A Formative Story - Using Formative In My Math Classroom!

By Formative Certified Educator Dean Vendramin

My Formative story is a simple yet powerful one....

I was initially hooked using Formative by the annotating a document/PDF feature.  However, as I explored other features and became a part of the amazing Formative Community, I was able to take my Formatives and the learning opportunities they afforded to another level.  Therefore, I will share a story on a Formative I used to help my Grade 11 math students explore and show their understanding of slope. 

 Dean having a 1-1 discussion with a student based on their live Formative responses!

Dean having a 1-1 discussion with a student based on their live Formative responses!

 Dean embeds Edpuzzle and Geogebra into his formatives!

Dean embeds Edpuzzle and Geogebra into his formatives!

I decided to flip the instruction on this one by using a video I was able to edit inside of Ed Puzzle and easily embed into my Formative. I love the fact that Formative is very user and ‘app smash’ friendly. The video allowed students to receive content and check for understanding at their own pace. I followed this up with another embed idea that I learned about in community. I was able to provide students with an interactive slope tool through Geogebra. This was an excellent ‘hands-on’ opportunity to ‘play’ with and check out concepts they just learned from the video.  Next, I provided a short formative assessment that I created and was able to upload and annotate. The formative assessment consisted of a few multiple choice and a short answer question. The data in this assessment provided me with a great picture of individual and class understanding of the topic...data that I used to provide whole class and individual instruction.  I also included a very informal question asking students how they felt about their learning of this topic. Finally, I directed students to workbook questions if they were done with all the activities in this Formative. 

 A look at the Totals View for Dean's formatives! It shows each student's progress across questions!

A look at the Totals View for Dean's formatives! It shows each student's progress across questions!

Formative was a ‘one stop shop’ and everything I needed for the lesson was in one convenient place. I loved the fact that this freed me up from being in front of the class to interact with students individually and in small groups as they worked their way through the learning activities.  Students loved this and were able to easily work through the tasks and provide samples of their learning.  The formative assessment data allowed me to be the guide on the side and make instructional decisions as the students needed them (like in this story I had to go back and review question 4 as it was causing some problems for students).  Students responded well to all the activities embedded inside the Formative and we had deeper conversations about content and how it applied to a Roller Coaster project we were doing in Minecraft on the topic of slope as well (the Geogebra applet really helped students play with the different slopes and how that looked).   I loved the show your work question as I was able to use the examples the students gave to compare, contrast, and concentrate instruction based on what I saw.  The multiple-choice data was a great ‘snapshot’ into student understanding and both the students and I loved the immediate feedback.  My story definitely reflects the daily successes I have using Formative.  It has definitely been a game changer in my classroom and I continue to grow in my understanding of how to utilize this powerful tool in my classroom.  

Formative Used - https://goformative.com/clone/HSXWNK (Rate of Change (Slope))

This blogpost was originally published on Dean's blog! You can connect with Dean in our community and if you are on Twitter, you can follow him (@vendi55)!

Trans-Formative

By Formative Certified Educator Tricia Mintner

Formative has truly transformed my classroom. Let me tell you more...

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While I’ve never been a ‘traditional’ teacher, many of my students have come from a traditional classroom. They come pre-programmed to hate math because they haven’t been successful in math since around the third grade. They come with the expectation that they will be passed along to the next grade level whether they pass math or not. As a result, half (or less) of the Freshman who take Algebra 1, the lowest mandatory math class for our district, in my school are ‘ready’ for my class. So, while I am required to teach Algebra 1 skills, I’m also expected to remediate my students. This was a daunting task since two out of three students needed remediation.
 
I was introduced to Formative at ISTE 2016 and I fell in love. I had used computerized math programs before, but I had never had the control to choose the exact problems my students would work on within those programs. Formative changed all that. I could create my own problems or I could upload a worksheet they I already used in class and just add places for my students to type the answers they would have written on a worksheet.

Phase One

So, how does putting a worksheet online transform a classroom? Well, let me tell you. Instead of assigning the entire worksheet, I selected the easiest, most similar problems from that page and made that the first assignment. 

