Rik in MA, waiting the fury of #Toby to hit the Boston area with yet MORE SNOW! Thrilled to share the #sblchat helm tonight with @garnet_hillman and @KatieBudrow. Also psyched to collaborate with such a dedicated Crew.
Hello #sblchat! Katie, science teacher, tweeting from the Chicagoland area tonight. Always happy to be moderating with the amazing @RoweRikW and @garnet_hillman!
#sblchat Hello! Long time. Becky, HS English, Western suburbs of Chicago. Taking a break from attempting to give ALL THE FEEDBACK before maternity leave...
I'm Garnet, an author and consultant from the Chicagoland area. Pleased to join my co-moderators @RoweRikW and @KatieBudrow for the conversation this evening! #sblchat
Quick comment before we start tonight—thank you guys for the greetings. Let’s extrapolate this as teachers. If we get excited about someon greeting is in a twitter chat, thing how a S feels when we greet them at the door #sblchat
This morning in Suzhou I’m working with Ts using a #dtk12chat framework to support UbD, cognitive demand & taxonomies for learning, best practices for grading, and other #sblchat principles. #edchatme#SuzhouSunrise
A1 - We've learned that grading should be an accurate and meaningful communication of the learning that has been demonstrated thus far. Our Standards-Based Learning chat has empowered our Learning & Grading! #sblchat
A1) To fulfill a requirement set up too long ago. Our policy is "two grades per week and we split categories 60/40 with summative and formative." #sblchat
A1 I wish I knew. I'd like to say the purpose is to record what students' have learned, but there are so many other ways to do that. I'd like to replace grades with goals-a work in progress #sblchat (BTW, Hello Garnet, Peg, Instructional Coach/Reading Specialist here with you!)
A1 Grading should be used to communicate individual learning at a given point of time. It should represent summative work, not the practice along the way. #sblchat
A1 With a history of using grades as rewards and punishments, we need to be clear with parents and students that the purpose is solely communication of proficiency levels. #sblchat
A1 So many say “to communicate accurately what a student knows or is able to do.” Sure, we want to do that, but the primary purpose is TO INFORM OUR INSTRUCTION! (Sorry for yelling. I get excited about this. 🤓) #sblchat
Glad you could join us, Jerry! I've got fond memories of going to MacKenzie Nature Center as a kid. Please tell me it's still running strong in Poynette. :) #sblchat
A1) Traditional purpose=give assignments, collect assignments, give point values, create a % and attach a grade
SBG purpose=Define what was learned through F.A., reteach, assess learning #sblchat
A1: There's a purpose??? Just kidding... to me grading is a communication piece. Gives an idea of where kids are at for them, parents, but mostly for us. Looking forward to seeing this idea about grading change. #sblchat
A1: I'd say feedback was distant third or fourth goal for grading. Grades by themselves make really poor feedback, though we try. There are much better ways to provide feedback to students and teachers. #sblchat
A1: Purpose of grading? Not much. I only use letter grades because I have to at the end of each quarter. Assessing and feedback about students’ learning is much more helpful. #sblchat
A1: I believe many people will agree about what grading is, especially in this chat. However, the real question is: do your practices actually support your definition? It’s one thing to define a vision, but more important to carry it out day to day #sblchat
A1. Is for many a measure of compliance. But it should be specific feedback and indicate on a continuum what a student is currently at and where they need to go. #sblchat
Hi #sblchat friends! Just dropping a quick note that I can’t join in tonight: had a late #phdlife meeting with a colleague—finally heading home, but am looking forward to read through tomorrow. Happy chatting!
