{"content":{"sharePage":{"page":0,"digests":[{"id":"55000310","dateCreated":"1339646900","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000310"},"dateDigested":1532253329,"startDate":null,"sharedType":"discussion","title":"C3-Q1","description":"Why is it important that we clarify the learning intentions for both student and educator success?","replyPages":[{"page":0,"digests":[{"id":"55075940","body":"This chapter has"clarified" for me what the "intent" of my objectives should be!
\n
\nI agree with Eric when he says it gives both our students and ourselves a focus, a purpose for learning. I also have fallen into the "tangent" trap as Davidjohns posted. I love to do lots of laboratory investigations....are students really learning what I "want" them to learn?","dateCreated":"1340121289","smartDate":"Jun 19, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55080208","body":"It is important to clarify learning intentions so that students know what they are supposed to grasp from coming to your class. This helps to prevent students from asking what the point of the lesson is.
\n
\nIt is important for educators because it keeps our lessons purposeful and in line with what we need to teach.","dateCreated":"1340131087","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55099914","body":"The importance of the learning target.
\nSarah is spot on with kids who work hard but aren't sure of the purpose or the work.
\n
\nDavid, Eric and others, the target is not just for the students. We need the focus as well.","dateCreated":"1340198913","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55106876","body":"Why is it important that we clarify the learning intentions for both student and educator success?
\n
\nPosting the learning intentions should help eliminate the "why are we doing this" from students.","dateCreated":"1340224571","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119230","body":"RobRandazzo, one would think!!! But I still get asked that question even with everything posted and explained out loud...still a habit for some students who in their own minds think that not knowing why is a reason to check out.
\n
\nI certainly work better, try harder, and stay more focused when I know what I am doing and why and even how long, no matter what aspect of my life I am doing it in.
\n
\nWhen we don't know the actual reason\/motivation\/objective, we tend to attach our own meaning so that it fits for us, and this may be far far far from where we ought to be.
\n
\nThe focus is imperative for all of us, teachers and students, to attempt to use our time effectively.","dateCreated":"1340298838","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55120780","body":"While I agree with all of you that posting objectives provides focus, I was interested in what Wiliam had to say about learning intentions: "Obviously it's a good idea for students to know where they are going in their learning, but this cannot be done in a formulaic way. For a start, sometimes it's not even a good idea to tell the students what the lesson is about" (56).","dateCreated":"1340307173","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55132380","body":"A couple of times, it has happened that what I think I have explained to students and what they actually produce are two completely different things. If the teacher is not explicitly clear about what success looks like, students often misinterpret instructions. Making the learning objective clear is similar. If students have an idea of what they are supposed to be learning, they can keep a look out during the lesson. It provides a focus for both the students and the teachers. Without a clear focus, students may learn something other than what is intended, and teachers may not be teaching what they intend to teach.","dateCreated":"1340379682","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55162112","body":"It is easy to diverge from the learning intention and do other stuff. Keeping our focus and the students focus on what we want them to learn will help us accomplish our goals. I agree with Tollari, students do think it is okay not to know, so this also gives us a good reason to keep posting and reminding students what they are learning.","dateCreated":"1340635118","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55191730","body":"It is very important to let students know the intended outcomes and focus for a unit and lesson. It guides students and keeps them focused. Just because they are posted does not mean the kids read them. As teachers, we need to be more explicit with discussing the learning intentions\/outcomes with students and always referring back to them.
\n
\nHaving them posted in the classroom helps me stay focused and on track with the unit. However, I believe it is ok to have a side-bar conversation that does not relate to the lesson of that day but I could relate to the unit. Current events comes to mind- how could you not address it? -having a "side bar" or "tangent" could get a student hooked into the unit or it could help build a relationship. The key is to try to bring it back around.","dateCreated":"1340764694","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55191798","body":"Thinking about IB, since the language is very vague and can be a task in itself to understand it, we need to rely on fellow teachers to ask for clarification, in return explain to our students what the IB language means to them be successful and raise the bar.","dateCreated":"1340764980","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55191844","body":"achartier makes a great point-
\n"Obviously it's a good idea for students to know where they are going in their learning, but this cannot be done in a formulaic way. For a start, sometimes it's not even a good idea to tell the students what the lesson is about" (56).
\n
\nInquiery fits in very well with this!!!","dateCreated":"1340765093","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259408","body":"As Williams states, clarifying the learning intentions is important for students and educators so we both have the same idea about what we are intending on learning in the classroom.
\n
\nI appreciated his analogy of traveling and knowing where you are going as opposed to not having a clue as to where the end is going to be.","dateCreated":"1341254912","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":9}]},{"id":"55000306","dateCreated":"1339646873","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000306"},"dateDigested":1532253331,"startDate":null,"sharedType":"discussion","title":"C3-Q2","description":"Many of us list the daily and\/or unit objective on the board. Do we have what Wiliam describes as \u201cwallpaper objectives\u201d or are we using them to inform the students and drive the instruction of the day?","replyPages":[{"page":0,"digests":[{"id":"55075974","body":"Wallpaper big time!
