Our Sumptuous Stream of Ideas Ch 7 by Chancyteach https://padlet.com/schancy/3t72ioadezik Made with gratefulness en-us 2018-03-22 18:40:42 UTC 2025-12-30 21:24:25 UTC hello@padlet.com "I am a change agent!" schancy https://padlet.com/schancy/3t72ioadezik/wish/245476853 Often times we are quick to blame the parents and the community for lack of progress with kids. " If only the parents would help with homework..."  "If the community would be more supportive of the schools..."
"Teachers have the biggest impact on student achievement, followed by school effects, the principal, parents, and the home." p. 231  This research will give us all hope and the perseverance to keep going.  Loved all of the specific ideas on how to impact student achievement as well as what NOT to do offered in this chapter!  WE MATTER!
Chancy]]> 2018-03-23 14:18:35 UTC https://padlet.com/schancy/3t72ioadezik/wish/245476853 Formative Evaluation Embedded in Instruction anne_skaggs https://padlet.com/schancy/3t72ioadezik/wish/247060263 While reading the section on formative evaluation (pp. 200-201) I was encouraged that we are headed in the right direction.  The author refers to gathering evidence to inform instruction and doing this in real-time  to adjust the direction of the next lesson of teaching.  I feel we have been ardent in this through the use of our DAQs, using the exemplar checklist, and observing students when they are doing their independent work.  We are evaluating what our students understand and what misconceptions they may have and adjusting from there.  Formative evaluation can be more powerful than summative because it is correcting mistakes and misconceptions and working toward understanding the mathematical concepts we are practicing in a timely manner and giving immediate feedback to the students. We can see what they've mastered and they can too, which runs full circle to the visible learning we read about in the previous chapter.
Skaggs]]> 2018-03-28 19:36:34 UTC https://padlet.com/schancy/3t72ioadezik/wish/247060263 Being very new to education, this text has placed some things in perspective for me. As adults, we understand how important it is to communicate and make sure everyone is at least heading in the right direction. The same is true is for children as well. Evaluations and feedback is my biggest takeaway from this chapter, and something I would like to start doing for RTI as well. I think our kids need to learn how to communicate to us where they are struggling and understand that they have a responsibility to learn. The kids that I work with constantly struggle, and I love that on page 207 it talks about praising their effort. I try to encourage and highlight a good work ethic and make that correlation in their academic progress. https://padlet.com/schancy/3t72ioadezik/wish/247095075

]]> 2018-03-28 22:30:07 UTC https://padlet.com/schancy/3t72ioadezik/wish/247095075 Feedback Thrives on Errors marissamcarrillo https://padlet.com/schancy/3t72ioadezik/wish/247121991 While reading the section on Feedback for the Student: Adjusting Learning, the sentence I personally need to constantly remind myself is " Feedback thrives on errors, which we believe should be expected and celebrated because they are opportunities for learning" (pg. 207). It's easy to feel let down when a DAQ, checkpoint score, discussion in the lesson, or independent practice assignment didn't go as well as I would like for each student (or as a class-whole), but giving myself a reminder that this is a process. Errors made by my students in my morning class (OR MYSELF) greatly benefit my lesson in the afternoon, as well as how I move forward with clarifying a concept in a small group setting, or as a spiral back review. By constantly creating a classroom environment for my students that is a safe place to make errors, it is then when feedback about the task, process, or self-regulation critically comes into play. Also, needing to be mindful when presenting immediate feedback to an individual student (or the class-whole), that the feedback is purposeful and the student is able to interpret/understand moving forward.]]> 2018-03-29 01:51:18 UTC https://padlet.com/schancy/3t72ioadezik/wish/247121991 Differentiation struiz0901 https://padlet.com/schancy/3t72ioadezik/wish/247135320 I believe that differentiation is one of the most difficult aspects of being a teacher. We know that "one-size-fits-all" instruction does not work, but differentiating instruction for a class of 24 (or so) students can be daunting to say the least. This has always been an area of struggle for me, I am always questioning myself as to whether I am reaching every student or not. I love how this chapter stated that "differentiation is about finding a balancing point between the need to respond to individual differences among students and the need to keep lessons manageable by not trying to individualize instruction for every learner in the classroom". Having a flexible classroom environment and a wide range of resources available addresses many differentiation needs. I also liked the non-examples at the end of the chapter and how the author said that teachers shouldn't match learning styles with instruction, that was a sigh of relief to my brain. Students should learn in other ways than just the way that they are most comfortable with. This chapter was affirming and contained some great ideas to implement into my classroom.]]> 2018-03-29 04:04:17 UTC https://padlet.com/schancy/3t72ioadezik/wish/247135320 "How will we ever know what students are truly capable of it we don't get deeply involved in their learning lives?" annette_henry79511 https://padlet.com/schancy/3t72ioadezik/wish/247204558 I saw so many of my struggles in this chapter.  
Differentiation is one of my struggles.  Trying to find the balance in the classroom and making sure I am meeting the needs of every student.  Am I letting someone fall through the cracks?  This has always been one of my biggest fears.  I also liked where it talked about they have to adjust their learning.  Giving the student feedback is so vital to their learning.  But you have to be careful in what type of feedback you give.  As we know, what we say and how we say it contributes to their success.  We have always given them feedback on the task or process.  We need to move on into more of the self-regulatory feedback.

I do agree with Skaggs in that I feel we are moving in the right direction where gathering information is concerned. We are using our DAQs and our unit assessments to guide our teaching. I know that I need to work more on the RTI end of the learning spectrum. I found the recommendations to be informative and enlightening.]]> 2018-03-29 11:35:52 UTC https://padlet.com/schancy/3t72ioadezik/wish/247204558 Validation kschantz_bsisd_esc18_net https://padlet.com/schancy/3t72ioadezik/wish/247207673 I felt very encouraged by most of this chapter. We are doing good things at Washington and I really feel like we are growing so much because of how we have used formative assessment this year. Or at very least myself.
 That 1.07 effect size for rti has been a very powerful piece for many of my tier 2 students, I think more so this year that any before. (maybe because of my understanding of what to use to inform my groups). 
One thing that this chapter talked about that I would like to explore in the future would be pre-assessments. I think it would be really helpful for those students who are ready to move on because they have already learned the information. 


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