A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
A1: I think it's important to have the students guide how they learn. One way is to ask them in surveys or even posting questions on Google Classroom #mschat
A1: I feel that the direct instruction should come after the Ss have been allowed to inquire and discover. Sometimes it just depends on the content. #mschat
Can you draw a map of the world from memory? Awesome teamwork on this task. And never underestimate the value of the the continents and oceans songs kids learn in K and 1st grade! #worldgeochat#mschat@WMSRoom210@wmsnatick
A1: Both are valuable in the classroom. I try to start with for student discovery and self guided learning. Once students share what they have learned I use direct instructional methods to fill in gaps #mschat
A1: It is important to make sure students have enough prior knowledge to make the discovery possible and challenging enough, but not frustrating to the point of wanting to "rage quite" (student words) #mschat
A1: Using a workshop model helps with the balance - teacher directed mini lesson, then giving Ss ownership and indiv conferences to support their learning/work #mschat
A1: There needs to be explicit teaching and modeling, especially at the primary level. Then as you release responsibility to the students, they are able to collaborate and make discoveries independently and fluidly. #mschat#4Cs
A1: I also do activators at the beginning of class with content that is being learned during the lesson. The students have an opportunity to be frustrated, have questions brew in their minds. Then, I direct teach. #mschat
A1: Try to offer choice for students within my instructional plan. Try to balance my responsibility to teach certain standards at certain times with autonomy and choice. Not perfect, but works. #mschat
A1: dissecting the standards to determine where there are clear areas for exploration within an environment sometimes challenging the status quo to break down unnecessary boundaries group and self-imposed #mschat
We break our classes into three groups, based on scores, and do didactic instruction to some groups while other do exploration/discovery via chromebooks. Then we swap groups & tasks, It means writing three lessons per day, ( we have a block schedule) but it pays off. #mschat
A1- Knowing your students is so important. Having taught in an exploratory model it is important to know where you need to guide, where you need to coach, and where you need to instruct. #mschat
A1: I also do both. My students are not so good at exploring on their own- they have to be taught how to do that many times. They have to be shown how to interact with materials, what kind of answers to answer (a location to a where question for example). #mschat
A1 If we are responsive as educators then this question answers itself. We need to be responsive to the students in front of us. Teaching is not telling. #mschat
A1: It always depends, but an example in literature is we read the Giver and Ss are able to choose a method in teaching me what they've learned every few chapters whether that be through art, essay, poetry, music, etc. I have guided directions, but there's choice. #mschat
A1: Provide students with necessary supports (i.e. visuals) in order for them to be successful with discovery and self guided learning. Pre-teaching routines and modeling as well #mschat
A1: In language arts, I tend to use the workshop model more frequently than others. I may tweak how much time I spend at each step, but I love the balance it provides. #mschat
A1: I try to allow some form of student discovery/discussion in each lesson. Some new math concepts require more direct instruction because they are so foreign to the kids but I think it's always good for students to have a voice in the lesson. #mschat
Not formally. Instead, I offer different ways to develop and demonstrate mastery so students w/ diverse interests/needs have an appropriate fit for them. Somethimes I can lay out what mastery should look like & let them demonstrate it any way they see fit. #mschat
In art we do a lot of self guided /studio time but we cannot dismiss direct instruction when we teach technical skills for example. it all depends what part of the unit you are in sometimes #mschat
A1 I’m very excited by the potential of hyper docs to allow students to proceed asynchronously and for the teacher to workshop with kids as they work #mschat
A-1 We let the more proficient students explore with no previous instruction, because they tend to have more prior knowledge, and by working in a small group with the children with a lower knowledge base, we give them knowledge which builds confidence to explore. #mschat
A2: Providing students with a choice as to how they show what they know or understand is crucial to learning. One of the variable is technology. And, even in technology, there should be choices: Flipgrid, Google Slides? #mschat
A2: This Q is tough because it very much depends on the availability of technology. I am all for utilizing tools if they enhance the learning/lesson, but tech for the sake of tech doesn't help Ss. #mschat
A2: I wish we had a balance of technology integration in my instruction. We have access issues so when I can I imbed technology using a variety of tools #mschat
A2 Being able to integrate various forms of technology to motivate students is such a powerful practice. We can't forget our multiple learning modalities #mschat
A2: If you want to keep up with our students we better learn to incorporate it wherever we can. So many tools to use in the art room but I wish we could have drawing tables and Apps to use on school devices; not just on their phones. #mschat
A-2 We use technology both constantly and intermittently from class to class, to engage, further instruct and test student knowledge, while it concurrently gives us the opportunity to personally engage with small groups of children. #mschat
