#DITCHbook was created by Ditch That Textbook author Matt Miller. The chat focuses on innovative teaching ideas and disrupting standard textbook education.
Hey guys! I'm Hannah from Spartanburg, SC. I'm an undergrad at Converse College. I am earning my degree in Elem Edu and adding on ECE. I don't really have a favorite acronym, but my favorite EDU saying is, "Love first, teach second." #ditchbook#conversechat
Well, been busy but really good! I switched roles from edtech coach to RTI Facilitator (at the same campus) in the middle of the fall semester #Ditchbook
Welcome to all the new #ditchers! For those who have not participated in a Twitter Chat, check out Tweetdeck on laptop! Makes the chat much easier to keep up with! #ditchbook
I'm a Educational Consultant with Houghton Mifflin Harcourt. We Love RTI and supporting students with coaching for teachers and working with students #DitchBook
A1: Tech like Google Classroom helps make differentiation a lot easier. I also try to keep in mind the different types of learners and skill levels #DitchBook
Hello #Ditchbook long time reader...first time contributer. I am a MS teacher and #edtech support specialist in MO! Fave acronym is PD ! Teaching means you never stop learning!
A1. I have found that providing choice in my classroom meets many of the needs I see. When Ss choose, they are more highly motivated to engage. When necessary, I chunk projects. Try not to cut down when not super necessary. #ditchbook
A1: I try to incorporate as much choice as possible into each and every lesson. Empowering students to take charge of their learning. #ditchbook#personalizedlearning
A1: I will say that I do this as best I can. I give multiple types of lessons, questions, activities in order to meet their needs. Assessment varies as well. #ditchbook
A1: I try to allow students some flexibility in the assignment. Something that allows students to extend their learning and creativity if they choose. #ditchbook
A1 we use math stations. Ss have games and programs while small group with T. Used Frontrow and Khan Academy. Would like to check out Zearn. #DitchBook
A1: My classes are gamified and the motivation of earning XP or GP encourages all learners to try their best! This challenges my advanced students, while allowing me to engage the students that find school to be boring and/or difficult. Also varied levels of difficulty #ditchbook
A1: I also love involving Ss in classroom decisions. Asking students what direction we should take next as a class, or that they should take next individually. #ditchbook
A1) It's allowing a multiple different ways for students to matter a concept there is not one right way and as educators we must empower our students and build on their strengths rather than trying to place them in a certain box #ditchbook
A1: I build in as many “supports” as possible in everything we do. Oftentimes, even the high-flyers benefit from the additional guidance. I also always keep an additional task in my back pocket for those who fly through our task! #DitchBook
A1: By providing different options for the Ss to choose from. Also, just knowing your Ss and pulling back groups who may need more individualized instruction. #ditchbook
A1: My classes are gamified and the motivation of earning XP or GP encourages all learners to try their best! This challenges my advanced students, while allowing me to engage the students that find school to be boring and/or difficult. Also varied levels of difficulty #ditchbook
Same. I'm done with constricting with rigid requirements. I'm allowing for choice. How can you show your learning? What tool is best to do this? #ditchbook
#ditchbook A1. I am a firm believer in #FlippedLearning Flipping allows me precious time to get to know my students and tailor lessons to their needs; enrich those ready and support those who need it!
A1: Using technology has made this easier. Also, partnering with other teachers and looking at kids as "our kids" and not just the kids on my roster. #DitchBook
A1: I use leveled literacy groups and can assign enrichment activities for my higher groups and provide scaffolds and more time with the teacher for my lower groups #ditchbook
You know... Not yet. I'm intrigued by this, but find it difficult to do in SOcial Studies. I can totally see this in Math, but most kids come in not knowing the content in SS. #ditchbook
A1 #ditchbook Differentiation - it sounds great, but it seems like it's the easiest thing to let slip - I think the key is to plan for it - not to be caught off guard when you suddenly realize you need it.
