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Tyler Rablin Profile picture
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9 Dec, 3 tweets, 1 min read
There are a million ways we can make feedback more effective, but the one thing that has been so helpful for me is to simply create a space where students record and categorize the feedback they get over the course of a term. Too often it sits in isolation and is lost.

1/
I call mine feedback portfolios. It is a space separate from numbers and grades. It's a space for reflection and processing. Students can record my feedback, peer feedback, reflection notes, etc.

Plus, I've found that this is where my students can identify growth best.

2/
My favorite one (my current one) just has columns for "grows" and "glows," and it's so fun to hear a student notice something move from the "grows" column to the "glows" column.

Here are some templates that I've used for this (feel free to take):
docs.google.com/presentation/d…

3/3

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More from @Mr_Rablin

Tyler Rablin Profile picture
9 Dec
I used to tell people not use use group work for assessment, but I don't say that anymore.

The original line of thinking was that you couldn't get a clear sense of where the individual student was at if they did something together.

Which is true, if that's where we stop.

1/
If there are points awarded based solely on the quality of the demonstration (project, essay, etc.), then yes, you will end up with an inaccurate evaluation of individual abilities, and you won't be providing students with information they can actually use in their learning.

2/
However, there is a ton of value in students completing the task together, learning from each other, and seeing how other people approach things.

I've been guilty of avoiding these benefits because I didn't believe I could accurately assess students this way.

3/
Read 5 tweets
Tyler Rablin Profile picture
8 Dec
I came out of school with $48k in loans. In order to qualify for public service loan forgiveness, I've had to be on a payment plan that doesn't even cover the interest.

I've paid almost $20k.

I currently owe $55k.

After 9 years of teaching, because of the hoops, I have...

1/
...34 payments still before I qualify for loan forgiveness.

So, 12 years later, after having paid close to the same amount as the original amount of my initial loans taken out, I can have them "forgiven."

This isn't forgiveness of loans. It's a trick to force people to...

2/
stay trapped in an overburdened system for longer than they should.

It's a way to justify an unwillingness to increase the compensation for public employees. It looks like we're getting more money, but it's smoke and mirrors. We still pay nearly what we owed to begin with.

3/
Read 7 tweets
Tyler Rablin Profile picture
24 Sep
The biggest challenge in convincing teachers to stop averaging scores over time and, instead, use recent and consistent evidence to determine a final grade isn't actually in convincing them the practice is more sound and equitable.

The challenge is much more concerning.

1/9
Most teachers can quickly see the positive effect this type of assessment practice has on the accuracy of grades, the effect on the student, and the increase in equitable reporting (and the effect on motivation this results in).

That's not the hold up.

2/9
The hold up is often phrased as confusion about how this would work or concern about how students would view practice and if they would do it, but let's translate that to what it really means, what we're really saying when we give that as our reason not to change.

3/9
Read 9 tweets
Tyler Rablin Profile picture
1 Sep
This is one of my favorite ways to help students distinguish thematic statements from summaries and evaluations. It uses a variation of inductive learning, and I pair it with direct instruction after. Here's the activity (explanation to follow): docs.google.com/document/d/1Cc…

1/
It starts by my handing out the cards and asking students to create three piles based on similarities they see in the type of information communicated in the sentence on the card. This usually takes a lot of questions in the small groups to get them going down the right road.

2/
(Side note: I love seeing some of the other patterns students notice. I celebrate them intentionally.)

Students end up with a pile of summaries, evaluations, and thematic statements. Their next step is to use the examples to come up with their own definition for each.

3/
Read 8 tweets
Tyler Rablin Profile picture
31 Aug
We had our first mastery check today for a skill (pretty much just a diagnostic), and there was something that really stood out to me.

1) Every single student who asked if it was graded had demonstrated an earlier level of understand (translates to "missed more questions").

1/
Getting to tell them that it wasn't graded and that as long as they grew we would leave this all behind us was so helpful. I could physically see a couple of them release their stress/worry about their score.

Not a single student who demonstrated later...

2/
levels of understanding asked if it was graded. In thinking about this, it really drove home the point that the value of grades is primarily driven by fear. Students spend the majority of the time thinking about grades only fearing the points they might lose.

3/
Read 8 tweets
Tyler Rablin Profile picture
30 Aug
One of my favorite classroom activities is called "Stronger and Clearer Each Time" from Jeff Zwiers.

Here's why I love it:
1. Kids learn to strengthen their ideas through collaboration
2. Kids get to walk away feeling confident
3. It emphasizes the value of revision

1/
The idea behind it is that every student starts by responding to a prompt. Then they take that and have a series of one-on-one conversations where they swap ideas, evidence, and support, adding it to their own ideas to strengthen them.

2/
The piece I love about it is how often I see students start really hesitant or anxious about sharing their ideas, but by the end they get to walk away feeling confident in their ability to share an idea verbally.

3/
Read 5 tweets

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