A2: I try to get my students on Chromebooks at least once per day to practice typing skills, use an online reading platform, or respond to reading, etc. I've found that embedding technology in instruction keeps students engaged. #MSCHAT
A2: I like using technology when it can provide Ss instant feedback on their learning. Ts can do this too in the classroom in various ways, but for practice outside the classroom, tech can be there when I can't to inform Ss of their progress. #mschat
A2 I feel it gives students more freedom to explore different ideas or interests and gives a wider variety of how to present what you have learned. Allows teachers to personalize learning as well as provide some direct instruction and more immediate feedback #mschat
A2: Finding balance on using what's necessary to use technology and not just using it for the sake of it. I'm at a one to one school, and it's definitely important to make sure that technology is enhancing a lesson or pushing students to be more creative/self-directed #mschat
Now that my students have Chromebooks, I push out their rotations in classroom or have them create bookmarks on the bookmark bar so that they can quickly log on and get started without wasting transition time #mschat#chromesavvy
A2: HyperDocs in Social Studies! They could work at their own pace on the activities of their choosing. In math we occasionally do flip lessons if a concept is something where sts may have a wide variety of prior knowledge. #mschat
A2: Tech allows me to discretely assign & distribute resources or assignments to different students based on need—everybody’s working, but no one needs to know who’s working on what. & auto grading gives them immediate feedback & lets me focus on instruction. #mschat
A2: For my students it is very important to allow them access to computers to make they at least can use the computer mouse and learn how to navigate the coputer. #mschat
A2: Modeling for Ss use of certain tech tools (depending on the goals of the instruction) and then giving them opportunities to create content for themselves and peers. ie. green screens for Ss created movies, @GetKahoot@Flipgrid#mschat
A2- technology should be used as a tool to support and enhance the learning. There is great power with technology to support making learning come alive, but there is also the potential of using technology as over priced worksheets #mschat
A2: I will say that when access was consistently available, Google Classroom & Google Forms transformed my formative assessments. The platform was so accessible & easy to format to fit the needs of the unit. #mschat
A2: Technology allows my students to interact with the curriculum in a way that is accessible and engaging. My students are highly motivated by the activities I create on the Promethean board; it encourages them to be active participants #mschat
A2 Alan November says that technology should be valued for its ability for students to access information and connect with others in ways they cannot do without the technology #mschat
A2- technology should be used as a tool to support and enhance the learning. There is great power with technology to support making learning come alive, but there is also the potential of using technology as over priced worksheets #mschat
A2 example: Tomorrow some students need to retake an assessment. Google classroom lets me post it to individual students. All students will be working on their Chromebooks, some on extension activities, others remediation and retesting. We use them ALL day! #mschat
A2: I also love being able to use technology to help with assessments and grading because as every teacher knows it's so easy to get bogged down in trying to grade a million assignments. #mschat
A3: Start with formative assessments, once students seem to be understanding concepts and doing well on formative tools (ungraded) move to summative assessments. #mschat
A2 part 2: Technology needs to taught to the teachers before giving it to the students! Many educators/admin ask us to balance class time with digital literacy but then don't use it themselves. #mschat#needmorepd
A3: I give format assessments at the beginning of units & lessons and also on a daily basis. Summative assessments are typically given as check points or at the end of units. #mschat
A3: Formative assessments in math give us a more immediate idea of what students can do lesson to lesson, and the summative assesments are a great indicator of the knowledge that the students absorbed over a period of time #mschat
A3: I think "balance" is a funny word to use when thinking about formative vs summative, I feel like I am constantly using formative assessment... even a summative can become formative. #mschat
A3: I try to incorporate several small formative assessments/checks in each lesson to gauge student learning. Having a Smartboard slate and being able to walk around the room while writing on the board is also so helpful to see how each student is doing during the lesson. #mschat
A3 Most assessment should be formative don’t you think? For middle school students, when is it really over? I guess there is a point where we have to put a grade on the report card but #mschat
A3: I do “academics checkups” for each individual sub-skill within a standard or topic (formative)—once a week w/ retakes as needed. This drives my instructional choices. Formative once unit is completed. Far less often. #mschat
A3 summarize assessment should happen almost non-stop. Summative gives you the end measure for that lesson, section, chapter etc. just make sure you collect data all along the way. #mschat
A3) All assessment is both formative and summarize. It’s how we use it, not what we call it.