A2: We're developing common assessments by department identifying essential standards. We're walking the tightrope of need to know vs nice to know. #ditchbook
A2) Simple things like stand up hand up pair up and exit slips really allow me to see where students are still struggling and I need to modify my instruction #CheckingForUnderstandingIsKey#CFU#ditchbook
A2: So many different things! I like using quick checks online that our math and reading curriculum has. Exit slips and simply teacher observation work well, too! #ditchbook
A2: There are a lot of formative assessments that I have been taught over the years, but one of my favorites is brain boosts (@TheMrsBramlett) or quick quizzes. These help kids remember previous knowledge and it's a quick assessment of current knowledge. #ditchbook
A2. Love using the occasional @Flipgrid reflection to share understanding at the end of a lesson. Also use a ton of Retrieval Practice through little low stakes "quizzes" assessing learning targets from the day before. #ditchbook
A2. I use lots of #gsuiteedu tools 4 assessment. Forms allows you to create self-paced lessons (and I can still collect data in a snap!) Forms also make fab. exit tickets Kids love interactives we create in Drawings. Kahoot and games make great tools, too! #ditchbook
A2: At the end of each lesson, I ask my students to rate their comprehension on a scale of 1-5. This allows me to routinely check in with them and identify who needs my help be most moving forward! #DitchBook
I've been using a lot of oral check ins with my littles. My group this year is not shy about letting me know they are lost/confused/don't get it #ditchbook
Agreed! Blended learning has allowed for more conferencing with students 1:1 and in small groups. Great in building relationships AND formative "assessments" of the students learning. #ditchbook
When looking at any formative assesments it is not the assessment that matters so much but rather what are you going to do with the data from the assessment #Reflective#ditchbook
A3: Starting off by looking at data to see which essential standard(s) the student is struggling with. Then small group or individual instruction is my first strategy #DitchBook
A3. I don't do this enough, but in SS, there are many opportunities to find great documentaries or multimedia to deepen understanding. Also, screencasting lessons allows for Ss to be able to go back at anytime if they need to review. #ditchbook
A3: I try and have them come in during advisory to get the extra help they need. I also try and carve out a few minutes at the end of the hour if time permits. #ditchbook
A2. not sure it's considered formative, but the best way for me gauge growth is to sit with Ss and talk with them about whatever projects and topic we are doing #DitchBook
A3: We have this terrific RTI program that we term "Tiger Time." It's modeled after @mikemattos65 and the @SolutionTree formula. It's in its infancy, but seems as if it will be a major benefit in the long run! #ditchbook
A3: I think centers and small groups are a great way to differentiate between which students need intervention and which ones are way ahead. This way no student feels embarrassed or stuck out. Plus, centers are so much fun. #ditchbook#conversechat
A3: I find it helpful to start with what the student DOES understand! Talking about concepts that they mastered encourages them and boosts their confidence; it also allows me to use that foundation to build up their understanding in an efficient, individualized way! #ditchbook
A3: I try to use self-paced learning as much as possible which frees me up for small group and individual help. It’s not uncommon for my classroom to have 3 or 4 different things taking place. #DitchBook
A3) By assessing students often and ground based off of ability from a standard ask these questions: what do we want Ss to learn, What will we do if they don't master, what will we do we if we do master #ditchbook
A3: Sometimes I let a proficient Ss explain the concept to the struggling Ss student And...the peer sometimes is able to explain it in kid-friendly language. #DitchBook
Technology is really changing what the role of a teacher physically looks like in the classroom. We can facilitate and provide feedback in so many different ways! #ditchbook
A3: Break it down! Many times Ss just need it in simpler terms... break it down or explain it in a different way. So important to ask the Ss what they’re struggling with... they know best! #ditchbook
A3. Crucial one on one (or small group time) in flipped learning allows me reteach time in class, however our "advisory" hour allows students to come for tutoring. I've used digital tools to help reinforce, but nothing helps like a face to face discussion. #ditchbook
A3: Sometimes I let the students take over. They verbalize their question(s) to the class and another student attempts to explain it differently in their terms. They really enjoy learning from each other! #Ditchbook
You went to the PLC Conference?! Isn't it a fantastic conference? I went in October and really enjoyed it! Are you planning on implementing something similar at your school? #ditchbook
In reply to
@craigklement, @mikemattos65, @SolutionTree
A3 (cont) I let them record what they currently know on the iPad whiteboard and we review their misunderstandings. Then the Ss re-records their new learning. #ditchbook