For students and parents grades have been the single most identifiable reporting tool used to communicate learning. Thus accuracy is critical! #sblchat
A1: But that's just it, Lee Ann, grades by themselves -- the symbols we use and their associated emotional baggage -- don't really inform instruction the way we need them to. I can't really say that grades provide much for a teacher to go on. #sblchat
Starting to work on end-of-quarter grades, and I'll be honest, having to assign a letter grade to my kids' progress after not using letters all quarter is painful. What the heck is an A? Or a B? Or a C? Or a D? & really what is an F? Do people give Fs? *rant over...I think..*
A1: They may be an initial reference point, but we always move past them as quickly as we can in our deep dive into teacher decisions, impact on student learning, and clinical analysis. #sblchat
Absolutely- and moving solo to a #sbl classroom has not been easy. Lots of pushback from the kids and their parents. They just want to see the classics on their work. #sblchat
A1 I so appreciate that so many say it is for communication. So true! To push a bit further: WHY do we need to communicate current location or where a student is? (Mostly, to inform our next steps in instruction.) #sblchat
A1 I so appreciate that so many say it is for communication. So true! To push a bit further: WHY do we need to communicate current location or where a student is? (Mostly, to inform our next steps in instruction.) #sblchat
A2 - Our reported grades have everything stripped out of them but the proficiency level associated with the Standards we're learning. NO Kleenex. NO Markers, NO Late Learning deductions, NO Zeros...NO Kidding! #sblchat
A1 I so appreciate that so many say it is for communication. So true! To push a bit further: WHY do we need to communicate current location or where a student is? (Mostly, to inform our next steps in instruction.) #sblchat
A1: #sblchat Agreed. Ultimately, they lead to informed instruction bec we want to communicate, but oh, wow, if we really wanted to inform teachers and parents way back when, we never would have set up this system as it is now. We have to work within our reality, though, I know.
If we measure well & have high quality data, this should inform our instruction. We should be able to quickly scan our data to see if a student is having difficulty with standards or a lot of students are having difficulty with one. This informs what we do next. #sblchat
A2 grades should only include the student's current level of mastery toward standards, not late work behavior concerns etc. A grade should be entirely about learning and should only reflect learning #sblchat
A2) factors to include= analysis of student work, proper steps/processes, vocabulary, etc
factors to not include=behavior, effort, punctuality #sblchat
A2. Evidence of what a learner knows or is able to do in relation to a specific standard and indicate where he/she is on the proficiency continuum. #sblchat
A2: Only academic info. Since it’s given at the end of the quarter, the grade shows percentage of the standards mastered. However, since it’s my job to teach those standards, all should earn the A. As long as Ss are also working hard to learn. #sblchat
A2: A grade should only include student attainment of learning targets/standards.It should measure the destination, not the journey. Full credit for full learning and plenty of penalty-free practice. #sblchat
It you’re so right: the way most grades are generated are absolutely unable to inform our instruction—or communicate clearly. Better measurement and more responsible sharing needed pronto! #sblchat
A2: A grade should only include student attainment of learning targets/standards.It should measure the destination, not the journey. Full credit for full learning and plenty of penalty-free practice. #sblchat
A2. Evidence of what a learner knows or is able to do in relation to a specific standard and indicate where he/she is on the proficiency continuum. #sblchat
A2: Grades should be based on student ability to demonstrate or provide evidence for standards based success criteria. WHEN the s met the criteria should not be factored in. #sblchat
A2: the compliance & behavior focus should be eliminated. Grades should exemplify the current progress of a student’s proficiency. I do think though that without a common understanding about what a “grade” is, the rest of my answer is irrelevant. #sblchat
A2: Evidence of learning target “mastery” or “attainment” is the only factor that should be included. Behavior (of all kinds) should be excluded. Some of them should be reported separately. #sblchat
A2- Grading platforms allow category/assignment options to not count towards grade. Boggles the mind that more educators don't seize tech availability in our gradebooks to communicate non-academic information in a way that doesn't punish or reward behavior grade-wise. #sblchat
#sblchat Proficiency on standards should be the main component, without combining it with behavioral grades like homework or attendance. If you must, grade those separately.
A2: Grades should be based on student ability to demonstrate or provide evidence for standards based success criteria. WHEN the s met the criteria should not be factored in. #sblchat
A1: #sblchat That raises a great perspective: Are grades high quality, useful sources of non-judgmental data? I so often equate grades as post-learning judgment or as reckonings in relation to academic goals, but not as particularly valid data -- unless disaggregated, of course.
