5: Schools aren’t a business but they are a brand. It’s important to take the good with the bad sometimes, as scathing as it can be. However, if it’s going to improve your brand, work with the info you receive. Even if it doesn’t apply at that point in time, it’s #BmoreEdchat
A5: One of the key factors of a successful campus culture is communication...the more feedback that is exchanged by all stakeholders the more we can adjust practices to meet Ss needs. #BmoreEdchat
A5: Making feedback accessible and acceptable changes a school
s culture (students and teachers). Each will strive for more and a school excels in all aspect (i.e., academics, fine arts, athletics, leadership) #bmoreedchat
A5 Feedback generated together with the feedback-giver and feedback-receiver will make a growth impact. If it is just done “to”, there can be indifference or tension. #BmoreEdchat
A5: Ss should know that they are more than a letter or number. Feedback needs to reinforce the growth that’s happened and the possibility for more growth #BmoreEdchat
A3: Feedback during brainstorming is a safe practice. Talk with students about their ideas before they start writing sometimes. Also good practice for articulating ideas orally. Ask clarifying questions to encourage higher level of detail. #BmoreEdchat
A:3 Once again “glows” and “grows”. Always glows first. Grows must be stated as actionable ideas for improvement. Ex. Great thesis statement. Next time, identify strong text evidence to support your idea. #BmoreEdchat
A6: I started letting kids give verbal feedback during peer writing conferences; it supports the way they want to learn and allows for greater depths when they can verbalize their ideas #bmoreedchat
A5: Giving and receiving feedback is all about trust and honesty. If we can support this in classrooms, it spills over into hallways, cafeterias, the playground and hopefully they take it into their communities. #BmoreEdchat
A6: This is another great question. I love asking students to participate in a gallery walk with post it notes. We place our work around the room in a circle and students rotate writing feedback to post. #BmoreEdchat
A6: Love this article from @edutopia that focuses on establishing a culture for student voice...absolutely agree with the power of a morning meeting! #BmoreEdchathttps://t.co/U11YPOxGNw