Whenever a kid “gets it” we need to move on. Whenever a kid doesn’t “get it” we must adjust.
Timelines don’t matter. Mastery does.
#mschat
A3 If a student came to you after a so-called summative assessment and said he wanted to demonstrate he achieved the standard, how can we say no to that? #mschat
A3: Can I start with snark and opine that for all our talk about summative/formative, the role of grading practices in our students’ learning has not substantively improved most of us #mschat
A3: In terms of formative vs summative, I feel as though i am continually assessing on a daily basis and this helps guide my instruction for the days and weeks to come. Assessment is on-going. #mschat
A3: I have used Plickers as checks for understanding in the middle of lessons. These type of formative checks have helped me get an idea of which student is making what mistakes... and who I need to go talk to! #mschat
A3: Most of the work is formative. It should guide the direction and exploration of the social, emotional, and academic skills of students. Summative assessments are not as frequent. #MSChat#MSChat
A3 Formatives are ongoing and sometimes given weekly/daily (exit tickets) and then this data is used to drive immediate instruction. Summatives are and the end of a unit/semester/month etc. Also, formatives usually weigh less than summatives #mschat
3) I love to ask: How do you know if a kid is ready to test? If you KNOW he’s ready, does he need the test. If you don’t KNOW, then it’s setting a child up for failure to test. Both are educational malpractice #mschat
Speaking of assessments... I need to hop out of this chat and grade some math quizzes. I will catch up on the chat later! Thanks for the great conversation, everyone! #mschat
A3; In art is is a tough balance to keep since we automatically fall back on summative assessments and put all of our projects under that umbrella. Formative assessment is just as important because it allows us to scaffold the art project #mschat
A3: I do a substantial amount of formative assessments. I think most teachers do because that is the data used to plan the next course of action with concepts needing to be taught and how. #mschat
Formative should be for the purpose of checking the state of things in order to make great decisions about what to do next. Like watching your surroundings and mirrors while driving. Summative is for making judgments at certain points. Like a driving test. #mschat
A3: it’s about seeing what kids can do independently and then drive your instruction based on your noticing. Formative assessments are the KEY! #mschat
I think you may agree - we want our Ss to build intrinsic motivations to be life long learners. A focus on grades does not cultivate that type of mindset #mschat
A3. We are living in the screen generation. This generation of students are born in to the ever evolving technology that this is one of the best ways to engage them. #mschat
A4: I feel compliance needs to be established first. Most of that comes from daily routine where Ts don't have to worry about compliance and focus on engaging the Ss. #mschat
A4: My content may not always engage each and every student. That’s just honest truth. But the package I put that content in can! I aim for active mental & physical engagement for every student. #mschat
I feel we have to have compliance to get to engagement: if students can’t follow rules and expectations how can you engage them in what you need them to learn? #mschat
4) engagement does not require rebellion.
When I play sports I have to follow the rules but must also be fully engaged in the process to make the most the opportunity. #mschat
I agree, not compliance for compliance sake, but students wanting to engage and participate because they understand and believe in what is expected of them. #mschat
But it’s cyclical. A students who’s engaged will readily comply w/ any directive or expectation you lay out. One, then the other, over and over again. #mschat
Well put! Engagement and compliance go hand in hand ... as long as focus is not just on following the rules but actually doing something meaningful! #mschat
A5: Strong relationships with students are key. I try to show all students I care about them, hoping not to show any favoritism. #mschat Not allowing any single student to dominate all my time
I agree with a caveat. My observation has been that often times we focus so hard on compliance (based on past experience for sure) that we forget why it even matters. Compliance itself becomes the point. Even in our grading. #mschat
A5: I explained when I gad a 2nd kid, my bucket of love didn’t get divided between 2 kids. My 2nd kid got his own bucket. It’s like that. Each kid has their own bucket. #mschat
A4: the classroom needs to be established as a community from the onset. Establish routines to foster independence and compliance will grow organically. it’s about the mindset of ‘our’ classroom #mschat
A5 I guess if you are truly attempting to form relationships with all S’s, even the hard to get along with ones, you shouldn’t have much trouble being accused of favoritism. #mschat
A5 I always think building relationships is what we do with all people my connection with one child is with super hero’s with another S it could be sports. They line between the two is being GENUINE with all relationships #mschat
A5: This is such a great question because all students think teachers do pick favorites. I try to invest in my students on a personal level by getting to know them beyond just academics, and I really try to focus on different students daily. #mschat
