#bcedchat Archive
This is an edchat for educators, primarily in British Columbia, Canada.
Sunday October 16, 2016
10:00 PM EDT
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and will be our co-moderators for tonight.
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Welcome to . The topic today is Reflection on Practice: When and What to Change.
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is starting now! Topic is Reflection: When and What to Change. Join us!
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Happy Sunday! Bryn, Principal at Westwood Elementary.
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Welcome to , Bryn! Great to have you here!
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Hi peeps! I"m Gillian. I teach in Fac of Ed @ SFU-mostly tchers doing Graduate study. I love it! Refl… https://t.co/rpb5PEhMEq
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Please introduce yourself and include your subject, grade level and area of interest. .
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Nice to be here. Hope your start up went well (and then September, then October....)
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Welcome Gillian - great to see you at again
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Hi All-- I'm the InfoTech Coordinator for and part of 's Professional Learning Team
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Welcome, Lisa! Great to have you here at
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Todd from Texas ! I am the principal of the best middle school in San Antonio. https://t.co/iG3KJS0WU0
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is starting now! Topic is Reflection: When and What to Change. Join us!
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Hi everyone! Erica from Burnaby. Secondary Math & Mandarin teacher.
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Woot! School pride :)
Welcome to , Todd
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We will be using the Q1, A1 format. Please label your responses and use the hashtag
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It's too bad your name isn't a palindrome then :) :)
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I'm Victoria, your co-mod of for this evening, a Grade 3/4 and tech teacher from Langley
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Sheila from , French Imm gr 6/7, interested in Indigenous ed & STEM
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→ We KNOW new curriculum brings a ton of changes. Get specific with what you’re changing!
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Q1: Let’s jump right in. What are you specifically working on changing in your professional practice this year?
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HI Sheila, great to see you here at
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A1: My whole year will be about change. Moving to a new school, new role, during revised curric; Change is constant.
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Fred from Richmond; mentor teacher & ed consultant with a math/science background in SD 38.
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I know is going to be a bit late tonight, so you're stuck with me... for now :)
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I'm Melanie, a K/1 Teacher in Sd43! I'll be in and out of chat tonight :)
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Rebecca here from Victoria with I teach Kindergarten.
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Ian - principal librarian in BCs Sunny Shuswap at
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Wow, that's a lot. Have you been feeling overwhelmed?
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Hey Fred, great to see you here tonight!
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Welcome, Mel! Great to see you here tonight
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Hi all, Olwen (sounds like "all-win") from awesome school district of Burnaby. Teaching 5/6 and SRL in classrooms at
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Sarah, a 5/6 teacher in SD33
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Hello. I'm the principal of an elementary school in Alberta. Looking forward to tonight's topic.
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Rob from Vancouver (not B.C.), Washington (not D.C.) 7th grade reading, writing, critical thinking!
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Yo. Christine from the Sunshine Coast. Math educator, school trustee, fan. Let's do this.
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A1 changed schools (and grade level of school) looking forward to discussing changes around communicating student learning
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A1: My role is a little different, but I'm trying VERY hard to role model when I do coaching or workshops the style I believe in
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Hi Ian, great to have you here!
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A1: & Math fair for gr8, group tests, Mand 9 e-portfolios, lots of self/peer assessments - not all r new but many are
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A1: Continuing to learn about Kindergarten & Gr. 1 learning. Been "new" to primary since March!
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Hi Olwen :) Great to have you back
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A1 Probably assessment pieces for me https://t.co/fe0b5lrkZP
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Q1: Let’s jump right in. What are you specifically working on changing in your professional practice this year?
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A1 I'm also working harder on further changing my approach in the library to reflect the learning commons mindset I
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Hi Tracy, thanks for joining
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A1: making Ss 'see' their math as more than scratches on paper, involving their imaginations/visualizations.
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Angelee quietly following along in nvan, gr 3 frim
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A1. Wear many hats. Trying to change the way I teach with Educ471. Focus on competencies & assessment.
