#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday April 18, 2016
7:00 PM EDT
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Please start by saying hi and introducing yourself!
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I'm Peyton Reed, an elementary education major at Wake Forest University
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We are going to be using the Q1, A1, Q2, A2...format
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Hi I'm Katelyn from Virginia!
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Welcome Peyton! First time with ?
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A1: assessing prior knowledge!
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Hi Katetlyn! Welcome! What role do you play in education?
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first time with and first time participating in a chat ever!
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Hola - I hope everyone is enjoying their day as much as I am; the weather is gorgeous - Phiona
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We are going to get started with Q1 in just a moment!
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nice! Hope you enjoy it and let me know if you have any Q's !
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welcome back Phiona! good to have you with us as always!
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Q1 is coming up in just a moment!
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Niko PYP Coordinator from Bangkok joining today from Singapore
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awesome! have you studied student questioning in class?
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hey Niko, glad to have you back with us!
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Hi everyone w/ chat! :) Rachelle from Pittsburgh, Span & culture teacher
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welcome back Rachelle, how was your weekend?
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we have talked about it quite often - formative as well as summative.
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Angel Mensing, checking in to for the first time. Looking forward to it!
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What are different purposes of asking questions during the learning process?
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Q1: What are different purposes of asking questions during the learning process?
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checking back in from Alabama!
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A1:It is important to see what the students already know and how well they are learning the material for future lessons.
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A1: assessing prior knowledge
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I agree! one major purpose of asking Q is to figure out what Ss know and using that!
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A1: to understand where they are in their learning. Do they truly understand what we're doing and why?
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A1: to engage/interest learners in a topic, engagement come from great Q's being asked by Ts and Ss
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Hello everyone! Chris here from Ontario.
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Feel free to tweet multiple times per question!
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A1 learn abt Ss, how they are obtaining info, needs,lead to crit think, prob solv, see what they knw
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Hi I am here, but will be in and out. HAVE TOO MUCH TO DO! Ugh! Shai from PA.
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A1: As a teacher, don't ask questions you already know the answer to, unless you're leading a socratic seminar
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A1 (con): when we turn over the responsibility to Ss, we can engage them in seeking and clarifying knowledge!
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A1: we ask questions to gauge prior learning, Ss interest, level of skill/engagement, prompt deep thinking, challenge ideas
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A1: There are so many great ways to check for understanding/assess that don't involve asking Qs face to face on class time
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and it helps them take ownership of their own learning!
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A1: Purposes for Qing: to seek clarification, stimulate deep learning, initiate reflection, provide a form of feedback.
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A1: Pre-assess, post assess, leads the path of learning, clarifying questions, engage/provoke discussion, challenge Ss
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A1: Qs can be used to grab the Ss attention and pique their interest.
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Interesting. Why do you think socratic seminars are the only case?
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A1: I like to provide Qs as part of feedback...help Ss to think more deeply and reflect on what they have done.
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1b To guide our next steps, give opps for Ss to asks us ?, open up, we need fdbk to move fwd
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Got questions about questions? Join happening now.
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Don't completely agree. In math, sometimes you do have to ask the questions you already know the answer too.
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A1 to provoke, inquire, guide, challenge, model, gain information, knowledge, assess, and instruct https://t.co/3p6IfoJVvx
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Q1: What are different purposes of asking questions during the learning process?
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A1: gauge the Ss level of understanding & use their responses to direct lesson.
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S knows when you already know what they're going to say In socratic approach at least that is mutually understood
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Asking questions don't preclude other instructional methods - but they can be great to spur deep learning
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A1 (con): I think a major purpose in asking Q's is to figure out what Ss know but there are so many other benefits in process
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alright, why is that? do you mean for S to practice reaching the solution?
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Yes, I do the same. Ss hate it when my feedback is another question.
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Q2 is coming up in 1 minute!
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I used to hate that too as a learner. Problem is thinking that the faster you learn the better
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Not necessarily. "When are functions not invertible?" That doesn't have a solution, but does have a right answer.
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Simply put, effective questioning helps to elicit deep thinking...which can result in new learning!
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I think both validation and extending thinking go hand in hand!