Clicking the “do not include in overall grade” box is a great tool. It allows for transparent communication that work is/is not completed (and to what extent) but does not count towards a grade (measurement of learning) #sblchat
The only adjustment to that I would recommend is “evaluate” behavior and report separately. Calling that grading makes it tempting to fall back to ineffective practice, IMO #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
When my kids see their grades (which are based on logic rules) they see all the individual learning targets scores (4pt scale) that go into them. Disaggregating grades gives them meaning and purpose. #sblchat
I'm a big fan of data too, but I'm also torn. I hear @kenoc7 in my head, "descriptive feedback is richer." When I coached, I could put kids into 2's, 3's, etc. There were a dozen reasons why kids were 2 instead of 3, and that was more important for making corrections. #sblchat
A3 First and foremost, standards based classrooms must be criterion referenced and evidence based. Students and teachers must understand the standards (where they are headed) in order to determine how to get there and by what means they will show their learning. #sblchat
A3 - We'd really like to see consistency among classrooms include grading based on pure Standards so it's clear what a grade means. We'd also really like to see reassessment opportunities since "Late Learning" is still Learning! #sblchat
A3) Common practices should be how the learning is reported and communicated to the Ps and Ss. I'm not certain I even like the idea of a similar rubric.... hmm... #sblchat
A2 Whatever the school/team finds valuable. Just be careful not to mix grades for learning habits/approaches to learning with grades for the actual learning. These are separate. #sblchat
A3) Clearly written learning goals attached to the standards of the district. Those goals should define proficiency so that multiple T's at grade level assess similar work with similar scores #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
Absolutely- and moving solo to a #sbl classroom has not been easy. Lots of pushback from the kids and their parents. They just want to see the classics on their work. #sblchat
You do the heavy lifting on the formative side - assessment happens all the time both formally and informally. Through that process, you will know when to summatively assess. #sblchat
A3: Moderating/Norming assessments. My SBL team was amazed at how far off we were the first time but now we are really consistentbasis- all because it's been a prority for us this year to agree on what a 3 looks like etc. #sblchat
A3: Teacher and students must have a common vision of what quality work looks like. When students have to guess what good work or mastery is, they are sunk and so is our "grading" #sblchat
RT Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
You do the heavy lifting on the formative side - assessment happens all the time both formally and informally. Through that process, you will know when to summatively assess. #sblchat
A3: I’m having more & more conversations about common evidence vs. common assessment. Teams should build expectations of what Ss should know and do, and allow teachers to use their craft to develop the best instruction for their learners. @rickwormeli2#sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
Have spent some staff mtg time this quarter with T's bringing unscored work from current learning goal and assessing together. Been a good step for us #sblchat
A3. Though not a practice, an essential element of culture in an SBL environment is trust among Ts that one another is scoring & providing feedback to students in a way that is guaranteed and viable across classrooms. Skepticism and distrust can wreck our best efforts. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
Yes, you should keep all sorts of data in your grading platform. Hide non-summatives from parents/students, but keep it for analytics to inform instruction. It's not just a "gradebook," it's really a database of performance data. @TeacherEase#sblchat
My experience is that too many different ways of pursuing the same aims makes life (and change) difficult for students and parents. SOME common processes (ie how to do redos/retakes) can be very helpful. #sblchat
Q3 In standards based environments, there is a balance of autonomy and consistency. What practices would be essential for consistency among teachers and classrooms? #sblchat
A3: Common assessments with multiple and varied opportunities to show proficiency. #sblchat All of our USHist teachers (5) assess using the same tools.
A3 We have the autonomy to design activities and assessments, but independent teachers should be able to look at those examples of work or performance and assign the same grade. If you don’t have a reliable measure, you don’t have a valid measure. #sblchat
A3 Students need many opportunities across all courses to practice self-evaluation. Learning to accurately self-evaluate just may be the most important result of grading. #sblchat
A3 i would like to see students self assess work before thr teacher assesses allowing students to admit areas foe concern and then a nes plan made for mastery so students are leading more with a teacher facilitator #sblchat
And.. how can we change it so everyone gets it and then is able to take it to their next level of understanding? Love when I can get my struggling learners to have the elevated discussion because all of the correct wires were triggered and the work finally makes sense to them.
Oh, and I just realized that #sblchat is going on - what a coincidence I woke up from my fever nap with thoughts of grading practices.