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Hi Rob! Thanks for the clarification :) lol!
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A1: I am working on changing my approach to student reflections, get them to reflect on their learning and improve it
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Joining for the night from MN and have worked with awesome educators from BC.
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Welcome Angelee! Great to have you, even if quiet :)
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You might be interested in an App we developed in our district with the Willocks folks on Communicating Ss learning
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A1: 1- what can I eliminate to be more effective in 2- helping students be better readers?
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A1) Being back in the classroom after a year off has been overwhelming. Looking to make more changes to math instruction.
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Reflecting on the WHY. Why are we doing what we are doing and constantly making sure our learning is connected and meeting goals.
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A1: goals is - be more mindful of moments when classroom activities need to change, know when to offer support to colleagues
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Welcome Ben! Great to have you at tonight
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Hi all - Christine, VP Hatzic Middle in Mission
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Joanne, principal, General Currie in Richmond, first chat in a long while, slow typing in an iPad!
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Welcome Christine! Great to have you here.
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A1: reflecting on the WHY. Why we are doing what we're doing. Reflecting on if our learning is connected and meeting our goals.
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A1: Working on depersonalizing my practice & getting support re effective descriptive feedback for my Ss
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Welcome Joanne! Great to have you here!
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I love that.. make sure that students and teacher knows why you are learning and what makes it important
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I’m here! I’m here! via phone but I’m here! Kat, Instructional Coach for Langley, BC
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Hi , Janice from Richmond, K-12, mostly math but lots of other areas and projects - inquiry, science, tech, indigenous perspectives
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A1: providing better feedback, building a culture of innovation & regarding my T with perks! https://t.co/EQQDCW16aT
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Q1: Let’s jump right in. What are you specifically working on changing in your professional practice this year?
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Hey look, it's my co-mod! :) Yay! Take your time to settle in though, lady. We're doing ok!
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Not overwhelmed. Excited. I love the opportunities change affords and the learning that comes with it.
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Welcome Janice! Always great to have you here
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A1 - try to flyby the seat of my pants less. It is exhausting for an old guy. I k ow has nothing to do with new curriculum but...
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------> RT Q1 https://t.co/U1JduxF5zd
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Q1: Let’s jump right in. What are you specifically working on changing in your professional practice this year?
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A1. Cont'd. Also figuring out how to personalize learning. Giving Sa choice & autonomy in context of the course.
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A1: John from Burnaby here. Continuing to work on communicating student learning, and focusing on core competencies
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I'm right there with you, Kieth. Exhausting, but exhilarating, as well.
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Hahaha! Me too. I love flying by the seat of my pants. I'm trying to have more of a rough plan these days... tiring.
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Hey John, wondering how you are looking at the Communicating Student Learning and the self-assessment piece.
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A1: getting my Ss to complete more self assessments & reflections
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A1 - Similar to Moved to a new district, new role, district recently reconfig to have middle schools - change is constant
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Good on you. I'm overwhelmed even though I'm in the same place I left lol!
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A1: Trying to keep myself honest and build in the time for reflection. Creating good prompts rather than making up on the fly.
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A1 My main goal this year is to work more closely with teachers as an instructional leader.
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is now trending in Canada, ranking 41
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-----> Q2: What steps did you go through to identify that these specific changes were more important than changing other things?
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CSL-incorporating scholantis into Kindergarten PE and beyond
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loving that I see more engaging hands-on math & less "today is even in the textbook" approaches
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A1: Fewer marks, more descriptive feedback. Marks shown only when absolutely necessary (summative assessments)
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A1) trying to see what I could learn from far away places. Hence chiming in on BC chat from New Jersey :)
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A2: assessing S struggles led to realization that this step needed more emphasis, lots on twitter supporting this.
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I did Guided Math before I left but was not done building in great activities for Ss. It's a huge task!
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A2: process of invoking action research in my practice & reflecting on inquiry questions framed & informed by my ongoing practice
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A1: Biggest area of movement/learning is considering ways to assess curricular competencies and creating tools to do so.