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PA weather is awesome too! Golf course all weekend! In the 70's now.
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agreed! helps to see where the students are but it also helps us to see if we're using the correct strategies
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Yes. So much of school teaches S that their thoughts are inferior to T's I prefer earnest Qs
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I think observation helps see what Ss are thinking and where they are, also.
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Wow! Not in my class and probably not in most of my colleagues' classes.
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If I can set up an experience where Ss show what they know, that's better than a Q
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A2- I do a lot of "turn and talk" methods. I'll pose a Q, and students discuss with their partner.
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Yes! Definitely show what you know.
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Love this. Trying to do more and more of this.
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That is awesome. School should belong to the learners
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But I def still think there are times when you need to ask Q's that they don't know but you do to evaluate
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A2:success with wait time & random response.Ss have time to process Q & be sure all Ss know they are accountable to answer.
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project based is one way this happens, but not everything needs to be a big project
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there is much to be said to discovering understanding together though
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It should, but there needs to be those that guide Ss to the concepts of learning.
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A2: My students think, pair, share quite often in the class. Students may have different answers but it fosters discussion.
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Interesting. I have not had much of that experience over my past 26 years in teaching.
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nice! and I think it's important to give more wait time based on /level of think required for Q
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And I sometimes act like I don't know the answers to the Qs that students ask to make Ss ponder more.
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A2: have students write their ideas/answers. Helps those who don't want to speak in front of the class
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For real? That's awesome. I've mostly taught in public city schools.
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A2 Using some type of tool or non tech tool, all write, turn and talk, lots of ways
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absolutely! Set the Ss up for success.
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definitely! what role do you play as they chat? how do you have them share responses?
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That's pretty much what I was alluding to by my response too. I don't see that.
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A2: have students share different strategies- encourages discussion and alternative ways of solving problems
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A2 pt b Can also use :) to ask
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what are things you need to consider when using "turn and talk" to make it successful?
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what are other things we should consider when using wait time to use it effectively?
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My former Ss wouldn't march in the streets in Chi if school system respected them
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Does everyone have a partner, facilitate that all are talking, involved, contrib,
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Ss generally guide discussion and I have Qs and As when needed. I like all of the Ss to share at least once.
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don't dispute that you're cool Ts, and there are nice schools, but not for all
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great point! Having Ss "justify" their responses helps them process the information too.
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amen to that! I love PBL but they don't need to be huge all the time
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know any good activities for strategy sharing?
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Teaching is a kind of theater isn't it?
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A2: Higher-level questioning...not only for 'strongest' students...can cause all to think more deeply...productive struggle.
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Haven't taught in a public city school, so can't compare.
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A2: I'll ask a Q, ask Ss to respond on a sheet, crumble sheets, throw them around &repeat a few times; we take turns sharing
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definitely, we manage the ways we display emotions!
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let S "be the teacher" and walk through the problem with the class on board/other way. Makes S feel important!
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I create placemats that show you your partner, and prompt you about what you could discuss
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A2: Student-generated Qs...must be modelled, but can engage all in the process...leading to greater leadership as learner.
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I used this often. How can we make sure lower-level Ss are either supported in sharing or listening?
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I utilize jazz-hands excessively
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Q3 is coming up in 2 minutes!
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finding just the right time is key...too long & you end up having to reset your questioning.
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For real! I've worked in a wide variety of schools.
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A2: ask question & have students write responses on the white board or on tech platform -depending on Q
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One thing to consider is how Ss will evaluate their Q's they create and predict responses they will receive
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in private now, but culture of respect is not all about $, Ts push system in right direction
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tricky with Ss who require more time
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respect that's your xp, as a public school S I was talked down to, as a T was part of prob
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I agree...students must consider quality of questions, purpose, value, etc...self-reflective learners!
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hmm. As T, you could moderate and ask targeted Qs. Encourage Ss to be thorough with explanations when teaching
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I think it's important to set up a classroom culture the silence that often comes with thinking is okay.
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The challenge and support staff.
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I do understand and appreciate both your experiences and what you are saying.
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Q3: What can you do when a Ss answers a question incorrectly in a group discussion? What is the purpose of your strategy?