Plus some of u might find this interesting in some way: @Wlhssuperjake08@HaileyHentz@SimrahAwan and any other FHS people who excelled in arts
In reply to
@Wlhssuperjake08, @HaileyHentz, @SimrahAwan
A3. Must have consistent priority standards vertically aligned across grades with clear learning targets to guide the learner's path toward mastery. #sblchat
The unfortunate thing about this chat is we all have (fairly) consistent ideologies about grading practices. These questions may be better served for reluctant teachers. Which brings me to the parable of the boiled frog to assist them #sblchat
Yes, you should keep all sorts of data in your grading platform. Hide non-summatives from parents/students, but keep it for analytics to inform instruction. It's not just a "gradebook," it's really a database of performance data. @TeacherEase#sblchat
I hate to say, but I think the real purpose of grades is to separate students into performance strata. You don't really need grades for feedback, text descriptions are better. You can instruct effectively without them. It's really for scorekeeping. Unfortunately. #sblchat
A3: Agreement on what mastery of standards looks like. School policies of not grading homework/practice, allowing retakes, differentiation to accomplish mastery. Autonomy in how each T taeaches the standards. #sblchat
A3: I’m struggling with this answer both here and at school. Consistency. No matter if it’s behavioral or what “meeting the standard” looks like. I feel sorry for my kids bc sometimes we are not consistent among the 5 classes they visit. Working on it... #sblchat
A3: Common assessments with multiple and varied opportunities to show proficiency. #sblchat All of our USHist teachers (5) assess using the same tools.
Though it might be valid for what the individual teacher interpreted as indicative for each proficiency level. #sblchat I find a lot of teachers feel like they come to agreement on criteria, but vary expectations to their own biases, when grading, if not vigilant.
I just woke up from a nap too!!! Obviously too old to play a round of golf and drive 90 minutes each way!!!! Ken O’Connor in The Villages, FL. #sblchat
In reply to
@rwiedenhoeft, @Wlhssuperjake08, @HaileyHentz, @SimrahAwan
But not all Ss learn/perform similarly so should there be uniform standards/ideals or should they be individualized to address each student’s needs? #sblchat
A4 When introducing standards based grading to students and parents, the conversation must center on learning. The reason we are educators is because we care about students and their learning, so begin the conversation there and explain why you are making the change. #sblchat
A4 - Introducing Standards-Based Learning to Learners and their Parents is crucial as it's a paradigm shift in learning. Grades based purely on Standards has changed engagement and retention for our Learners! #sblchat
That calibration task is so meaningful! It’s enlightening to come together as subject or grade level teams to dig in with examples of student work and do this calibration. #sblchat
Since most of our school is not sbl, they still see the grade in the gradebook and it is enough for them. I am trying to emphasize the process of learning and always asking them why when they have answered an essential question to push them farther
A4 I usually make videos that show what it looks like, as well as having prior students describe it. In process of making a new one, but here’s an oldie. #sblchathttps://t.co/KGCUPIlWCW
Mike, you should check out @tguskey's On Your Mark. Has a nice section that outlines different purposes for grading. You would find it enlightening. :) #sblchat
In reply to
@xakellis, @rickwormeli2, @leeannjung, @tguskey
I don’t think it’s unfortunate. This chat has provided me a community for many years when most around me ignored or despised what I had to say about this. Gave me courage to keep sharing. The tide is finally turning where I am. Keep preaching! #sblchat
The unfortunate thing about this chat is we all have (fairly) consistent ideologies about grading practices. These questions may be better served for reluctant teachers. Which brings me to the parable of the boiled frog to assist them #sblchat
Some of our Learners prefer paper Exit Tickets while most have adapted well to the benefits of Google Form Exit Tickets with immediate feedback. #sblchat
A4) Tried to emphasize the goal of making school about learning vs school currently being about emphasizing completion of tasks. Shared our learning goals as focus of teaching #sblchat
A4: Here's a letter I use: https://t.co/I6LgQti3qG
Through this and parent discussions, all my parent convos end up with them saying, "Well that makes sense." #sblchat
The standard needs to stay the same. How and when the learner demonstrates mastery of the standard can vary. That's why clear learning targets for each standard are vital as well. #sblchat
A4. Lots of contact. When switching to #sbl I made an instructional video for parents explaining and demonstrating what it looks like. I also explained via email. At open house, had samples out. At conferences, showed the application/results. Basically exposure to it. #sblchat
A4: Ask them for what THEY believe a grade means, then dissect & discuss those that don’t belong. From there, have constant discussions about learning vs. performance & the value each have in their growth. In short, build the mindset first and the grades will follow. #sblchat
A4: Clearly, patiently, starting with the "why", and with the understanding that it is new/different and ultimatly scary for those reasons. Hopefully also with consistancy and support from admin. #sblchat
