#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday October 27, 2016
Before we begin, let's find out who's with us on . Who and where are you, what and at what levels do you teach?
Bonsoir . Kris, French 9-12 in Nashville.
Cathryn. Spanish 2,3, AP in Virginia
Lisa from MO here. I teach HS French 2-5/IB.
We have 5 Qs on data lined up: Q1: What kind & Why?, Q2: How?, Q3: What else?, Q4: With whom?, and Q5: So what?
Jenn here from NJ I am a music therapist but love these chats to learn more about the teaching side of school!
Hi ! Allison in Iowa teaching all grades of Spanish
Hola. Doug MS/HS teacher from LI, NY. Spanish 6,7,8,9
Laura from NC - French HS
First Q coming up. Remember to put A1, A2, A3, etc. in all your answers tonight.
Kristen from CT- I teach 8th grade levels 1 and 2
Kelly, in Middle Tennessee, Spanish 1 & 4
Michelle from CT, Spanish 1
I'm Mark. HS Spanish teacher in MA.
A1 Data on students' proficiency--I need to know where they are in order to plan for moving on up!
A1: We started using Studen surveys at my school a couple of years ago. Good feeback on learners perceptions.
For short term goals, I love formative asmt data, like exit and entrance slips to drive instruction
A1: base line data, finding the starting point is always the most helpful for me.
A1 The data that I find the most helpful is..how my students are moving along the "can-do" statements- Not yet, w/ help, can do!
What sorts of things are you asking sts?
A1: I like Friday feedback a la to see what during week helped student learn & why. Let's me plan accordingly
A1: I'm not a big numbers person, but I like looking at the most common feedback I give on student work to determine issues
A1 for long term planning, proficiency scores on benchmarks help me to help each student individually
They are in 4 domains on likert scale (teacher, assessment, feedback, climate and practices) plus comments.
A1 exit slips are useful. Also online real time assessment like goformative
A1. For long term data does anyone use AAPL?
A1. By this point in the fall we have school-wide and class specific feedback. These in "stereo" give realistic early returns.
Ohh, this is good data!!!! Most common feedback WE give.
Bethany, French, CA jumping in late
confession - I am not very good at collecting consistent student data - any advice?
Ditto. Hoping to glean ideas tonight in
From Ask sts at end of hour on way out door to tell you: too fast, too slow, just right
A1 i have to use do nows, and those are ok. & i have an "anything else" section of tasks if Ss know sthg we dont cover
A1- formative mid lesson is helpful using websites and presentation tools like
A1: Data makes me think large pools of responders, variables. As a French teacher, I don't swim in large pools.
Any other elementary teachers on here? I teach Spanish 3rd-5th grade.
A1: what about student polls on interest, in addition to proficiency?
A1 for a full picture of student data, it's also important to include a balance of reading, writing, listening, and speaking.
A1 Data that the students can understand. When a S said "My checkmarks are moving to the right--I must be getting better! =gold
your formative asmt data, are you tracking these long term or is it one and done?
A1 Learned from at to use "meta moments" to get students' perspectives on the week
A1 sometimes we associate data as something bad however we can use it to adjust our instruction & better serve our students
Great point! This is why someone suggested this topic!
A1 I like all my data in so I can refer back to it later and see growth
this is a great resource!
. even better is what you can do in googlesheets with the data
A1: Data that is research based!
I thought you could get just as much data out of a google sheet as a form. Am I wrong?
yes! All of our "tests" include 4 sections- reading writing listening and speaking- never explicit grammar or vocab
A2: Google Sheets is key for sorting data later. Utilizing too!
A2: Student surveys/ exit tickets via survey monkey, google forms, exit and entrance slips
Forms populate google sheets and from there you can analyze and manipulate data https://t.co/K5owgvDgHN
I thought you could get just as much data out of a google sheet as a form. Am I wrong?
A2) Google Forms, , polls + ongoing conversations with kids, parents, advisors/counselors.
A2 for interpersonal tasks, i use charts to note Ss progress and skills while they work
A2- surveys, google forms, peardeck, rubrics from summative assmts- always has 4 sections- reading writing listening speaking
A2 proficiency growth in the modes of communication can be collected w/ or using apps like Google Forms
A2 Google Classroom has a section to ask a question for exit ticket
A2 Ss survey google form, Ss Can-Dos google sheet, track m/c and short answer responses to improve formative tests,
A2: Online programs that accompany texts track time spent, how much resources were consulted, accuracy, etc.