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amazing what happens when the focus is on the learning and not what was memorized for "a" test!
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A2: as a guide for my own professional learning has been an incredible way to start and scan for what is best.
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A1: focus on big ideas > content. More . Greater real world connection.
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Liz from sd43' A1. in the classroom - making adaptations BEFORE rather than after assignment. Thinking how to better support S's
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Hehe, FBSoP worked so often I was scared that the odds would eventually be against me.
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A2: can't do everything. Therefore, must focus on what is important, effective, high leverage and eliminate the clutter.
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A2 Honest reflection post-teaching about what works and how much and how little. Seek Ss feedback Baromt… https://t.co/CqErFTm6l4
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-----> Q2: What steps did you go through to identify that these specific changes were more important than changing other things?
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A2: students did an activity and then dropped it, never to use it again. Build on ideas and reflect on how to make them better
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Hi Liz, welcome! Great to have you sharing at
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it's been neat seeing some project centred activities that guide the Ss to ask how to do skills
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I echo that one for sure! All about the journey and relationships!
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A1:Marks book 4 En/Hum is: Critical thinking,Collaboration/speaking, Writing,&Comprehension 4 categories NOT Tests, Assignments...
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Hi all . Yvonne Dawydiak here - tech integration mentor . Rarely avail Sun even so usually 'follow this convo' late!
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When you see a grammatical error in your tweet, but twitter still doesn't have an edit option https://t.co/p9yQ9FvUI8
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I'm doing lots of Guided Math work and always looking for open-ended questions
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Welcome! glad to see you here!
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https://t.co/yMYYXAauYv
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A2: Taking chunks of the new curriculum and making it work w/ my Ss. Not overwhelming myself by reinventing every aspect of the K/1 curric.
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YES! Ss don't look @ feedback if there is a grade. I grade as little as possible and learning has gone up!
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Have you tried Jo Boaler's week of inspirational math and elementary 3-act tasks?
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Started 'end of term interviews' last year & included self asst for meeting learning outcomes..now figuring out CCs fit in
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A2: personal reflection, scanning, working with teachers and what they are working on, moving forward with limited teaching load
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A2: let the Ss guide me and tell/show me what they need. Combined with my understanding of best practice for
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I am trying to get students on board with grading as little as possible.
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Thanks, just googled and have a tab open for later!
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A2: self-assessment ... thinking about areas I need to develop or grow...best practices for blended learning is one of them
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LOVE this! Ss are our best wayfinders!
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A2: Like , I use student feedback as a tool to show me what needs to change in my practice - parent feedback too
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looking at different ways to meet the needs of Ss. They seem be be getting greater
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It used to have an edit option... sometimes, if it's too painful, I delete and re-tweet :D
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A2) I wouldn't say there were steps I took. More holes in my practice that I recognized!
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A2: Reflection time gives students an opportunity to internalize and connect with their learning.
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A1 Helping Teacher candidates plan in advance yet maintain flexibility and responsiveness to sts. Lots of changes over 3 yrs
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A2: I think a focus on assessment of curricular competencies helps me and Ts think about bigger picture aspects of curric 1/2
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Got no answer for Q2, just because. 😁
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A2: It seems to be one of the areas I am getting a lot of questions about in math in particular as content hasn't changed much 2/2
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A2: After a few assmnt wrkshps & discussions w admin, realized we can neglect rich descr feedback bc we’re too focused on curric
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-->Q3 With an overwhelming change to BC curric, do you think it is important to change 1-2 big things or lots of little ones? Why?
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I like a2. Student agency!
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stickers, check marks, smiley 😀work well in 7th grade. I was very upfront 1st day about 0grades.
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I have survey data on what the teachers want for PD, so my goal is to follow up on their needs.
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A3: Interesting Q..I think it's easier to change big, but stay focussed.
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A3: 1-2 Big things! I feel like it would benefit my Ss better if I put most of my energy those. Then add on from there
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YES! a whole lotta YES! so key to tailor instruction and design to the needs and wants of your staff! https://t.co/uAFAFgg3tZ
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I have survey data on what the teachers want for PD, so my goal is to follow up on their needs.