We all need a strong network of people that can challenge us, make us grow, and lean to for advice, courage, and wisdom. It is likely that some of the best Ts feel like they work in silos. Iron sharpens iron. Thank you for this comment because I agree #sblchat
I don’t think it’s unfortunate. This chat has provided me a community for many years when most around me ignored or despised what I had to say about this. Gave me courage to keep sharing. The tide is finally turning where I am. Keep preaching! #sblchat
The unfortunate thing about this chat is we all have (fairly) consistent ideologies about grading practices. These questions may be better served for reluctant teachers. Which brings me to the parable of the boiled frog to assist them #sblchat
A4: Focus on: we care about lifting your child’s learning. We know we can do better, here’s how it will be different from what you are familar with #sblchat
A4: a whole lotta transparency. Keeping student progress as the focus. Willingness to meet Ss/Ps where they’re at. Some need to build foundation for understanding, some need to buy in, some are all in and want more. Differentiated support in working in a SBL system? Ha. #sblchat
Mike, you should check out @tguskey's On Your Mark. Has a nice section that outlines different purposes for grading. You would find it enlightening. :) #sblchat
In reply to
@xakellis, @rickwormeli2, @leeannjung, @tguskey
Sure! Montessori schools do this all the time. It can be incredibly time consuming 2 only use qualitative data. The ? we’re really asking is can we accomplish more by not reducing data 2 a symbol. We can & qualitative is richer but makes data analysis more difficult. #sblchat
A4b. It takes time to shift thinking away from the traditional format of grading because that’s what parents had. It’s been a generally positive transition once they understand the intent - learning. #sblchat
A4 introducing should be an open dialogue about the process of learning and progress students and parents can expect with an emphasis on the fluid nature of grades as the student nears mastery and reassesses #sblchat
A4) Communicate! I start with an intro letter and have my system posted at Open House. I share work samples and feedback for demonstrating how work is assessed during first few wks of school. #sblchat
A4: sometimes...ok maybe a lot... I just want to say “trust me!” to parents. I think the understanding and buy in will improve in our district in a few more years. #sblchat
All grades are lies? Is all measurement inaccurate? Are we suggesting we cannot measure learning and behavior? An entire field of social sciences would disagree. We just have to do it better in schools. #sblchat
A4 Any major shift in school practice often starts with you. Have you built strong relationships and trust? If so, community members will lean in and give you time and space, no matter the change. #sblchat
A4 Agree with others who say emphasize that sblg&r are about learning - and developing students as learners, not just point accumulators/grade grubbers. #sblchat
All grades are lies? Is all measurement inaccurate? Are we suggesting we cannot measure learning and behavior? An entire field of social sciences would disagree. We just have to do it better in schools. #sblchat
A4 Agree with others who say emphasize that sblg&r are about learning - and developing students as learners, not just point accumulators/grade grubbers. #sblchat
Feedback will be a focus for us next year. Have some T's doing great things with student self-reflection but feedback that goes to work done as well as effort applied needs to be more consistent #sblchat
Absolutely, clear student-friendly learning targets, assessments aligned to targets/standards, provide effective feedback: all of these can be done w/o doing SBG. #sblchat
A4: as a T doing SBG in a 100 point system, I just find as many ways to communicate the vision and the why as I can. Have had zero backlash, and most parents respond with ‘well yea... that makes perfect sense’ #sblchat
A4. Parent engagement should always be inclusive of why, how, what re: S growth and development. Parents don't trust what is new to them. Collaborative engagement that respects their reflective feedback about the sbl process is crucial for buy-in #sblchat
A5 - Today our Learners who experienced recent failure requested clarification, Extra Practice, feedback, and the opportunity to REDO our assessment. They know the learning matters, even when it's delayed. #sblchat
Feedback will be a focus for us next year. Have some T's doing great things with student self-reflection but feedback that goes to work done as well as effort applied needs to be more consistent #sblchat
A5 - Our Learners are minimizing their anxiety and fear of initial failure since our Standards-Based Learning environment emphasizes the importance of learning no matter what it takes! Just ask our HS Math Learners! #sblchat
A4 contd: with that said, a school has many many customers, and parents are one of them. It is our duty to engage in consistent communication and ensure their voice is heard as well #sblchat
A5 - Above anything else, it teachers Ss how to respond to failure. How many Ss actually know how to fail? Too many just have seen an F and move on. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
A5: Welcome mistakes, crave them, because it's how we learn. On the first day of school I teach my students my most important mantra. "Today is a great day to be wrong." #sblchat
#sblchat It's about LEARNING not teaching. If they didn't learn it the way it was taught, it has to be retaught another way until they demonstrate learning.