A5: Super important. This requires taking the time to express interest and invest in each kid. A habit of genuine interactions keeps me from focusing on a few kids - which further deepens my relationship with them while starving my relationship with others #mschat
A5: Tech can make it easier to reach out to Ss in ways to be sure you are connecting with all of them, while at the same time, making it easier for the more introverted Ss to reach out to you. #mschat
A5: it’s always about how we make our students feel! Kids are attuned to this. It’s our responsibility to make all of them feel like they are our favorites. Relationships are key! #mschat
I think you have really challenged my thinking here. I try to engage and build those relationships with all students, and a group as a whole. I haven't really thought about favoritism being a negative outcome of doing so. #mschat
A5: Relationships with students is our primary focus at my school, which has created a really great atmosphere for parents, teachers, and students. #mschat
Important to go above and beyond w/ the ones that are susceptible to feeling left out? Hard to handle the ones that are more interested in being the victim than participating in a relationship. #mschat
A5: Try to spend time everyday getting to know all of my Ss - in the hallways, passing time, in between lunches, taking an extra minute here or there a big part of my day. #mschat
I bet you are just so go at it and intentional it isn’t an issue for you! #mschat I have observed some teacher build so great relationships but with just a few they do get accusations of favoritism
A5: Each child has their own individual, unique needs in the classroom. As educators, we need to build relationships with the individual in mind. It's the same idea as in the book #Culturized by @casas_jimmy fairness is not always equal #mschat
A5: Well, there's always the 27 Equitable Practices... but, seriously, if you are being equitable you will maximize your chances of not playing favorites.#mschat
A6: Schedule times on your calendar for school work or reading. Then, when the time is up, stop what you are doing. Try to exercise for at least 15 min too. It helps. #mschat
A5: Relationships are also built from conferring w Ss one on one. Gives Ts and Ss opportunities to talk for a few minutes with a focused attention on just that Ss #mschat
A5 my wife@is@also an educator so our life’s have always been totally blended. My kids were always just part of it. We decorated classrooms together, games together. My first grandchild was born 2 weeks ago so we will see how this chapter goes! #mschat
A6: Making myself leave school at a certain time is my biggest. & weighing when to bring work home (at least I’m w/ my family) vs not bringing work home (respect family time). #mschat
A6: Schedule times on your calendar for school work or reading. Then, when the time is up, stop what you are doing. Try to exercise for at least 15 min too. It helps. #mschat
A6 ok my Achilles heel has surfaced I’ve tried all kinds of things taken u hobbies of all kinds, scheduling time to meditate, putting time on my calendar just for me that I make non negotiable. I even tried establishing rules for me to to stop school work No success yet #mschat
Q6: Über critical. My strategy is not to check work email at night period. A more mind-based strategy is to remind myself that public education got on fine without me for a long time and will be here long after I’m gone. My kids will only be children once though. #mschat
A6: This is so hard because the truth of the matter is we could all spend all of our time working on bettering our craft as teachers, BUT that's not healthy. I go in stages on both ends. I have yet to find a perfect balance. #mschat
Names are SO hard for me and I tell the kids that. I do worry that they will feel hurt that I can't remember their name... sometimes I mess up one that I have gotten right a bunch before on purpose, so the kids see that I just simply struggle.(Don't tell them!!) #mschat
Names are SO hard for me and I tell the kids that. I do worry that they will feel hurt that I can't remember their name... sometimes I mess up one that I have gotten right a bunch before on purpose, so the kids see that I just simply struggle.(Don't tell them!!) #mschat
A6: There’s always a little overlap, but plenty of time away from technology, reading for fun, exercise, plenty of good music, but still lots of professional conversations too help grow a good practice. #mschat
A3) All assessment is both formative and summarize. It’s how we use it, not what we call it.
Whenever a kid “gets it” we need to move on. Whenever a kid doesn’t “get it” we must adjust.
Timelines don’t matter. Mastery does.
#mschat
A6: Suggestions welcomed! This is definitely a work in progress area. Being mindful of the daily schedule in order to carve out time for personal and professional life #mschat
A7: So this is my first twitter chat. So I'm excited to see what it ends up doing for me and the other two co-workers/friends I do this podcast with. #mschat
A6: Being gentle and generous to yourself. Family first. Remembering that you can't be your best in the classroom if you aren't your best. Almost everything can wait an extra day. #MSchat
I've so loved this. Thank you to everyone who participated and to @blocht574 for hosting us! Definitely looking forward to doing this more, and maybe discussing some of it on the podcast. #mschat
