A2: As students come into the classroom, they can see progress in something as simple as attitude. If they move from a perspective of dreading a class to tolerating it, even a simple move like that is a step in the right direction #formativechat
I'm a preservice teacher from Grove City College, learning about formative assessment in class right now, and excited to learn more from twitter! #formativechat
A1: Iāll often make a chart showing our class stats as discussion prompts. For example, 3/4 of us read in the summer, 25 of us want to learn about new authors. Helps kids see their data in relation to the whole group. #formativechat
A1There are so many! Fav way is to include feedback rounds during Ss writing tasks. After circulating to determine trends, share out 1 specific glow re: student work and 1 area of focus. Re-teach and release for additional practice! #formativechat
In my technologies of instruction class we discuss with are fellow students different ways we can use the danileson framework, and we also discuss ways we can use formative assessment as a teacher and I really enjoy that. #formativechat
A1 #formativechat as a former ELA teacher, I liked when kids paired together and looked at writing rubrics to stategize ways to improve...sometimes with a partner This is how I set goals for next writing task. 280 characters is nice for the chat.
A1 to emphasize the benefits of students giving feedback on my performance, empowering them by showing how my planning and use of resources change to accommodate them according to their input #formativechat
A1: Kahoot is a great tool for formative assessment that will show teachers data sets of correct and incorrect answers, and even create charts! Discussing formative data helps students to be able to learn from their mistakes. #formativechat
A1-Show the Ss and let the conversation begin. Let them lead the discussion, I sometimes don't even get a word in. Great review material as well. #formativechat
A1: Conferencing with S's is a favorite way to analyze data with students. During the conference we can celebrate their individual growth, as well as create new goals tailored to their needs. By conferring/analyzing, I'm seeing growth from that S - not a score. #formativechat
A1: dissect the success criteria via the 'look fors' a) what did you do well? b) what do you need to work on? c) what do you need to improve? d) What can I do, as your T to support you? #formativechat
A1 In my technologies of instruction class we discuss with are fellow students different ways we can use the danileson framework, and we also discuss ways we can use formative assessment as a teacher and I really enjoy that. #formativechat
A1 In the time I've shadowed I saw the teacher check for understanding through thumbs up thumbs down, exit flips, and quick writes exercises. They're very engaging #formativechat
A1: Conferencing hands down, when it can happen. I also like turning FA into tomorrowās peer problem solving. ie. the yellow dots signal an area needing attention. Work with your partner to figure out what needs to be addressed. #formativechat
In some of my classes at Grove City, we discuss many different ways to use formative assessment in the classroom. Some interesting ways that we talked about this being done is through thumbs up/down, and quick writing assignments to keep students engaged #formativechat
A1: I think for me itās a matter of language. If you have language that your students can understand, it doesnāt matter how you deliver it. I like to present as many visuals with labels as I can over raw numbers. #formativechat
A1: Iāll often make a chart showing our class stats as discussion prompts. For example, 3/4 of us read in the summer, 25 of us want to learn about new authors. Helps kids see their data in relation to the whole group. #formativechat
A1 I also like to use digital portfolios with individuals and add there info in their portfolio. Let them look, digest, analyze then talk. #formativechat
This is a great answer Ashley! I agree, look at growth, take emphasis from the grades/scores, long term benefits of learning supersede the score #formativechat
A1: I also enjoy conferencing with students based off of their data binders. We place any type of formative assessment in chronological order. S's can literally turn the pages to see their growth. #formativechat
Agree! Provide a specific task/guiding question for Ss to complete side by side analysis. Also works with 3 tasks (rank: good, better, and best!) for additional rigor! #FormativeChat
A1 to emphasize the benefits of students giving feedback on my performance, empowering them by showing how my planning and use of resources change to accommodate them according to their input #formativechat
A1: Iāll often make a chart showing our class stats as discussion prompts. For example, 3/4 of us read in the summer, 25 of us want to learn about new authors. Helps kids see their data in relation to the whole group. #formativechat
A1: dissect the success criteria via the 'look fors' a) what did you do well? b) what do you need to work on? c) what do you need to improve? d) What can I do, as your T to support you? #formativechat
Establishing norms when reviewing Ss work is crucial. Calls for need to establish classroom culture that embraces error, celebrates growth- no put downs! #FormativeChat