A5 students need to learn that failure is not an end, but a jumping off point foe further learning. So you failed, so what, improve learn more and fail again at a higher level until you have mastered it #sblchat
All grades aren’t lies. If done with clear learning goals (the what) and criteria (the how well), high quality assessment, and shared practices (e.g., separate achievement and behaviour) they can be accurate, consistent, and meaningful. #sblchat
In reply to
@shirky17, @OwensOwenss, @leeannjung, @RoweRikW
A5: The science is clear that mistakes help the brain grow, thus mistakes can, officially, be celebrated as growth & success. 😉 Additionally, they help clarify how the target can be hit (or how it’s not hit). @joboaler#sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
A5 Setbacks and failure are examples of real-life. Modeling what you do when faced with setbacks is the best learning students will ever get from you. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
A5: authenticity and transparency! Me to my kids: here’s what I tried and here’s where it didn’t work and here’s how I reflected and here’s how I made changes so here is the result. It’s a culture shift/dynamic in classroom & school #sblchat
A5) Through feedback and removing the fear of the grade on every piece of work S's turn in. When S's know they have time to grow, they'll stay motivated. #sblchat
Lee Ann,
I would argue we cannot measure learning. Rather, learning can be applied, reflected upon, and related by the learner. But I don’t think it can be measured. However, I agree learning can be observed.
#sblchat
In reply to
@leeannjung, @shirky17, @OwensOwenss, @RoweRikW
I will be very honest. There have been several moments this year I've wanted to quit and just do it the same way I always have... but I feel like I owe it my kids, true understanding of what they do and do not know. #sblchat
Lee Ann,
I would argue we cannot measure learning. Rather, learning can be applied, reflected upon, and related by the learner. But I don’t think it can be measured. However, I agree learning can be observed.
#sblchat
In reply to
@leeannjung, @shirky17, @OwensOwenss, @RoweRikW
Gosh, Kendall, you're so right on with this. We need to model this daily, if possible. They need models of how not to know, to struggle academically, and still be accepted and respected. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
Starting SBG, making mistakes, & working through improvements w/ my students has been a powerful practice that has not only led to better SBG but also promoted growth mindset among students. Students are receptive to those of us vulnerable enough try & fail WITH them. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
A5. Failure real should mean not yet. Have students practice and try again. They have a safety net so it doesn’t become about the points but the achievement, however they show it. #sblchat
A5: our principal gives us a certificate saying “I messed up” each year. Most hang it proudly as a reminder to take risks. He’s transparent, too, about his “mistakes.” Helps build a culture to try new things and learn from the process. #sblchat
Q5. Setbacks and failures can be used as platforms to build the trust necessary for Ss to freely use their "voice" to communicate how they feel about the learning. Ss must see themselves as part of the sbl process for it to be effective #sblchat
A5: authenticity and transparency! Me to my kids: here’s what I tried and here’s where it didn’t work and here’s how I reflected and here’s how I made changes so here is the result. It’s a culture shift/dynamic in classroom & school #sblchat
Going to standards-based grading/learning has been the best thing I've ever done in my career. I refer to my first 11 years as educational malpractice. It takes time to put the pieces in place, but it's soooo worth it. #sblchat
There is no doubt about it, the change can be difficult. We keep at it because of our commitment to student learning and accurate communication of their proficiency. #sblchat
All of us have been there, Chasity. Good on you, though, for letting your students, their futures, and dedication fuel your perseverance when times are rough. I think all of us would be open to conversation, if you ever need to talk. #sblchat
A5: Welcome mistakes, crave them, because it's how we learn. On the first day of school I teach my students my most important mantra. "Today is a great day to be wrong." #sblchat