\n
\nDavidjohns.....I found the "hot report" very interesting and something I think I will use this next year. I can see this really helping me understand what my students think they are supposed to be doing and learning! Thanks for sharing it!","dateCreated":"1340121419","smartDate":"Jun 19, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55076144","body":"Mary - I think it does help keep the focus on the intended learning objectives as long as the question is related directly with the concept\/skill we want students to learn.","dateCreated":"1340122028","smartDate":"Jun 19, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55076204","body":"I also think the "hot report" looks like a great way to add some writing and help students and teachers focus in on the learning objectives.
\n
\nOne of the things I plan on doing next year is on anything that will be assessed against IB Objectives or the the overarching Iowa Core Concepts\/Skills is made clear by being posted on teacher created assessments.","dateCreated":"1340122202","smartDate":"Jun 19, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55080260","body":"I think that what was being asked of us to do was somewhat superficial and what would be what Williams describes as wallpaper objectives. I think he was right when he said that it seems many districts have gone in an extreme direction in requiring objectives to be poseted every day.
\n
\nAfter reading this chapter I have learned several strategies of ways to make these objectives come to life.","dateCreated":"1340131279","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55100692","body":"The "hot report" looks like a great way to dig deeper and know that the kids are focused on what you intend for them to learn.","dateCreated":"1340201750","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55107290","body":"I try to incorporate my significant concept or unit question into the lesson each day. Both of these typically engage the students as we study the concepts in math.","dateCreated":"1340227036","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119356","body":"The Hot Report looks like a great idea and worth trying out!
\n
\nI have been putting all IB unit top stuff on my board for each unit and I use that in references with my students much more than I think I use the daily objectives.
\n
\nLike Janelle, the more I think about it, the more my anwer changes.","dateCreated":"1340299401","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55120892","body":"Thanks for sharing the link, David. I think that the Hot Report would work well to keep the students on track. It could easily be adapted to include the unit question, significant concept, AOI, etc. That way the students could see the connection between the learning objective(s) for the day and the overarching concepts.","dateCreated":"1340307748","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55122012","body":"Dave-I like the hot report idea too. I know that I will be trying lots of new ways of making those district objectives come to life.
\n
\nEric-I also like your ideas of posting sayings, words, or drawings. I will try to do that next year as well.","dateCreated":"1340313118","smartDate":"Jun 21, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55132502","body":"David - The hot report looks like a great way to catch if kids aren't getting why what they're doing has to do with what they're learning. In addition, it benefits students by requiring them to think about how whatever they're doing will help them meet the learning objective.
\n
\nAs to whether my objectives are "wallpaper objectives" or not... that can change day to day. I do try to incorporate the objective enough that kids will know what we are doing and why, but I am guilty of letting this fall to the side sometimes. This is something that I definitely need to work on.","dateCreated":"1340380206","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55162170","body":"I think I refer to my objective daily, and students are to write it in their planner, but I have checked planners, and many times the objective is not in there! So I guess I may be doing wallpaper objectives, I will need to work on this to incorporate it more and I like the idea of having the students help create process criteria for lessons.","dateCreated":"1340635397","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259472","body":"I agree that there are times that the learning objective \/ unit quetion is posted because we are told to do it. However, I think that more times than not it is posted for the correct reason--to inform and guide. I especially feel this is true if you identify specific activities or items that they will be completing in order to reach the intentions. I agree with Galvin, this can lead to more discussion\/questions and can be used by refering back to it with the students.","dateCreated":"1341255391","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":9}]},{"id":"55000298","dateCreated":"1339646848","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000298"},"dateDigested":1532253332,"startDate":null,"sharedType":"discussion","title":"C3-Q3","description":"When developing learning intentions and success criteria, what are the 3 issues Wiliam wants us to consider?","replyPages":[{"page":0,"digests":[{"id":"55080640","body":"Bill-Williams says that task specific rubrics work well for summative assessments when kids can, "show us what they can do." He does go on to say that, "During learning, however, it is useful to build a degree of generality into scoring rubrics."
\n
\nI think that Williams is on the same page as IB when it comes to official versus student friendly language. I remember going to IB training and showing the trainer a rubric I was so proud of. She did not like it because it showed a student friendly version. She said that when we have this student friendly version that students don't pay attention to the IB language. I hurt to hear her bring down my rubric that I was so proud of at the time but it made a lot of sense. Williams seems to agree. We need to use the "official language," but make sure that students understand what those words mean.","dateCreated":"1340132845","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55101670","body":"Sonal and I found problems with scoring work against task specific rubrics because they were too specific. We would try to build our math tests from easier problems to harder problems. There were always students that missed the easy problems but had excellent work and explanations on the hardest problem. I like the more general but the more general can make it harder for 2 different teachers to grade the same way without collaboration time to look at some samples when checking.","dateCreated":"1340205567","smartDate":"Jun 20, 2012","userCreated":{"username":"kocklerja","url":"https:\/\/www.wikispaces.com\/user\/view\/kocklerja","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55101716","body":"Janelle, great discovery. Would you have to have a full block of time or enough time to check a few samples?","dateCreated":"1340205696","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55107372","body":"I like the point he made under #3.