A3c: Create a digital gallery to showcase student exemplars for struggling students to use to review. Sometimes kids learn better from peers. #CanICICIt#ditchbookhttps://t.co/v5iDoKl2X1
I agree with people mentioning centers! This is the time when I can pull those kiddos aside. I'm also lucky to have paraeducators that I can plan activities for (for example, one of my paras is doing an intervention to help a kiddo write his name) #ditchbook
A3: Break it down! Many times Ss just need it in simpler terms... break it down or explain it in a different way. So important to ask the Ss what they’re struggling with... they know best! #ditchbook
A4: Embedding multiple formative assessments during the learning process to check for understanding. Incorporate 4 C's and greater DOK into lesson plans #DitchBook
Through an opened project w/ rubric that outlines standards 2 learn (not specific ways 2 learn or product) Ss can create their own entry & exits. #ditchbook
I feel like the younger students have been taught to accept that not understanding the first time is part of the learning process that they are more likely to express when they are confused. #ditchbook
A4) As educators we need to stop reaching those concepts "That We Like and are comfortable with " and really look at the appropriate standards and reaching to the full extent of them #ditchbook
A4. I think ditching the textbook is step 1. There is just too much in a book to cover... If all this was covered, students would get no depth in any skill or concept. It's a T's responsibility to curate and find powerful materials to convey the standards. #ditchbook
A4: @JuliePJones is a master as this. Instead of pushing to cover content, take a moment to pause and see where your kids are. Look at the level of comfort in a topic before switching to the next. #ditchbook
A4: @mikemattos65 says there is no research to support the idea that covering more content means more learning. Who enjoys grading minutia anyway? #ditchbook
A4: By emphasizing depth over breadth. The school year is not a race to the finish line where we check off content boxes. I would rather have my Ss REALLY understand 3 topics rather that kind of understand 10. Conveying that mindset inspires Ss to focus on mastery! #ditchbook
A4 have to have permission/backing from admin. Can’t cover all standards. I believe Marzano said it would take until a student was 23 to cover them all. #DitchBook
A4: I think it helps to make connections and find things that broach student interest. I think #20time & #geniushour are great opps to tap that. #ditchbook
A4: Higher DOK and more real world connections. Students are able to grasp concepts better when it is real world and quickly applied in their lives. #ditchbook
A4. this is very much a cultural and philosophical shift that needs to happen. The ?'s of "real world value", "future ready", and "problem solving" need to be addressed within content. If it can't be, the content needs to go #DitchBook
A4: it’s been hard for me to transition out of the “covering content” mindset. I keep reminding myself that teaching Ss to think creatively and critically takes more time, but will help them in the long run. #DitchBook
R4-Always in this debate! Depth vs amount. The idea is "at least they heard it once before the state test" vs. they actually have time to process and learn. Always a struggle too. #ditchbook@Robertsjess_1@AllenGrable@A_Dalton13
This is the crux of my Twitterize Your Classroom: Unleash the Power of the Hashtag session. It's so important to make the content relevant and teach kids to connect their own life experiences. #ditchbook
A4: Higher DOK and more real world connections. Students are able to grasp concepts better when it is real world and quickly applied in their lives. #ditchbook
A4: Here's my favorite: start with the topic, then ask "what do you need to know" and let the Ss run wild. I will guide and facilitate, but no more. (More to it than that, but that's how I start!) #DitchBook
I've done more with less in German with less and in the end we were able to get more 'amount' in terms of vocab, grammar, cultural connections. #ditchbook
In reply to
@PoppaG77, @Robertsjess_1, @AllenGrable, @A_Dalton13
A4: @mikemattos65 says there is no research to support the idea that covering more content means more learning. Who enjoys grading minutia anyway? #ditchbook
A4: Figure out what they have already mastered within the curriculum or the unit, and allow them the freedom to move on, and learn what they need. #ditchbook
Agreed! This is tough when so much of ss curriculum is chronological... Especially when 7th and 8th carry over from US 1 to US 2. You're still completely RIGHT! #ditchbook
A4: Keep your finger on the pulse of new brain science that helps Ss deepen their learning, but also realize that concepts trump content. Pick out the absolute (power) standards to focus on, and drip the rest periodically. #DitchBook
A1: Make use of audiobooks, which most can be found on YouTube for novels and short stories, to accommodate the slower readers/those with learning disabilities. I also use @commonlit which has scaffolded the stories with built in support for lower level readers. #DitchBook
I had someone challenge me on this recently... I was shocked. Are you kidding? Students should be falling asleep because they are working hard! Not because they are bored! #ditchbook