Huge culture shift!!! Important to support all your T's, realize they won't all get there at the same time, and give them feedback that allows them to continue moving forward. #sblchat
A5: authenticity and transparency! Me to my kids: here’s what I tried and here’s where it didn’t work and here’s how I reflected and here’s how I made changes so here is the result. It’s a culture shift/dynamic in classroom & school #sblchat
Nothing hurts more than to see a student fail and shut down instead of trying again. Somewhere along the lines some of them have come to believe they are a failure as well. Sbl builds them up giving them the chance to rise to the occasion no matter how long it takes #sblchat
Aaron, you are a smart cookie. I’d love to geek out and debate this with you! I wish you could be a part of the American Educational Research Association—Classroom Assessment Special Interest Group. (I’m chairing it this year.) You’d fit right in! #sblchat
Lee Ann,
I would argue we cannot measure learning. Rather, learning can be applied, reflected upon, and related by the learner. But I don’t think it can be measured. However, I agree learning can be observed.
#sblchat
In reply to
@leeannjung, @shirky17, @OwensOwenss, @RoweRikW
Starting SBG, making mistakes, & working through improvements w/ my students has been a powerful practice that has not only led to better SBG but also promoted growth mindset among students. Students are receptive to those of us vulnerable enough try & fail WITH them. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
A5: learning from failure is in our conversations with Ss, but also in our learning environment, how we ‘grade’ and how transparent we are in trying new things. Doing a simple “plus/delta” with students could be a way to model this with students #sblchat
Going to standards-based grading/learning has been the best thing I've ever done in my career. I refer to my first 11 years as educational malpractice. It takes time to put the pieces in place, but it's soooo worth it. #sblchat
And I would add, Jason, that for many, including me, it's improved my teaching dramatically. Grading philosophy, principles, pedagogy really spreads into other decisions we make daily. It becomes a mindset, not a list of recipes to follow. #sblchat
A5: Don't let them move on from them without reflection and a plan. Failure sucks, but it's not the end of the world and it definitely isn't the end of learning. It's just an attempt that didn't work out and shows us we aren't there YET #sblchat
A6 Replace task types or titles with the standard(s) they are assessing. For example, instead of ‘Problem Set 3b’ the grade book could say ‘Understand that the two digits of a two-digit number represent amounts of tens and ones.’ #sblchat
A6 - You can adapt your traditional grade book to one based on Standards by aligning all learning to specific Standards in your course, rather than based on HW, quizzes, tests, and participation. Let's grade only proficiency aligned to Standards. #sblchat
Q5. Setbacks and failures can be used as platforms to build the trust necessary for Ss to freely use their "voice" to communicate how they feel about the learning. Ss must see themselves as part of the sbl process for it to be effective #sblchat
A6 - Ensure every graded assignment is clearly connected and measuring a target. Understand how things are averaged at the end and ensure that the final grade depicts mastery and not one bad step. #sblchat
A6 Instead of making grades meaningless, make them meaningful. Have students give input, set clear criteria, and report based on evidence. Convert over to a letter grade when necessary. #sblchat
A6) Reeves talks about attaching % to the 1-4 scale, calls it picking your battles. I also think F.A. scores can be kept in the traditional gradebook as a reference for T's. Just don't count them. #sblchat
A5: Don't let them move on from them without reflection and a plan. Failure sucks, but it's not the end of the world and it definitely isn't the end of learning. It's just an attempt that didn't work out and shows us we aren't there YET #sblchat
I think we have to be mindful about the difference between redoing a task and demonstrating additional proficiency. It isn't about turning things in at the end of a marking period. It is about showing new learning. #sblchat
https://t.co/jL332tXmEg It’s in New York in April. Just a thought: if we are unable to measure learning, then how do we study the effects of any action on learning? Is all educational research invalid? Is all of social science? We may be on a tangent. :-) #sblchat