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Some people have 30 years of experience. Some 1 year of experience 30 times.
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. Right. Not just "doing" self-assessment, but having Ss see value & improvement from setting goals & measuring prog
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A2: self reflection of what's ideal 4 making assessment meaningful for Ss..if they're involved in the process it's more effective
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A3) I'm trying to focus on a couple big things so that change is more high-quality and deep, than sweeping and shallow
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A3: I think it is increasing mindfulness of big ideas; variety of ways to build sensitivity. Focus on a few big but post others 2c
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A3) I don't know particulars of your context but seems big changes - if the right ones - could yield lots of little ones.
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A3: I intended to change a few big things but they end up leading to many little ones...
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A3: 1-2 big things. Stdnts respond well when teachers implement ideas they are passionite about. Pick 1-2 things you can do well
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Yeah, this'll happen, though. https://t.co/wHj2qNoeq5
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A3: I intended to change a few big things but they end up leading to many little ones...
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A2. It was more of a domino effect. I wanted to focus on learning. Assessmen needed to change to create space for Ss choice.
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A2 I have survey data on what the teachers want for PD, so my goal is to follow up on their needs.
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A3: baby steps are key here, but (there's always one) we've had the drafts for sometime now...we knew it was coming
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A3 Honestly, I think it's better to make the BIG changes that need making. A bunch of tiny changes is like a death by paper-cut
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A3- Depth and Breadth for me this year. Num & Lit across the board based on the needs of Ts I am working with,in fun&exciting ways!
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A3: I think that answer will depend person to person. Everyone's unique. However it is important to set achievable action goals.
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Q3 I think the purposefulness behind awareness of needs for change is most important. Need to know where we were to go forward.
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A3 Doesn't it depend on the person? What does each T want/need to be positive in the transformation/growt… https://t.co/DKh9UsvzQG
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-->Q3 With an overwhelming change to BC curric, do you think it is important to change 1-2 big things or lots of little ones? Why?
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Yes! Tiny changes are overwhelming... too many makes my to-do list too long
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A3: Not sure it is "overwhelming" for all Ts, this is a path we've been on for a long time in BC. I think focus on major aspects.
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That's why it's a question! For you it might be different than for others.
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A3 Regardless, it is essential to measure changes to make sure it is improving and convince others to replicate success
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A3 tough Q. Sometimes the biggest diff can be in the small things we do. I tend to look at 1 or 2 things...
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A3 It’s all new to me (moved ON to BC)! Going w lots of little changes bc I was already using inquiry-based learning
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A3: I vote for 1-2 big ones. If your students could only know 1-3 things when they left you, what would they be? Then do those!
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Agreed. And we model that with our students...change needs to be personal and purposeful in order to happen.
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A3: Just doing one thing at a time. It starts to add up to a lot eventually.
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A3 evaluation. Not so much having to change, but being able to use self-assessment & have it mean something, big shift in thinking
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because i'm making small changes along the way. lots of work but i'm happy with where things r going tho
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I have found that the lack of pairing curric with assessment has been extremely stressful for Ts.
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once kept all grades to myself for a term and only gave descriptive feedback - lots to learn
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TT CANADA 22:27
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3.Talbot
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6.Kershaw
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8.Gustavsson
9.Mosul
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I like the way you've worded these two tweets!
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A3: Focusing on key features of curric - competency-based, opportunities for inquiry, FPPL, literacy & numeracy, assessment & CSL
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Definitely, missing that assessment (from Instruction,assessment, curric) leaves a wobbly chair.
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Never is! Only person we need to justify reflection to is our professional selves!
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A3 - I think it's better to focus on 1-2 big changes, but differentiate the pace and process based on readiness
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Absolutely a huge stress on t's!! https://t.co/hZjNJfVKJb
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I have found that the lack of pairing curric with assessment has been extremely stressful for Ts.