A1: dissect the success criteria via the 'look fors' a) what did you do well? b) what do you need to work on? c) what do you need to improve? d) What can I do, as your T to support you? #formativechat
I use a Google Form as a Self-assmnt/Reflection form after a SA, I guess I should shorten and use after some of my FAs as well. Great idea! #formativechat
A2-my freind @PierceAdamj uses a Living Unit plan that I am trying to integrate into my math class. Ss post to doc evidence of each LT as they progress through unit. Love it! #formativechat
A2 Track student work over time. Can include a variety of assessment data. Depending on age/level of student, require in-class quarterly or semester-long portfolios (showcasing work acquired over time). Actively look for opps to celebrate Ss achievement and growth! #formativechat
A2: Show then work samples and have them determine strengths and challenges together. Give them a solution and have them identify where misconceptions occurred. Look at data and make a list of āadvice for growthā #formativechat
A2-In the Ontario Curriculum we have what are called "success criteria" these are criteria co-written with the students as checkmarks to show what they need to be successful to demonstrate their understanding of learning goals #formativechat
A2: In writing, we do what I call ābefore and afterā. Students self select samples they would consider ābeforeā and āafterā. They do the reflecting. It can be very open ended. Child chooses the target skill (word choice, transition words, using spaces and lines) #formativechat
A2: Justification in their incorrect answers with a written response and using sentence stems such as "I used to think... Now I know..." will help them comprehend their new learning. #formativechat
A2 Allow them to see models/exemplars and then compare their work using critical analyusis skills. It takes time but so very worth it when the recognize those things before turning it in. #formativechat
A2) Let the students analyze their work after giving a prompt. I always like to use "I wonder" statements to help guide their analysis. Especially at first when you are building the culture of the classroom. #formativechat
A2 feedback about performance means little if itās not understood in relation to an ultimate goal, to best determine what next learners should represent their progress visually, in a chart or graph that they update regularly #formativechat
@ssseason7#formativechat I think you do these rounds by using blended learning and makin your class more of a pbl structure where we guide them to find the answers
A2: Building accountability into the assignment. Making the student reflect on their performance rather than only receiving feedback from the teacher. #formativechat
Ways we can help students analyze their progress is by using tools like Bloomz and Chalk so that not only can you as the teacher see the students progress, but they can see it as well without you having to write or verbalize their progress. #formativechat
A2: Model what quality and expected work should look like with student samples and mentor texts. Students will naturally compare their work to that of what is being modeled and posted, therefore analyzing. #formativechat
Its an idea that I thought of as I became more intentional w/FAs 2nd semester I am going to have Ss create Goggle sheet to chart FA progress #formativechat
In a 50min period, I coach Ts to allocate at least 25 min. for Ss independent practice. Develop succinct tasks that isolate the content/skill of focus. In planning, identify misconception and way(s) to address so you are prepared to be responsive during execution. #FormativeChat
A2: Exit tickets, students grading their own work, and keeping records of their scores and progress are great ways for students to keep track of their own progress. #formativechat
A2: has to be against the LG and SC - plus how does their work improve from one piece of work to another? They need to see growth and what helped them get there. #formativechat
A2: Its really about changing to conversation from what is your grade to what have you learned and how can you be sure of what you are learning? Once students change mindset, then they can be self-aware. #formativechat
A2 Ways we can help students analyze their progress is by using tools like Bloomz and Chalk so that not only can you as the teacher see the students progress, but they can see it as well without you having to write or verbalize their progress.#formativechat
Follow cycle: Student task > Short re-teach anticipated misconception > Re-release so Ss can apply skill(s) in a new task! I'm happy to share more resources and tips. Feel free to DM! #FormativeChat
A2: Started getting parents involved. Iāll send an email home saying a piece of work is on the way. Iāll outline 2-3 basic criteria for parents to look for and celebrate. (Iāve ensured each kid has something). Good for feedback to come from people other than us. #formativechat
Yes! Ss have learned to self-reflect and ask these Qs. Ss blogged about their growth as learners and we also use Google Forms to record our thoughts. #formativechat
A2: has to be against the LG and SC - plus how does their work improve from one piece of work to another? They need to see growth and what helped them get there. #formativechat
A3 #formativechat. This is where learning/standard walls come into play. Students look at what they mastered and set a course for learning. Happens in Art and Tech Ed class all the time