A2: Grades, forms, exit tickets
A2 GoFormative is a great tool to collect data. I blve it is like Socrative
A2: I collect data with videos of sessions and see where the base line is for my kids developmentally it helps 2 not miss anything
Yes, every Form creates a parallel Sheet you can sort, merge, export, etc. "View summary" is amazing!
A2: Can-Dos Google sheet. Yes! , But I'm thinking OneNote https://t.co/DbaxD8hfDa
A2 Ss survey google form, Ss Can-Dos google sheet, track m/c and short answer responses to improve formative tests,
A2 Ss record formative and summative assessments on quarterly chart marking exceeds/meets/almost/not expectations
A2 Google Forms are a great way to share data with colleagues, like common assessment scores to compare
I also like google sheets add ons for sharing with students https://t.co/7eRDwFxcSM
Yes, every Form creates a parallel Sheet you can sort, merge, export, etc. "View summary" is amazing!
Certainly! Portfolios are loads of data! Let's talk more about this in the third Q.
I love the idea of portfolios bc you can actually see the growth over time and ss can too!
Yes, we use texts from . This data has informed many conversations about content & time usage.
I just started using D'accord this year. My Ss like the immediate feedback and multiple tries.
What specific data do you use from ? https://t.co/ML153YuaQf
Yes, we use texts from . This data has informed many conversations about content & time usage.
A2 i also design tasks on Schoology (like Google Classroom) that quiz Ss and provide instant feedback to individual & me
A2: Any competition/collaborative thing with a score is kinda of data, right? i.e. kahoot, quizlet live.
A2: Twitter polls are a fun way to collect informal student preferences & votes, such as picking music bracket winners
We have been pleased with the platforms in Spanish (Descubre) & French (D'accord).
Ok, ...Q3 is coming up...
A2 I think the best way to collect data is a way that gives ss immediate feedback that they want. GoogleForms, EdPuzzle, etc.
A3: portfolios that show individ growth were mentioned.
A2: short term data is just daily tasks, comp checks but long term would anything to measure prof
A3: I'm going to need an example of non-numerical data.
A3 digital student portfolios are my new love - will get so much easier with new design of Google Sites
A3 Proficiency data but also behavioral data, word counts for stories if you use CI, etc. Other informal growth checks.
mentioned "meta moments" . That's non-numerical, but GREAT feedback from learners.
A3: I might be coming from the wrong place, but portfolios would show growth based on a rubric correct?
The new Quiz function in Forms opens up many possibilities for instant, improvement-minded feedback.
A3- We keep all student presentational speaking recordings on lingtlanguage so Ss and I can observe growth
A3: feedback from the sts. I find they do better when involved in lessons they like or have a lot of input in.
No, I think you're right. I suppose feedback from learners and about learners, doesn't have to be quantifiable.
A3 student individual goals, action plan, and results; Ss accountability; end-year survey of likes/dislikes and new ideas
A3 each year, we track proficiency level & Can-Dos that stay w Ss. That way we know more than just a grade at the end of year
A3 this one is a passion of mine. So many options. One easy one is custom "behaviors" in Class Dojo
A3: the comments Ss give in my course surveys are WAY more helpful than the 1-5 scaled scores they give.
Scores, attempts, time on task. In some cases, time that browser is open, not on task.
Thanks, . I totally forgot about this. I use those, too!
A3 at the end of the day good o' fashion communication w/ students goes a long way. Showing authentic interest goes a long way
I heard about Class Dojo at and am interested in using this!
This is so important when multiple instructors are involved.
In some ways data is the opposite of what we do which is communicate https://t.co/LM836uLyty
A3 at the end of the day good o' fashion communication w/ students goes a long way. Showing authentic interest goes a long way
How do you track? We could benefit from your systems..we don't do well at sharing proficiency w next year's teachers
I agree. Asking ?s will get me much further in lesson planning than just numerical data.
Ss complete "think sheet" 4 repeated misbehavior. shows motivation & has helped me determine consequences; documentation
and unfortunately we need the numerical data for T evals now. Can't put comm on a spreadsheet 😔
A3) Keeping logs/portfolios of Ss' writing & speaking is huge. Also helps to track the feedback we give. https://t.co/tjFucAONpk
Ok ...here's Q4, and I kid you not, one of you touched on it in q3. How is the data shared with colleague… https://t.co/hDV5LtbnHA
Yes! 2 different functions. Good data can get you $$, books, research, staff, etc. https://t.co/MUMS8IyR48
I agree. Asking ?s will get me much further in lesson planning than just numerical data.