\n
\n"Student friendly language can be useful as students are introduced to a discipline, but it also important to help students develop the habits of mind that define the discipline, and coming to terms with the "official" language is part of the process." (p.65)
\n
\nI had not considered this before.","dateCreated":"1340227641","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55108378","body":"I thought the process part was an interesting read. He talks about that although the "process" is very important for some students, it can limit other students. I had never really thought about it in that way but it makes sense.","dateCreated":"1340233277","smartDate":"Jun 20, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55109252","body":"Janelle, what we have been doing in 8th grade literacy is making a more generic rubric (in IB language) but attaching a specific list of what we expect - separate from the rubic. That is what I learned when we were in Portland this spring. That seems to work well with the students as they work through a project for us.","dateCreated":"1340237862","smartDate":"Jun 20, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119446","body":"What kind of rubrics, how we use them, what goes on them...this all seems to keep changing depending on who went to what IB training session and what that trainer said.
\n
\nThe important thing in my book is that the rubric can be understood by the students, is useable and authentic enough to the task\/skills being graded, and is useful to the teacher to assess the project and give appropriate feedback as well as help the students complete the task because they understand what is expected and then gives them useful feedback on what they understood and what \/how to improve.","dateCreated":"1340299740","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55121066","body":"I agree with Janelle about calibrating scores. If we are going to use the holistic rubrics, teachers need the time to fully discuss how they are going to use them when assessing student work. For instance, one of the Language A rubrics says the following: "In creative work, pieces reflect a lot of imagination and sensitivity." What does "a lot of imagination" mean from one teacher to the next?","dateCreated":"1340308529","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55132604","body":"Janelle's response to the question looks good.
\n
\nSandi - I totally agree. I have heard and seen both very specific and very general rubrics, and have heard that both are the best way to go. I think both have a use.
\n
\nSarah - I have tried something similar. We have used rubrics that are pretty generic, and then have a checklist to guide students to exactly what we are looking for in an assignment.","dateCreated":"1340380627","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55162208","body":"I am thinking about our IB rubrics as well as Flesch, and our rubrics are for our summative tasks, and the more generic rubrics are for formative tasks. I think this will be harder for students, but also it will allow for more freedom in the responses.","dateCreated":"1340635564","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192492","body":"1. Task-specific versus generic scoring rubric
\n2. Product-focused versus process- focused criteria
\n3. Official versus student-friendly language
\n
\nHow does this fit into IB? What is right or what is best? This idea is rather difficult to grasp on to because there are arguments for both ways. You will get a different answer from any IB trainer. We are all seeking the correct way to do rubrics and in reality there is no correct way to do rubrics. When creating rubrics, always think about the learning outcomes: What do you want kids to get out of this? Rubrics can be very helpful tools so students can understand teacher expectations and interpretations of scoring on rubrics. Rubrics need to be presented up front, first thing so students understand. You can use this for inquiry too- What do you think at 7-8 means?
\n
\nI literacy, we started making a checklist for students to reference and using the idea of "filling the bucket."","dateCreated":"1340767993","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259486","body":"(Thanks Janelle)
\n1. Task-specific versus generic scoring rubric
\n
\n2. Product-focused versus process- focused criteria
\n
\n3. Official versus student-friendly language","dateCreated":"1341255485","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":12}]},{"id":"55000294","dateCreated":"1339646812","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000294"},"dateDigested":1532253333,"startDate":null,"sharedType":"discussion","title":"C3-Q4","description":"As you read some of the techniques for helping students understand learning intentions and success criteria, which do you use (or some form of) or which would you like to try?","replyPages":[{"page":0,"digests":[{"id":"55080324","body":"One plan I have is being more explicit about what quality looks like. I liked the different examples that Williams used here. I also like that Williams pointed out that task specific rubrics should be used for summative assessments where students need to demonstrate what they have learned and more general rubrics should be used throughout the unit to formatively assess students.","dateCreated":"1340131591","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55100836","body":"Bill, can you define some of the Strebe techniques.
\nI think using another student's work to define quality is a great way to go. Has anyone used their own work or gone through the process so the students can see how you might think or even struggle with what to write?","dateCreated":"1340202340","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55107504","body":"I have allowed groups of three to design a homework assignment and then traded with another group to complete it. I have to approve the assignment before they switch. The group also has to make an answer key for their own assignment. This works well near the end of a unit, so they have a good idea on what should be on the homework.","dateCreated":"1340228288","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55107596","body":"I understand the concept of showing the students what quality work is, but at times I think it can stifle creativity in the higher students. It seems that each year a few students go beyond the students from years past in creativity and quality.
\n
\nAfter a project\/task has started, I have student's show small pieces of their work to the class to help them understand what quality looks like. I like this approach better than showing students an entire piece up front.","dateCreated":"1340228939","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55108452","body":"I liked the idea of displaying multiple projects that vary in quality and having students rate them using the rubric. I think that would enhance the understanding of what was needed from them while doing the task.","dateCreated":"1340233754","smartDate":"Jun 20, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55109290","body":"I have always shown samples of a project - the good, the bad and the ugly - before I let students start on a project. I agree with Bill - they are WONDERFUL - about not being mean\/ugly about the not-so-good ones. That really helps them get a feel for what is expected.","dateCreated":"1340238035","smartDate":"Jun 20, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55115496","body":"I, too, have used "striebe" methods of showing examples from previous years. Students get to see all three examples displayed. Students compare and contrast them, which brings on great discussions. They are then challenged to classify them from least to best in quality. It really helps those that aren't sure what to do. If students see what quality looks like then they can self assess. I do agree with Rob that sometimes I don't want to show them examples, because I don't want to influence their creativity. I think it is balance between showing and not. One way to do a quick "where are you at" in their project, is put headings on the board of Thinking, Written a few notes, Most information finished, Started final product, Halfway home, and Finished. I ask students as they enter the classroom to go up and put their name under the appropriate heading. Of course this works for me, but it really helps students to see where they are compared with their peers. It also holds them accountable.
