It was a great pleasure to reconnect with @julidixon.bsky.social this morning at the #LCEEQ conference and hear about how the Math Summer Institute project was carefully constructed to promote belonging and a safe space to make mistakes. Also
❌ to rounding &
✅ to estimation and reasonableness!
Interested in knowing more...what does a "Keeper of the Vibes" do?
I watched from Quebec, Canada, so be sure to tell your students that they have gone international!
Vous pourriez également inclure le réseau anglophone lors des épisodes prévus avec un langage inclusif (exemple, quand on parle de cours de langues en général, penser à inclure les jeunes qui suivent English Language Arts et Français Langue Seconde - ils font tous partie du réseau éducatif)
Great morning show (I watched Friday's), nice work!
N'oubliez pas que le système scolaire québécois inclut un réseau anglophone. Les enjeux et les réalités peuvent y être différents. #eduqc
The details are important!
#EduSky
Glad to have you join the party!
@wterral.bsky.social has two starter packs of Google Edu people. bit.ly/gsky1b and bit.ly/gsky1
I added my 2¢ (okay, more like 10¢), but I am also interested to hear what others think. What's your preferred grading policy?
#EduSky
We could get away from "giving" or "earning" grades with each assignment. Report on the current progress based on multiple samples of work. Kid doesn't hand in assignments, their competency is not zero, but it might be judged less than it is through lack of evidence to the contrary.
Descriptive scale assigning an indicator of current competency development solves the 50% minimum. 1 (from 1- through 1 to 1+) can be a range corresponding to what was formerly considered 0% to 50% and it is clear that 1 (even at the 1+/ 50% end) means need significant help.
➡️discourages % grades (rubric for a formative task needs to give feedback and show next steps to mastery, not assign a grade)
➡️communicates what parents need to know about progress.
So, my grading policy would be one that:
➡️supports learning, not penalizes kids (not a compliance tool to remove competency marks from a mastery kid who is disorganized and late or that down-grades eventual mastery by averaging a slow start)
...
The problem is we still grade on competency development and are meant to choose a % that reflects competency. But % grades are easy to generate from a count of correct answers and % grades are easy to average together. Averaging results does not support communicating how a student is doing now.
Great question! Quebec used to have 1➡️5 descriptive grading scales with +/- for each # to match our competency based program.
1: requires lots of support
2: some support
3: meeting
4: exceeding
5: significantly exceeding
It was changed to enforced % grades because parents "couldn't understand"
I agree with need for critical thought. Played today. Result was, as you point out, trite & repetitive. It did take a Gov't policy written in French & generate a palatable discussion in English regarding content. If every T assigns a fake podcast, it will be terrible for Ss, but it may have its uses
I will keep you posted! I am excited about the 'podcast' feature
Notebook LM was mentioned by so many times during last night's #EduSkyChat that I put it on my list to check out. Woke up this morning to find resources already shared to help me do just that. Love this educator community! Thanks @karlymoura.com
Glad you had a good visit. What part(s) of the province did you visit?
Hi Michelle! Great to see you here!
Thank-you Cate and Karly for bringing back the awesome if and Edu-chat! #EduSkyChat
In Quebec, we have been in a holding pattern, waiting for official guidelines for the use of AI in the classroom. They just came out last week and I have not had a chance to read them yet. Looking forward to beginning to explore, glad not have have missed the boat if none are ready yet #EduSkyChat
I loved using AdobeExpress with students for simple content creation options. I took the emphasis off how to use the tool or how flashy a product they could create and put it back on the message they wanted to share. #EduSkyChat
Agreed! We spend so much time insisting on a limited tool set with approved security requirements, then we do not insist enough upon the ethical, responsible, safe use (because, of course, the resource is already "safe"). Kids need to be better equiped to evaluate and self-filter #EduSkyChat
This is how I feel! I am not in the classroom, so I put off trying out new things because I am not using them with students day to day and then never seem to find the time. #EduSkyChat
Hmm, have not tried Brisk... adding it to the growing list! #EduSkyChat
What are your best tips for archiving chats to Wakelet? Is there a workflow that you suggest to make it fast and easy? #EduSkyChat
A3: Although I have dabbled, I have resisted really digging in and learning to use Canva well. It is on my list to get more familiar with #EduSkyChat
2008 was the year I exhausted the limit of my cell phone number, my colleague's cell phone number, and my principal's cell phone number to create Google accounts so that my fourth graders could experience working collaboratively in Slides! #EduSkyChat
Great to collect anonymous opinions from the class as convo starters too. Also good fro students to think about data and what kind of data will be generated by different question types and how to pose questions to get the data they want. #EduSkyChat