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Agreed that $$$ don't necessarily make significant differences.
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A3: I think it's important to first find out why/how the S developed the answer. This will show where they are having trouble
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agreed! Set up conditions to encourage the behaviors what we wish to see!
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well I didn't say that. It's nice to afford a school bus for trip or new computer
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I think priming lower-level Ss on what will be shared gives them context, find opp. for them to present
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But $ doesn't get at the heart Valuing youth and showing love, $ only hides prob
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A3: Ss should be honoured for effort/risk taking, ask additional Qs to prompt rethinking, try seeing how/why S ans that way
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A1: It allows you to gauge the current knowledge and understanding of Ss, so you can tailor your T&L strategies.
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Hey peeps. I have to go. I have so much graduate school stuff to work on that I am in over my head. Have a great night.
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second part comes with close listening/monitoring. Ss of all levels have something worth sharing
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A2: I like to ask them 'what makes you say that?' Makes them justify their responses, and allows for guidance
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A3- Huge part is understanding how they came up w/ the A. Esp w/ math! If they tell me how they solved, we correct as a group
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Plus, I have to go make a couple of for my Ss tomorrow.
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making it beneficial for both listener +presenter is key, Ss can tell when they've contributed!
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A3: 'Incorrect' answers to Qs can sometimes provide for the very best learning opportunities...changes in thinking...growth.
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A3: Never embarrass them but ask them to work it out together. They may not be wrong in the end because of diff perspectives.
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yes I have - it works really well, it affords them some efficacy & shows value for their input
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A3: Have Ss explain how they came to that answer...to identify the reason for the incorrect answer. https://t.co/2knziSzVb3
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Q3: What can you do when a Ss answers a question incorrectly in a group discussion? What is the purpose of your strategy?
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so posing Q to other Ss, this is where socratic seminars can come in handy!
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The 'investment' in relationships far outweighs $ in my book...but resources always helpful!
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A3: Definitely agree it's important to allow Ss to explain so they realize any mis-steps in response https://t.co/KoytiymTk5
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A3: Have Ss explain how they came to that answer...to identify the reason for the incorrect answer. https://t.co/2knziSzVb3
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Q3: What can you do when a Ss answers a question incorrectly in a group discussion? What is the purpose of your strategy?
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Notice I used the word 'necessarily'...no guarantees with more $$$.
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A3 work thru their thinking help them to think to correct answer, use it to expand thinkng whn poss
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A3: stick with the S. Everyone is capable of learning. Makes S see that his/her learning is important to you
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Q3 (con): Any value in telling Ss they are incorrect and getting another response?
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Gives Ts great insight into the way Ss come at problems and learning opportunities. https://t.co/mdbdcBQ2yn
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A3: Definitely agree it's important to allow Ss to explain so they realize any mis-steps in response https://t.co/KoytiymTk5
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A3: Have Ss explain how they came to that answer...to identify the reason for the incorrect answer. https://t.co/2knziSzVb3
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Q3: What can you do when a Ss answers a question incorrectly in a group discussion? What is the purpose of your strategy?
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I can totally relate!! Good luck Shai :)
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A3 can prompt S to work thru, reflect, build prob solv, but cant just say Wrong answer! ;)
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definitely! once again I think this comes with establishing a culture in advance where mistakes are okay
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also through modeling, can come through in your tone and your own curiosity
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Q4: How do you use lower-order responses from a formative assessment? How do you use higher-order responses?
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Graduate school stuff that I feel I have to just jump through hoops over. Thinking this isn't for me!
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lower-order: recall, demonstrate skill
higher-order: analysis, synthesis
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A4: The type of S response tells me a great deal about my next pedagogical move.
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A4: LO Qs give a good starting point, but HO allows Ss to extend themselves beyond their normal routine.
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A4: essential ?? are higher order & rep unit goals - daily, I start with lower level ?? & move on the continuum
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A4: Ss answers help me know if I need to remediate or not
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A4: lower-order R give a surface level look at Ss understanding, higher-level really let's you reflect on Ss progress goals
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A4: LO helps to see how you can build. HO helps to see how Ss are forming their answers and the depth of their understanding.