\nI also like the designing test questions for math.","dateCreated":"1340279458","smartDate":"Jun 21, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119596","body":"As a part of the writing process, giving and getting feedback from peers has always been important in my classroom. Oddly, this past year that was more absent than before. I had students all over the board in terms of timeline...where in the process they were, and we just didn't devote time to as much peer feedback. Definitely need to fix that!
\n
\nI particularly like being able to keep copies of work for samples for the next year; again that has been difficult when our units have been changing so much as our curriuclum has been changing so much.
\n
\nI see kids really respond to each other when I match up a few to focus on a certain task..."Hey, his conclusion isn't quite what it could be yet...could you read it and think of what might help him to finish it?"
\nThey seem to enjoy the authentic working relationship as opposed to just being in groups for an assignment. Being able to pick a portion of a kid's writing to share with all can make his\/her day and give them more confidence in his\/her writing!","dateCreated":"1340300317","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55123504","body":"I agree with Rob that it's always a fine line to walk when showing samples of student work, but in my experience, it's extremely important, especially when introducing writing assignments. When students are able to see a variety of completed essays and evaluate those essays using a rubric, it takes the mystery out of what I expect of them, and it allows them to better understand how they will be assessed.","dateCreated":"1340321107","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55132688","body":"I have had students write test questions before when I taught high school. My students enjoyed it, and it made it clear to me whether or not they understood what had been learned or not.
\n
\nI really liked the idea of having students discuss different samples of student work and say why they are quality or not. Students are usually harder on eachother than I am. This has been clear when we play games on the white board and I have students check the other groups answers and look for mistakes. I do think I would prefer to use old student work than something that a student in my current class created... I would definitely want to talk to any students about the possiblity of using their work and having the whole class look it over.","dateCreated":"1340380903","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55162332","body":"I would like to have the students help in forming process criteria. I have always looked for ways to make students more accountable for their learning.
\nI also like the idea to have students make their own study guides and share in their groups, they need to know what is important and they will have more ownership in what they study. I have tried having the students make test questions before, and it can be more work for the teacher, but in the long run it is more beneficial for the students. Anything we can do to make them owners in their learning.","dateCreated":"1340635990","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259528","body":"Being a visual learner myself, I can appreciate it when people provide me with different samples of work. A good variety of "high \/ medium \/ low" gives the students I feel a good reference point to work from. The problem I have had in the past is students wanting to do exactly what is being showed to them as oppossed to using their own creative juices.","dateCreated":"1341255770","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":8}]},{"id":"55000286","dateCreated":"1339646776","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000286"},"dateDigested":1532253334,"startDate":null,"sharedType":"discussion","title":"C3-Q5","description":"One of our building goals is to make sure the learning objectives for the lesson\/unit are posted every day. Has this ensured "teachers and students are clear about where they are headed" or have we hit the target but missed the bullseye, so to speak?","replyPages":[{"page":0,"digests":[{"id":"55076302","body":"Unless the students can respond in their own words (or paraphrase the posted target) about what is expected AND describe\/demonstrate their own progress toward those goals, we are missing the bulls-eye.","dateCreated":"1340122632","smartDate":"Jun 19, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55076328","body":"I agree with Sarah.
\n
\nI think we definitely need to clarify those objectives and make sure they make sense for what our purpose is for the day or unit to both ourselves and our students. When you (administrators) do your walk throughs and ask students what they are doing and why, they should be able to answer sensibly.","dateCreated":"1340122740","smartDate":"Jun 19, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55080360","body":"I think we had the right intention by posting learning objectives but I agree with Williams, in that some sense, it seemed contrived. I think that as long as we are specific about context versus success criteria we will be doing a favor to our students and ourselves.
\n
\nMy goal for next year is to make sure I clarify exactly what those objectives mean and what success looks like for each of those objectives.","dateCreated":"1340131764","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55100940","body":"Bill and David, right on with posing the question to the student. What better way to know if they are understanding the purpose of the work being done.","dateCreated":"1340202719","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55101890","body":"A few years ago to prepare for the end of the year test, I had student write one of the end of the year math test objective on a paper and the students had to create\/find a math problem and solve it showing that they met the objective. It prepared students well to hit the target.","dateCreated":"1340206060","smartDate":"Jun 20, 2012","userCreated":{"username":"kocklerja","url":"https:\/\/www.wikispaces.com\/user\/view\/kocklerja","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55107844","body":"If we view posting the learning objective as a small piece of helping the students understand where we are headed, then we are on the right track.","dateCreated":"1340230602","smartDate":"Jun 20, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55108500","body":"Agreed with David and Bill, it is important that the students understand the purpose and be able to talk about it why it is they are doing what they are doing.","dateCreated":"1340233963","smartDate":"Jun 20, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119632","body":"What a great idea, Janelle! I agree with most like Sarah and Maria.