Going to standards-based grading/learning has been the best thing I've ever done in my career. I refer to my first 11 years as educational malpractice. It takes time to put the pieces in place, but it's soooo worth it. #sblchat
A5 Setbacks & struggles to show proficiency provide opportunities to reflect, receive feedback & take specific next steps for learning. Celebrate the process #sblchat
A6: Instruct and assess based on standards then apply some sort of formula to give a grade to a level of achievement at the end. It is not perfect, but some of us are forced to do the best we can with parameters set by BOEs. #sblchat
Going to standards-based grading/learning has been the best thing I've ever done in my career. I refer to my first 11 years as educational malpractice. It takes time to put the pieces in place, but it's soooo worth it. #sblchat
I think we have to be mindful about the difference between redoing a task and demonstrating additional proficiency. It isn't about turning things in at the end of a marking period. It is about showing new learning. #sblchat
Anyone can come!!! This is where the researchers on classroom assessment are. Many are not consultants but are generating the science behind classroom assessment and measurement of learning. #sblchat
In reply to
@ezigbo_, @rickwormeli2, @garnet_hillman
A6. I have to fit into a percent system with it. I have to equate the #sbl rubric level with a percentage. I hate it. I use proficiency comments on report cards but the grade is still there. #sblchat
A5 Setbacks & struggles to show proficiency provide opportunities to reflect, receive feedback & take specific next steps for learning. Celebrate the process #sblchat
How many adults model that they embrace mistakes. Ever talk with an educator, regardless of title who didn't get all 4's on an evaluation? Yet, we ask kids to accept a grade/feedback and grow! #sblchat
Our next #sblchat is already scheduled for Wednesday April 4th. We're the 1st & 3rd Wednesday of each month. Please join @garnet_hillman@KatieBudrow and our Crew. We can and will make a difference in education!
A6: “Purify” your grades. Make them about academic attainment only. Focus on lots of feedback and checks that don’t count (at least not mathematically). You can get all the way to a SBG *mindset* even if you are required to keep letter grades #sblchat
There is no missing work with us. We focus on documented learning that shows proficiency aligned to our Standards. Unlimited REDOs as long as Extra Practice and Feedback is interwoven. #sblchat
A6: (give feedback if you have improvement) individual grades are broken down by specific standards and not ‘Ch 4 test’ Standards are assessed using proficiency scale, and all standards are scored out of 10 to make the math work. (As much info for 280 characters) #sblchat
It’s no secret that what I’ve learned about grading practices & the approaches I’ve taken (and ended) have significantly made me a better teacher. Hands down. #sblchat
Starting SBG, making mistakes, & working through improvements w/ my students has been a powerful practice that has not only led to better SBG but also promoted growth mindset among students. Students are receptive to those of us vulnerable enough try & fail WITH them. #sblchat
Just want teachers starting the process to give yourselves permission to be imperfect and make mistakes with SBG. A lot of teachers don't start because they can't do all of it well in week one. It's still worth trying individual elements, however. #sblchat
Thanks so much everyone! We look forward to chatting with you again on April 4. Special thanks to my co-mods @RoweRikW and @KatieBudrow for all they do! #sblchat
Great point here!!! Thinking of doing a staff mtg this year where we each bring a failure from our lives to share with others. What was our next step? Did we let it define us?? #sblchat
How many adults model that they embrace mistakes. Ever talk with an educator, regardless of title who didn't get all 4's on an evaluation? Yet, we ask kids to accept a grade/feedback and grow! #sblchat
A6: I struggle w/ this 4x a year. For report cards. This is my 1st year with SBG so I’ve changed my system of reporting about 6827 times. I use it when I have to and communicate with kids & parents very often. If a kid can’t describe his/her progress what’s the point? #sblchat
Unfortunately yes. We have a ton of trouble with new SBL/G customers who want to start at report cards. We diplomatically try to redirect them (and maybe refer them to consultants). @TeacherEase#sblchat