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oh dear, yes if instruction and assessment practices are not moving together, there is a tension for sure
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if they want to know grade, have to see me outside of class.
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A3: I started with one SS 9 class last year & now I'm up to 3. Change is infectious as I'm trying to transfer bits to all classes
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Trending! Because reflecting on practice is KEY!
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----> Q4: How do you identify and plan for your strengths and “stretches” in your practice?
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Yes...easier to say "I can't do it" or "this change is stupid" in midst of busyness of the world of education.
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it was with a very competitive group of learners.
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A3: when everything is important - nothing is! https://t.co/o5Avy39H83
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-->Q3 With an overwhelming change to BC curric, do you think it is important to change 1-2 big things or lots of little ones? Why?
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YES!l Last yr I focused on more communication in math class w/o changing assessment much. Wasn't really effective
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...but where would the challenge be in that?!?! :) /2
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A1: My major focus is student choice and project-based learning.
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some districts are more prepared than others. But sounds like MORE changes will come down pipe again regardless
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how did the students handle that? Like or dislike?
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A4: Goal and intention setting helps me to make a draft flexible map of where I hope to go and what I hope to improve and achieve.
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. Yes! We need to be intentional. Show Ss (& parents) the "why" behind changes.
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And I still have to blog abt two-stage test. Did it for 2 units & surveyed Ss. I'm fascinated by the results.
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they were getting feedback! At first they hated it, but grew to love it.
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A4: reflecting w/trusted colleagues. Challenging self to try something new. Self reflect.
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A4: I look at what my students need to learn, my big goals. Then... am I getting them there? Why and why not? How be better?
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A4: posting on a classroom wall really helps, constant reminders sensitize us to change. Use vision statements to stay mindful
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A4: Find others to learn with, talk, debate, figure things out, take risks, reflect, repeat - we are better together!
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Don't think I'd ever go back. I'm also doing 3 projects instead of tests as summative assessments. :)
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A4: I follow the students lead. We changed to a stdnt led clssrm this year and I take their suggestions on what needs to be diff.
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Love that term, Mindful. Goes with intentional. It's what makes us better learners and educators.
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A4. these Q's and people's answers are making me realize that I need to work more on my own reflections (this also becomes A1!)
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A2: Those were two areas I had read/heard a lot about w/ , so I decided to dive in since I'm new, and so is the curriculum!
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A3: I find myself tweaking as I go. Add a self-assessment, more critical thinking, new speaking/collab component...here & there
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I love that you are sharing your journey, Erica. Doing some great things in learning!
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A4) Conversation. With folks in my staff room, with my PLN, at home with - people are my supports!
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A4: I like to do big shakeups in my areas of strength. I can fall back on expertise and pivot quicker
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A4 focus on kinds of reflection-in-action: make sense of the unique, conflicts within our practice, build prof. knowledge (Schön)
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Someone is ready for a "Math is Social" conference!
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YES! My "big things" are on wall. No secret. These are the 3 things you will learn this year REALLY WELL!
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A4 focus on not taking on too much. Focus on 1 or 2 things until done or mastered then move on. Can't be everything to everyone.
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do they stay up all year?
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Cool. With those interviews, do all come out? How do you address those that miss?
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A4 Work w other Ts to fill-in knowledge gaps (learn by observation), they’ll also point out your strengths to you
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A3. Change 1-2 big things. Become an expert at it. Build confidence. Then move onto the next. All things Ts do are interconnected.
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A4: Strengths incl leveraging relationships to create buy-in..meanwhile accepting that change will have some hiccups along the way
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A4: Collaborating and talking with Ts, Ss, and even parents about what would support/challenge Ss learning.
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I agree, but it's choosing those 1-2 big things...and the interconnections often cause other changes. Trust yourself.
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A3: It's a journey that each teacher needs to make in their own way. Some can work with big changes, others need more scaffolding.