\n
\nI think it shouldn't be abandoned, but each of us needs to tweek its use in our classrooms. At least I do.","dateCreated":"1340300512","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55123700","body":"Bill, I liked what you said earlier about asking the students why they are working on a particular objective. I think it's really important that the students understand why we are working on certain skills. If they understand the why, then we are headed in the right direction.","dateCreated":"1340321867","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55132774","body":"I think many teachers post their objectives because it is obligatory and don't necessarily make going over it with students a priority or understand why it is so important. I think having it posted is a step in the right direction, but many need to do more with it (myself included).
\n
\nThe context vs success criteria was a point very well made in the book. I think a lot of the time, students do not understand that while they are learning about, say, beehives, they are actually developing certain skills to be applied to different topics. This is something that I need to clarify in my classroom.","dateCreated":"1340381322","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55162372","body":"I think it is a bit easier for math, we have a specific skill we are working on and the objective is clear, however with some of our PBITs this year, I am not sure we always met the objective? Sometimes the same objective is up for several days until they get it. Some may not get there at all?","dateCreated":"1340636156","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259916","body":"It's one thing for us to know what is being taught and how we are wanting to teach it, it's another if the students can explain what is being taught and why. If they can't explain \/ show some source of knowledge then the mark is not a complete bullseye.","dateCreated":"1341258083","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":5}]},{"id":"55000282","dateCreated":"1339646740","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000282"},"dateDigested":1532253336,"startDate":null,"sharedType":"discussion","title":"C4-Q1","description":"In order to assess what students know, what should teachers focus on when generating questions that provide a window into student thinking?","replyPages":[{"page":0,"digests":[{"id":"55119720","body":"Sarah said a lot with few words. As Ryan remarked, Sarah's helping guide the next step is awesome.
\n
\nAs Maria and Mary responded to Sarah, thinking about questions to help explore a student's thinking to ensure they understand...I see the OPPOSITE side of that...When I delve deeper into a student's thinking, I sometimes find he\/she does understand when I doubted that to be true. Maybe the application of the understanding is where I need to work.","dateCreated":"1340300745","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55120994","body":"As I reflect on this chapter, I have been asking the right questions to the wrong students.
\n
\nAlthough I try to call on many different students each day, it is still a traditional method of students raising their hands.
\n
\nI love the popsicle method and will implement it next year. My daughter's 1st grade class used this last year due to the fact that EVERY student wanted to respond. I will be using it for the opposite reason.","dateCreated":"1340308139","smartDate":"Jun 21, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55124000","body":"Rob, I agree that using the popsicle method to spread the wealth is a great idea, but what do we do about the students who simply do not want to contribute to class discussion? What do you think?","dateCreated":"1340322962","smartDate":"Jun 21, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55134898","body":"It is crucial to understand the process of a students thinking in getting to an answer. Questions should be designed to require students to think and demonstrate their reasoning through their answer.
\n
\nI agree with Maria that it is important to know how students arrived at an answer. Misunderstanding is possible despite a correct answer, and if we don't know how a student got to an answer, we cannot correct this.","dateCreated":"1340392762","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55135058","body":"Many of us connected with Wiliam's caution that students may get the answer correct, but that correct answer shouldn't be misunderstood as evidence of understanding. It's why we have to go so much deeper than superficial items that are provided for us from publishers or test designers.
\n
\nGlad to see that Eric likes writing good test questions and I'm sure most of you do too. It's time consuming but I feel like we have some better tools through this book study and that we are willing to take some risks to get this right.
\n
\nI was looking at Iowa Assessment item analysis details yesterday and saw to my astonishment that Iowa Testing claims that upwards of 40% of the questions in math and reading reveal evidence of "conceptual understanding". This makes me wonder, can you in any way gather evidence of conceptual understanding on a selected response item? (with the idea that a student can guess right or know the right answer and you won't know which is the case)","dateCreated":"1340394391","smartDate":"Jun 22, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55135074","body":"you won't know which is the case ...unless you require them to share their thinking, which is not a component of IA Ass nor would there be time given the vast number of "problems" to solve on the clock.","dateCreated":"1340394515","smartDate":"Jun 22, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55145144","body":"Allison, Rob, et al... Regarding sing sticks to broaden responders... Try drawing three with two who will respond and the third to paraphrase, do "valuable point" or use a key word or phrase from discussion to pose a related question, poll the class or whatever else makes sense. In my room we may always "tell or choose", and as the year progresses, students add new ways to "choose".","dateCreated":"1340489600","smartDate":"Jun 23, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55168934","body":"Like Bill said he has students show evidence, in math we ask students to show proof. Being able to explain their answers is so important. I like what David says about misunderstanding the correct answer for evidence of understanding. We need to see student thinking by use of writing to learn and by the work they show us. This is a great way to tie our writing to learn in to evidence of learning!","dateCreated":"1340659744","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55168936","body":"Like Bill said he has students show evidence, in math we ask students to show proof. Being able to explain their answers is so important. I like what David says about misunderstanding the correct answer for evidence of understanding. We need to see student thinking by use of writing to learn and by the work they show us. This is a great way to tie our writing to learn in to evidence of learning!","dateCreated":"1340659746","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55168944","body":"Sorry I hit post twice! Just wanted to make sure you read my comment I guess!","dateCreated":"1340659828","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192852","body":"Sarah has said it right!