A3: I love using @thegridmethod to determine student choice by @chadostrowski. It allows students to move to the next level and choose which way they will do it. Playlists work well too. #formativechat
A3: We can utilize S choice by having S's reflect upon what worked well and what didn't, as well as understanding their needs and desires. If S's are aware they are better speakers than writers, better designers than writers - why are we limiting their potential? #formativechat
A3) At this point, I will ask what I can do to assist more for those struggling. Let them tell you what they need. For those successful, ask them to transfer their learning in another way. #formativechat
This also needs to be showcased during parent-teacher-student conferences - they should be led by the S based on their portfolio and which pieces of work they chose. #formativechat
A3 #formativechat. This is where learning/standard walls come into play. Students look at what they mastered and set a course for learning. Happens in Art and Tech Ed class all the time
A3: Open up discussion about what is next. Generate a list of possibilities from which students can self-select based on a self-assessment #formativechat
A3: Asking students to ask themselves questions about the subject at hand encourages them to see how they want to further learn about a topic, and can help guide the direction of future lessons. #formativechat
Q3: Include our students in the planning of next steps. Itās important that teachers foster a collaborative community in which students feel included and in control of their learning. #formativechat
A3 Student voice and choice can be encouraged through task menus. By doing this students feel they are part of the process and standards are met. #formativechat
A3 How can we not? When we give Ss choice we invite curiosity and exploration. They take more ownership and are more negaged in the process. Base the choices on their feedback from their own prior work. "What's Next?" #formativechat
The classroom is all about relationships. The more we include Ss in process the more active they are They want to be a part of school, not a piece of school #formativechat
A3 The ultimate goal of feedback should be to teach learners how to give feedback to themselves, to identify what improvements they have made and allow them to draft their own plans of how to move forward #formativechat
A3 We can simply ask the students what they want to do to begin their learning process. Or we can set up boundaries such as, the genius hour where the students must pick a topic that peeks their interest but there must be boundaries. #formativechat
A3: Choice menus work well in my classroom for S's who want to go beyond the simplicity of the task. I also incorporate depth and complexity inside the classroom where S's can showcase their level of thinking in multiple ways. #formativechat
A3: Open up discussion about what is next. Generate a list of possibilities from which students can self-select based on a self-assessment #formativechat
A3: this should be done beforehand - the first think you need to do in September is create a learning profile for Ss - how do they learn best? Get their voices right away at the start of the year. #formativechat
A3: During review, I will create centres for students to select from. Rarely do kids need to review every single thing. Sometimes their inside track on their own learning helps me see things I may have missed or thought they had mastered. #formativechat
I did a cross-curricular unit with #cbl and connected with science class and my STEAM class, they created a @Buncee to represent their findings #formativechat
A3: in that learner profile - what do they see as their strengths? needs? interests? How does the learner profile change as their learning improves? #formativechat
A3) At this point, I will ask what I can do to assist more for those struggling. Let them tell you what they need. For those successful, ask them to transfer their learning in another way. #formativechat
A3: Relationships are at the root of this. Know your students, know what they like, know how they prefer to learn. Provide opportunities for them to strive. #formativechat
A3: Hereās an excellent document from the Ontario Ministry of Education on āStudent Voice - Transforming Relationshipsā: https://t.co/Lv9MQZ7pkN#formativechat
A3-Personalized Education Plan for every S. What are Ss strengths/weaknesses? What has been mastered/not mastered? Not all Ss are on same timeline w/their learning so must involve S in next steps not dictate them. #formativechat
A3: choice boards/tic tac toe boards work well too - if their choice isn't there, have a convo about how they want to demonstrate their learning and let them. #formativechat
A3: choice is imp and Ss might choose what they are comfortable with but we MUST also challenge them in terms of selecting choices that will develop their needs/skills. #formativechat
I always include the center as a student choice in my choice boards. They have to see me with their option to demonstrate their learning so I can approve. #formativechat
A3: Empower students to take ownership of their learning. Give students choice and involve students in evaluation (i.e. self-reflection). #formativechat
it will definitely change as you get to know Ss but gathering that info at the start of the year is essential so you get to know your Ss and start building those relationships. #formativechat