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A4: I use my areas of strength to help the areas that need growth (example, project based learning in P.E)
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Over and out--gotta get the kid-lets. I'll read the fead later, thanks
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Quite often they stay up, sometimes years as it is hard to change habits. Check out
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And we never are everything to everyone either. Something to learn early on... will never be the best T for every S.
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I am really trying to actually eliminate grades! Lotta red tape!
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A4-2: Important to bring it all (always) back to students...what do they need changed? why? how can things be improved?
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All students take part. It takes 2 classes each term to get through each class set of interviews (7 min each)
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A4. agree with the "colleagues" - in a new school, finding who's with me, who can guide me & who can challenge me.
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I teach mostly juniors so they are quite adaptive and many love projects. No problem transitioning.
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A4) My strength is creative tech integration, so that moves across curric nicely. When working on new areas, tech always can fit!
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Thank goodness for the YES peeps!!!!! :)
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that is a super hard lesson to learn
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When I did a unit project with Pre-Calc 11 it took more coaching
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Yes, even during tests so kids & I never forget what's important. I refer to at least once a week.
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I like that. and parents come out? or is it summarized and sent home?
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A4. Go w/ your passion, what makes you most curious. For me, it's assessment & evaluation. Create Ss choice. Become the learner.
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Yes-- you can do anything, but you can't do everything https://t.co/HTR4mjPqne
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And we never are everything to everyone either. Something to learn early on... will never be the best T for every S.
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---> Q5: What wonderings and questions come from your real world observations and how do they inform your practice?
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Q4: 1-2 big things, the big things are full of little things, no time to get hung up on the little, kinda like the BIG IDEAS
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That is a hard one for me to learn... I want to meet EVERY student's needs...
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Yes! But the supports need to be there. That's what I try to do for my teachers, but some structures beyond my control.
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A5 I wonder daily how to balance the professional and personal aspects to my practice and how to continue to hold on to wellness
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Well said. https://t.co/qor7lIMjQm
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A4. Go w/ your passion, what makes you most curious. For me, it's assessment & evaluation. Create Ss choice. Become the learner.
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A5: Often 'why'? Why did the S see that, think that, do that --> then reflect how can I use or change that
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A5 It ALWAYS comes back to Authenticity, Trust, and Respect. If the Ss don't connect on those 3, they don't engage
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YES! work/life balance and wellness for teachers (and admin) is so important.It comes back to the Whole Teacher.
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Not unreasonable to WANT to. But some personalities/styles are more effective for some and not for others
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A4 - reflect with colleagues and mentors
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Q5: I look at adults. Would what I am teaching kids be used by adults? If not, what should Ss be learning?
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Yes! Will they use it in the future? I am struggling with this with the new ADST curric.. we don't have much tech...
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A4 I want to gather data on whether my instructional leadership actually facilitates change in T practice. Am I mtg the needs?
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True, but can't use it as cop out either. We can reach more than we think sometimes.
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A5: inquiry based learning informs much of my own personal & professional development https://t.co/DqNTKLC3tn
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---> Q5: What wonderings and questions come from your real world observations and how do they inform your practice?
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A5: I wonder how I can add more diversity/inclusivity based content into my teaching. Always learning!
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I worry that without it, I won't be teaching them skills the will use as adults (ex: Drafting by hand instead of app)
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Hope that gives you an idea of a project as summative assessment in Math 8.
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A4: Listening, asking, reading, watching, wondering, trying, and reflecting
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Great question. I'm in the cohort in looking at supporting teachers and student learning.
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Me, either. 😢But reading, writing, critical thinking, grit more important and don't need tech.
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A5. Creating space w/i my class to foster culture of learning. Wonder about end of course, enter back into system w/ letter grade%
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Marci from Yukon (late as usual) A1 Raising my expec of Ss, and giving them more timely feedback
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A5: No matter how much we want to incorporate media/tech there is nothing like sharing, speaking, writing… https://t.co/7RyIOx9WbM
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Working w/ T and empowering them to grow is an easy transfer to a student classroom. I want S to feel ownership in process
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A5: real world IS the classroom. Consistenly wonder what makes both tick.