\nDavid- that is why you are Dr. Johns :)
\n
\nI like to see students explain how they came up with there answers. I tend to give some credit to those that explain their reasoning even though their response was incorrect.","dateCreated":"1340770070","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259540","body":"To cause thinking and to provide information for the teacher about what to do next.","dateCreated":"1341255876","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":11}]},{"id":"55000272","dateCreated":"1339646700","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000272"},"dateDigested":1532253337,"startDate":null,"sharedType":"discussion","title":"C4-Q2","description":"According to Wiliam, there are only 2 reasons to ask questions in class: to cause thinking and to provide information for the teacher about what to do next. What type of questions do you currently ask in your class and what is the motive behind your questions?","replyPages":[{"page":0,"digests":[{"id":"55102872","body":"I have to admit to asking really weak questions when I taught. I asked questions to provide a brief interruption to what was, to me, an incredibly interesting lecture, but what was to my students, a lesson in endurance. One approach I've begun to use more when working with adult learners is the "no hands raised to answer a question" rule. I like to bounce a conversation or question around a room and challenge people to respond to what they hear from others.
\n
\nIt's so great to see so many of you impacted by this section of the book and committed to try out some new approaches or increase the frequency of these approaches. Good questions lead to good feedback and ultimately lead to better conversations among learners.","dateCreated":"1340209157","smartDate":"Jun 20, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55109338","body":"I have to agree with Maria and Mary. I think the ABCD cards are going to be pretty prominent in my classroom this fall!","dateCreated":"1340238353","smartDate":"Jun 20, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55109454","body":"I would usually ask questions to "check for understanding" or have discussions because the material allowed different opinions so very often. I like the ABCD strategy as a way to keep students engaged during discussions.","dateCreated":"1340238910","smartDate":"Jun 20, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55116966","body":"I think that the kids at Goodrell are in for some ABCD card questioning after looking at what all have responded. Well thought out questioning. However, a large "arsenal" of questioning techniques will be important for middle school kids, as they get bored of same style all the time. I believe that I have been asking more discussion type questioning in math classes than ever before, but not enough diagnostic questioning in science. So I agree with Bill.","dateCreated":"1340289526","smartDate":"Jun 21, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119762","body":"I agree with Eric about the mixing it up, using a variety with our kids. However, I do like the ABCD cards!","dateCreated":"1340300925","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55121080","body":"This chapter is fantastic. I will be implementing the "no hands raised unless you have a question" in my classes next year.
\n
\nThis will be difficult for my top and bottom students but for different reasons.","dateCreated":"1340308602","smartDate":"Jun 21, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55121958","body":"Rob- I will be implementing that too, I just don't know if I can make it an official rule in my classroom. I can think of times where we get into a pretty heavy debate in civics and there are times when I think hand raising can be appropriate. At these times I also have kids writing out their answers before we debate and give their thoughts and opinions there. I'm think it might be cool to make a little chart to indicate what kind of setting the class will be in...hand raised or not.....","dateCreated":"1340312845","smartDate":"Jun 21, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55131974","body":"Maria, using quick writes before discussion is a great way to have the students center their thinking. I used this strategy as well, and it allowed me to also see responses from students who didn't share in class.","dateCreated":"1340377445","smartDate":"Jun 22, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55134988","body":"I ask questions primarily to check for understanding and cause thinking. I like to have students discuss why they think an answer is correct so I can hear their process and make sure there is no misunderstanding.
\n
\nRob - I also would like to implement that (no hands raised except for questions). I am concerned about keeping students that usually respond with "I don't know" engaged. Is is something I have struggled with, and hopefully the suggestions in this chapter will help.","dateCreated":"1340393660","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55172378","body":"I also agree with Maria, using quick writes to focus students on the learning objective is a great idea. I ask questions to get kids to think, but I don't always give them enough think time to respond. Jtemple, we don;t have to accept an "I don't know answer, try giving students an option to ask a clarifying question if they don't know. It takes time, but it does help with the I don't know problem.","dateCreated":"1340673091","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192808","body":"I use questioning for the purpose of engaging thinking and for feedback. The more "tools" we have in the box to get students thinking and providing feedback for use is awesome. Write to learn, Streabe, ABCD cards, cubes, dice, etc are all great tools to have and use.