A3 kindr app on iOS has potential to help track empathy in TL
we're working on the details, but basically w/ Can-Do Statements & proficiency benchmarks to say the target & where S is
A4: Individual growth tracked as we pass students on to colleagues
A4: Our dept looked at students who were on the "bubble" to see what we could do in class for those ss
A3: check out to track ss engagement w online reading (grade level Readability scores coming very soon)
A4 if everyone on same page prof wise then can pass info for each ss onto next level
A4: sharing portfolios or lessons that the kids really took to.
A4: Looking where strengths and weaknesses are as a group and determining how you can address those
A4- we PLC with colleagues- it's a gift at my school- we can share SRBI strategies and background info on Ss that affects learning
A4: data such as can-dos can help achieve parity within department so no great diff one lang to another, one T to another.
A4: share with humility that we aren't perfect and curiosity for others' great practices
A4) Did an experiment last year w/ a colleague sharing feedback we gave to students. It was enlightening: what do we target? Why?
I wonder if or do any trips abroad Trips through our district have been great for Ss too.
A4: Course surveys can help struggling Ts pinpoint areas of need and help admins point them to Ts of skill.
A4- we also pass on Student action plans from previous year to next teacher- only 3 Spanish teachers in my school
I would love to have WL PLC time in my district! https://t.co/loqdioFlDg
A4- we PLC with colleagues- it's a gift at my school- we can share SRBI strategies and background info on Ss that affects learning
A4 before sharing the data, we must create an environment where we can openly share w/o the fear of judgement
I love the idea of student action plans! You can get specific with strengths/weaknesses https://t.co/jbGWDQgd46
A4- we also pass on Student action plans from previous year to next teacher- only 3 Spanish teachers in my school
A4 before sharing the data, we must create an environment where we can openly share w/o the fear of judgement
A4: Colleague to colleague sharing so much less threatening than colleague to admin or evaluation-focused sharing.
100%, as long as there is a balance between classroom-level and school-level feedback.
A4 vertical articulation mtgs with HS or MS teachers can also give insights on where we can improve or evolve
A4 Sharing esp on common assessments fosters discussion to improve those assessments AND teaching. Win win win potential.
and it must also come from a place where we should want everyone to improve and not single anyone out.
Trust yourselves as peers and professionals and I usually works out well.
Ahh, if only...Only HS French teacher
Yes!! I couldn't remember it off the top of my head. Thanks!! A3
Flubaroo no longer needed. Can answer yourself & set as standard! Google improved.
Trust yourselves as peers and professionals and it usually works out well.
It's important to know why you're collecting the data and what your goal is. What are you trying to find out?
A4 vert articulation can be tricky when HS Ts use grammar as a litmus test
A5: Make me more responsive to Ss interests, more in touch with their Strengths and weaknesses
A5: data makes my teaching more structured. It shows what I need to spend more time on and when we can move forward.
You said it! And you are so right!
A5 quick write/speak feedback: am able to correct major class errors and also point out specific positives or risks to aspire to
A5) Narrative feedback reminds me where I need to strive. Feedback on students' work reminds me what I need to stress.
A5 Data has helped me reflect on my instruction and question the purpose of my activities.
A5 Data and sharing forces us to look at what's REALLY going on in a number of areas. When ready to be vulnerable, can be HUGE!
A5: Also reveals what I need to focus more of MY attention on improving. Ts need feedback, too, right?
A5 it helps me respond to student needs in class/vary types of tasks & gear topics to student interests
A5 can find problems/ undesirable trends faster & try to fix. Love seeing which ?s most missed w/o having to keep track manually
A5: we spend more time doing peer edits to check for comprehensibility vs errors
Absolutely! Allowing ourselves to be vulnerable with colleagues, with Ss. So many rich possibilities!
A5- data simply drives all manners of instruction- short term and long term- data reflects how WE are doing as teachers (usually)
A5 help differentiate assignments, meet Ss interests, review/reteach, challenge excelling Ss
TA: Long-term versus short-term, big group versus single learner. ALL good data with diff purposes
A5: it is not the data or experience, but REFLECTING on it that helps me grow
TA I want to use more numerical data. Still working on prof leveling dept wide but so necessary in knowing where to start
TA i want to do more specific data collection with portfolios, not just Can-Dos and rubrics. Progress seems more tangible
A5 data can have many forms and purposes, what helps Ss and/or teacher
TA- new features on Google forms will cut down grading time on exit slips or formatting spreadsheets
TA 2: as is the case every week, these 60 mins are really helpful to improving my practice.
exactly! What's the purpose in data if you aren't going to use it for your benefit!?
... data has a place whether with pencil & paper or w/ tech... we must remember to talk and interact w/ students too!
So great to spend time with all of you on tonight!