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True. But can add Tech later if necessary. Harder to learn crit thinking later.
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Learning is messy and a social event. Technology can be isolating, if not supported well.
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Indeed! For ADST, take a look at design thinking and maker activities.
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Hi Marcia, great to see you here tonight!
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A5: I have tried to embrace a pedagogy of listening & noticing whether I'm learning with students or teachers. Think what's next?
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the best/ironic part of this tweet is that the media will not play
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---> Q6: What types of educational networks are helping to support the changes you wish to apply to your practice?
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YES! An electronic worksheet is still a worksheet!
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consider adding design element into most activities
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TT CANADA 22:47
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4.Talbot
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7.Kershaw
8.Ryan O'Reilly
9.Pouliot
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Love maker spaces; I've been looking at the ADST curric at elem looking 4 some examples.
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welcome! anytime is a great time to join there’s always the afterwards!
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A5: Trying to enact that true formative assessment cycle that informs instructional planning - content, structures, practices etc
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A6: Ts at school, around the district, other districts, twitter hashtags, & keeping myself open to various ideas that may come
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A5 Wonder about very specific student needs & then generalize my obs so I can find right resources to build skills to support
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A6: Love the face to face convos at a pub with fellow educators but twitter chats are always fun to connect with new people.
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Being at a new school, feel like I am in a 'zone of awareness' and for sure, this wellness idea is front & centre
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Totally agree..wondering if I can keep up my energy level for all my students and strike personal balance
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A6: main source currently is twitter PLN, chats & pple I follow & bounce ideas off. SD 38 has Curric Implem days to meet face2face
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F2F networks. Mentorship opportunities. Convo's in staff rooms. Being a helping tchr awesome too! https://t.co/9IxX1IDcel
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---> Q6: What types of educational networks are helping to support the changes you wish to apply to your practice?
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A5 I have been working on this for 3 years & it goes back to self assessment. Can U accurately & honestly evaluate ur work? Part 1
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yes & I think nec to give Ss opp to select, eval best medium for them to share, speak, write and collab when poss
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A6. Hello??? is my learning community and those in my . Just love our learning community. Transparent. Creative. Open. 👍
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I had never really thought of this before. Really, really appreciate the chance to consider. Yay for ProD!!!!!
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A5: I'm always wondering about line between challenging & difficult, and how best to encourage learning & growth - for me and Ss.
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A5 My observation is that Ts are currently caught in a massive shift from content to big ideas and from T control to S inquiry.
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A6: Biggest gift I can give is time. time for collaboration, dialogue, conversation, sharing.
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A6: Might sound funny but I love . Great resources . Also
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A6: my students, colleagues, twitter peeps (holla!), writings, and readings
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yes! I am finding the more I talk about balance w/ my students, the more I am able to attend to it for all of us!
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that is exactly the mindset I'm trying to bring to my new "library"
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I also ask Qs I don't have answer to. "Find 5 examples..." when I only see 3.
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Yikes, I was home tonight and I see I'm missing . I usually miss it but tonight I didn't have the "family" reason.
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A5 I think this is an adult skill we have thrown out in the past 20 years in our hyper focus on grades.part -2
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A6: hanging with like-minded educators at events focused on tools, ideas and change are great for community too.
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A6 School counsellors/psych supprt, experienced Ts/admin, research ed community when there isn’t an established solution
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A6: And borrow, borrow, borrow from my colleagues and new curriculum coaches!!
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A6: School team has been powerful for me. This startup has been tough & couldn't have done it w/o amazing team.
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A6: PLN is obvious answer, too. I would never be where I am today as a professional without all of you!
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Part 2: Kids rise to challenge and give much better answers than I could.
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Parents get copies of Ss self assessments along with report card. I'm thinking about trying studen-led conferences w/Ps.
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love it too, but sometimes makes me feel like I need to overhaul everything: kitchen, closet, classroom
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High bars of expectation are huge. Kids ALWAYS rise to the occasion.