\n
\nI am still hung up on the idea of no hands raised except for questions","dateCreated":"1340769625","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259586","body":"As stated by a lot of people I use questions to engage thinking and feedback which at times I have a tendency to do on the fly as oppossed to being more intentional with them. This is something that I need to work on because sometimes in my class (computers) the questions are difficult to make open ended especially if I am wanting a quick reference as to where they are at with their knowledge.","dateCreated":"1341256201","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":8}]},{"id":"55000262","dateCreated":"1339646658","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000262"},"dateDigested":1532253338,"startDate":null,"sharedType":"discussion","title":"C4-Q3","description":"Wiliam offers alternatives to questioning (some sound similar to some Strebe strategies). Explain some of the alternative strategies you use or reflect on some of Wiliam\u2019s you plan to try.","replyPages":[{"page":0,"digests":[{"id":"55103080","body":"Requiring a student to paraphrase something they heard another students say or providing a "devil's advocate" argument to what another student offered or what the general opinion of the whole class might be.
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\nJosh -- sounds like you might have an interesting story about a controversial discussion prompt you used. Thankfully this is one of those professions where everyday you get a do-over.","dateCreated":"1340210065","smartDate":"Jun 20, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55117344","body":"In math, there is usually only one right answer. If first person answers correctly, everyones hand goes down. A bunch of disappointed kids. Sound familiar. I ask kids to whisper the answer to a neighbor. I explain to the kids, at least someone will know you knew the correct answer, but if you are wrong, then only one person knows that and not the whole class. Then I ask for an outloud answer. They really like that. I also, play the hot and cold game with them to demonstrate, that being told you are going the wrong direction is important to finding the object. So, I ask for volunteers to the board and without any discussion amongst them, one of them has to come up with the wrong answer. We then analyze, which if any is correct. I let them know that I am hoping for at least one wrong answer. Kids like volunteering, hoping for, but not worried, about getting it right. Lots of discussion takes place. Like Janelle and Josh, I need to incorporate framed questioning in science.","dateCreated":"1340290894","smartDate":"Jun 21, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119818","body":"Mary, you can always give the "good kid who struggles" the question earlier, privately, giving him\/her more time to think of a response, or even work with him\/her separately and then ask them the quetion after you know they can respond.
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\nI love tying a lesson to something else I know they kids care about or have a lot to say about and starting the questions with that. Really gets them thinking and involved.
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\nOf course, there is always the grouping approach and encouraging them to develop answers in their group where they can feed off of each other and many will feel safer.","dateCreated":"1340301208","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55121122","body":"For checking math homework, I will use a student's homework instead of the answer key. With the use of the ELMO, the other students agree or disagree with the student's work. I tell them that I like it when they miss a few, so we have something to discuss.","dateCreated":"1340308904","smartDate":"Jun 21, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55122154","body":"Rob-that's a really cool idea
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\nI think that even the, "good kid who struggles," will benefit from the no hands up unless you have a question strategy because it puts all of the students in the same boat. If we have our questions developed before the lesson that we can do what Sandi mentioned.
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\nWriting out answers is also a great way to check for learning. Usually this has to be done after a lesson but you can use this as an exit pass so you can get all of your student responses.","dateCreated":"1340313693","smartDate":"Jun 21, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55131616","body":"When teaching literature, I have simply put one word on the board. It might be a universal theme, a character's name, etc. The students use that word as a starting point for a conversation. I use this strategy to see if they understand the importance of the chosen word to the text.
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\nI have also used what I call "design a discussion." In this activity I put columns of words on the board. One column might be character names, another literary terms, and another universal themes. Students take turns choosing one word from each column, and then we debate the connections. It allows me to see if they understand how character and\/or the use of literary techniques inform meaning. The students really like it because they get to make up the discussion, but I retain some control by listing words\/characters\/themes on which I want them to focus.","dateCreated":"1340374833","smartDate":"Jun 22, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55131634","body":"Bill, how well do the sheet protector white boards hold up over the course of the year? I'd love to use them but am trying to weigh that cost against traditional hand-held white boards.","dateCreated":"1340374984","smartDate":"Jun 22, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55135038","body":"I used white boards at least a couple times a week when I taught high school. They were a fabulous tool for me to keep track of both individual and class progress. I have tried page protectors, buttheygetbeat up pretty fast, so I would like to look into buying a class set of boards.
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\nRob - I have used student homework before to check answers before, and I also emphasize that some mistakes are good and that odds are, another student has the same mistake. Some of my kids seem to like having their homework used as a whole class example.","dateCreated":"1340394082","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55172554","body":"Rob, I like your idea of using a student's work to check homework. At the beginning of the year I think I might use my own with a couple mistakes as an example so they know it is okay to miss a couple. I use a cup of popsicle sticks with everyones name on one to choose a student to respond, and I do not accept IDK for an answer, I wait on the student to come up with a clarifying question if they don't know or have the answer.
\nJanelle reminded me of what we learned in our math inservice last summer, some very good strategies for students to discuss without us saying the answer. Make them think.","dateCreated":"1340673756","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55184928","body":"Allsion, I only changed them once this past year. Kids were pretty decent about treating them respectfully. I used cardstock inside of them for a little sturdiness. My plan this year is to have a folder attached to each of my groups so they can store them when not being used. The biggest issue was the markers....seemed to disappear an awful lot!","dateCreated":"1340736914","smartDate":"Jun 26, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192200","body":"I do wonder how silent the class would be is the rule, no hands up except to ask a question, was in place. I could see 8th graders turning this into a game! Questioning can be done in many different ways that can get the class engaged. It is ok to ask a wide range of bloom's style of questioning to gage levels of understanding but then you can take it a step further by having them back up what they mean.
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\nI like that William referred to Coach Wooden. "Listening is the best way to learn. You have to listen to those who you are supervising." Have guided questions and discussions then follow up with a quick write. A quick write will get students that do not want to be quiet for that part or are learning from what others in class are saying.","dateCreated":"1340766784","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259812","body":"Quick writes can definately provide the students with a voice. I have also made a game out of the answers that are being provided by the students with the remainder of the class. The rest of the class can agree \/ disagree but must do so in a respectful way. (good review strategy)","dateCreated":"1341257482","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":8}]},{"id":"55000244","dateCreated":"1339646590","smartDate":"Jun 13, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55000244"},"dateDigested":1532253340,"startDate":null,"sharedType":"discussion","title":"C4-Q4","description":"After reading Wiliam\u2019s discussion contrasting discussion questions and diagnostic questions, what squares with you about the type of questions you do\/don\u2019t ask and how you use them.","replyPages":[{"page":0,"digests":[{"id":"55080480","body":"I think that there is a time and place in each classroom for both diagnostic and discussion questions. After reading this section and assessing what I have done in class I realized that sometimes I took what should have been a diagnostic question and turned it into a discussion question.
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\nI think that Williams point of having good questions ready to go before the lesson is really important and something that I am going to do next year.","dateCreated":"1340132324","smartDate":"Jun 19, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55101774","body":"If you go with Bill (6 questions), would it help with Maria's goal of having questions ready to go before the lesson?","dateCreated":"1340205876","smartDate":"Jun 20, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55104398","body":"Both of these types of questions allow students to respond orally or in writing. They can also respond and discuss in small groups or to the class as a whole.
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\nI'd like to see a greater push for asking students to respond to both types of questions more in writing as a way of organizing their thinking before sharing orally.
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\nSince we all live in IB-Land, we shouldn't forget the importance of student-generated questions and the ability of these types of questions to give us an insight into their thinking.
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\nJohn Barell has a great post on this here: http:\/\/inquiryblog.wordpress.com\/2012\/04\/11\/students-asking-good-questions\/<\/a>","dateCreated":"1340215580","smartDate":"Jun 20, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55117482","body":"Janelle is correct about students doing well on multiple choice and not knowing the material. Josh, I am currently "helping" my daughter through a really tough online class. I can pick through and toss out wrong answers without having read a word in the chapter. I need to be more deliberate with my diagnostic questioning, meaning not on the fly, but before class ever steps in. I need to be able to tell if kids know and for the correct reason.","dateCreated":"1340291607","smartDate":"Jun 21, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55119894","body":"Sarah, I think I disagree with you about our Holocaust unit. I think we would have used more diagnostic questions than perhaps you think. Many of the questions in that unit really depended on what would have been learned during it and not just put out there to make them think. ??","dateCreated":"1340301631","smartDate":"Jun 21, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55121312","body":"I have always had a negative view of multiple choice questions. The end of the chapter helped soften the view.
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\nI liked the idea of collaboration in designing the questions and answers.","dateCreated":"1340309881","smartDate":"Jun 21, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55131904","body":"I liked what Wiliam said at the end of the chapter when he said that the teacher was able to administer, grade, and take action on a whole-class quiz in a matter of minutes, without a pile of grading. This could really help teachers who feel bogged down with grading daily assignments.","dateCreated":"1340376971","smartDate":"Jun 22, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55131948","body":"David, thanks for sharing the link. It's a good reminder of what we should be doing at our schools.
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\nAt Hubbell, my daughter's teacher had a bulletin board dedicated entirely to students' questions. The students posted their questions throughout each unit of inquiry, and they investigated the answers to those questions as they went. I loved this idea!","dateCreated":"1340377263","smartDate":"Jun 22, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55135640","body":"I like the idea of having questions that minimize the possibility go getting the right answer with the wrong reasoning. Like Rob, I have never liked multiple choice questions much, but this helped me see a better purpose for them.","dateCreated":"1340397587","smartDate":"Jun 22, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55172730","body":"I too need to think about what questions I need for a lesson before the lesson starts. Making 6 questions ahead of time is a great idea! When Sonal and I wrote math questions for a quiz, we always put in the answers that showed common misconceptions students would have on a certain skill. This helped with eliminating answers that could not be possible. I have used a question board in my class and students get to share when they find an answer to a question. Some students love to be able to teach others!","dateCreated":"1340674391","smartDate":"Jun 25, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192624","body":"Diagnostic questions can easily turn into discussion questions. Civics was filled with this- esp the elections unit!
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\nIn literacy, our Holocaust unit had a lot of discussion questions because this allowed students to personally reflect on their feelings and internally grasp such a powerful topic.
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\nOn literacy benchmark tests, I had students highlight in the text to prove their answer. We would have discussions centered around this.","dateCreated":"1340768764","smartDate":"Jun 26, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55259856","body":"David makes a very good point, student-generated questions and the ability of these types of questions to give us an insight into their thinking. This is a very good way of identifying knowledge or lack of knowledge.","dateCreated":"1341257796","smartDate":"Jul 2, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}}],"more":7}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}