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A6: PD: Twitter chats, research, webinars, professional reading; informal chats w/ colleagues; blogging
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Thx! I already told the kids at beginning of the unit. Gives Ss motivation to learn the concepts!
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A6: Twitter of course, Lower Mainland Math Contacts group, CNC (curric) team in our district, PSAs, teacher-created networks
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A6 shout out to the best professional support group EVER
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Yes! And letting students show what they know, not necessarily what you expect.
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A6: Twitter PLN is majorly inspiring!
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You are rocking it!Love your innovation, creativity and willingness to try. TY for sharing.
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A5 Ts are dealing with huge changes in instr philos & adapting to tech based learning environments.I need to support purposefully.
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I believe as educators we are often the ones who are holding our students back from really showing us what they know.
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Q7: How can we support our colleagues in identifying and making changes in their practice?
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I stopped giving rubrics. Overwhelmed low Ss. Middle would settle. High just checked it off.
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A6: Commucating Student Learning teams have been valuable, collaborating w/fellow Ts..along w/ & YouTube.
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A6: & other Twitter/blogosphere educators, my colleagues, my family, former colleagues, and many more! ❤
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A6: seeking other perspectives-research, Common Core, , other provinces, (check it out if you are a teacher of math)
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A7: being willing to share your ideas. Open door policy, not closed. Modelling and explaining and being their for extra support
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A7 Tough one. Found that gently sharing successes, while asking about them to strengths makes support mutual
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check out this learning opp for your students in the new curriculum. Could be a fantastic match. … https://t.co/8BGVX2kV7H
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Everyone please check out https://t.co/5z4SqNbzWY just starting, still making many improvements but we need your su… https://t.co/HlbaZmAPqh
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Hey speaking of feedback,The Global Audience Project is launching beta testing & a call for teachers willing to share check us out!
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A7: I trade observations with another T. We can be honest and not tied to evaluations. Plus it's fun!
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A7: delicate Q; I believe in showing what my Ss are doing, create opp for T to inquire, share a need then collaborate to help them
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yes i actually feel the same. slowing moving away. if re-assessment allowed not as problematic
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Thanks ! Love to invite you all to join in convo at 3rd annual iPad summit in BC. Join and more. https://t.co/6aC3FZ09DY
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A7: ask for ideas, when you ask for help to solve a problem they might change their own practice
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I have seen colleagues ask "tell me something I didn't ask you to tell me" on self assessments. One way to help this?
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Love this answer. https://t.co/449wv6SJEB
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A7 Tough one. Found that gently sharing successes, while asking about them to strengths makes support mutual
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Q6... So many. My colleagues and PLN. Principal and teacher husband.
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A7: sharing and talking about ideas. Open door policy, not closed. Also, being there for extra support along the way
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you mentioned this in an recently. I'm trying it this year. Thanks for the inspiration!
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A7: Sharing your own learning story helps others to notice areas they might work on, and encourages collaboration.
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already being asked to help bring some self regulation strategies to help enable learning
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Give them space to talk&share. Offer mentorship. Share my challenges&mistakes. https://t.co/hajlejCsBT
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Q7: How can we support our colleagues in identifying and making changes in their practice?
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Great to see you here at . Love to see innovation in our schools. Love teachers as learners. ❤️
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A7 Listen to them for starters. Recognize and share their strengths. Listen for their concerns.
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A7) Really try to keep solutions simple and easy to implement for Ts when they're curious about something I'm doing.
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even texts can be great sharing platforms!!
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A7 I'm lucky... my mandate is to support Ts in change. ID'ing I would not be comfortable with, but offering solutions, yes
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Sharing a whole program is a lot of work. Sharing an entry activity gives a taste and gets them hooked!
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A7: I see u facing same challenge. How can you share something doing well and suggest this could help?
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A7 a role in our colleague’s prof practice can take many forms: coach/ mentor/ ears /heart/ resource help/ questioner/ co-inquirer
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Great chat, tonight. and Thank you!
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So interesting. Will read. Have great reservations for rubrics. Looking forward.