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Then I cloned that Formative and chose the second hardest set of problems and made a second assignment. (You can see how I used that same worksheet in both pictures above and below, but I changed which problems I used and the types of questions asked.)

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Then I cloned it again and selected the hardest problems from that assignment. Instead of one big assignment, I made three smaller assignments. This one change on my part led to three major changes within the students: attitude, dependence, and perseverance.
 
The first change I saw was a change in attitudes. At first the students complained because they were looking at the number of assignments instead of the content of each assignment. However, it didn’t take long before they started changing their tune about math. I purposely set up the first Formative assignment so that most, if not all, of the students would score 100%. As the students worked and entered correct answers, a little ‘green’ indicator would pop up on their screen. I could see smiles start to appear as students worked. As students worked, I walked around the room in search of ‘red’ indicators or raised hands as well as students who were finishing. I was able to catch problems right away and redirect or reteach students before they got too far into the assignment. Most of the time, they had the right answer but typed it in the wrong way. Those who needed my help got my attention right away. Those who didn’t flew through the assignment. As students completed the Formative, they’d shout out, “I’m done. Now what?” My reply? “Go on to the next one.” While they weren’t thrilled about not actually being ‘done,’ I heard less grumbling as they started the second Formative.
 
The next change I saw was the amount of dependence on the teacher. Before Formative, I’d run myself ragged trying to get to every raised hand. Over 80% of the time, the question was, “Can you check this problem?”  It took a while for students to realize that Formative would check their answer for them. I told my students that Formative was like having a little Mini-Mintner on their shoulder telling them whether or not they typed in a correct answer. Old habits are hard to break, but eventually they stopped asking me if they did the problem right. Each time they asked, I’d say, “I don’t know, type it in and let’s see.” The typical response? “Oh yeah! Nevermind.” Now my time was free to really help kids who needed the help.
 
The third change I saw was in perseverance. Students stopped asking me to check their work, but their hands popped up immediately if they saw ‘red.’   The conversation usually went something like this:

     S: “What did I do wrong?”
     T: “I don’t know. Did you check your work?”
     S: “No.”
     T: “Okay, let’s check it. Tell me how you worked the problem.”

The majority of the time, students found their own error. Students began to be empowered as they started checking their own work, finding the error and typing in the correct solution. While things didn’t change rapidly, they did change. By the end of the semester conversations started out differently. “I’ve changed my answer three times and I still can’t figure out what I did wrong,” or, “I checked my work and I still get the same answer.”

Phase Two

During that first semester of using Formative, I had one major issue. Kids were doing so well, that they were running out of Formatives and started to return to previous habits. So, over Winter Break, I made a bunch of Formatives so students would always see that there’s always more math to learn.
 
Another issue was that students started to stray from Formative after their first assignment. After hearing, “Well I was waiting for you to tell me what to do next,” a few times, I decided to post on the board three specific Formatives that students were required to do that period. I even went so far as to type their names under each Formative title. I allowed students to cross off their name as they completed the Formative. 

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Students loved being able to write on the Promethean Board, but they also started feeling accomplished. When students started making comments about how good it felt to mark off all the posted assignments, another idea spawned: self-tracking sheets.
 

 

 

Phase Three

I worked over the next break to rename my Formatives. I coded them with 1.1, 1.2, etc in front of each title.

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The codes corresponded to each learning target. I then arranged all the Formative labels into a one-page document for the term, grouping them by a common strand. Each strand built from pre-requisite concepts to the level expected on the test. Each student was given their own self-tracking sheet that they could mark off as they worked. I saw a spike in the number of students engaged in class. This was especially true in my ‘repeater’ classes, where students had failed the class before and were repeating it for a second (or third) time.

I knew my repeaters would be good at at least one math concept from the past semester, so I offered them ‘choice’ on top of the tracking sheet. I started class by showing them three or four examples, each from a different strand. Once we reviewed those problems, I identified which Formative went with each problem. Students chose which one(s) to work on during class. They could choose to work from any strand, but they had to (1) start at the top of the list, and (2) complete a minimum of three Formatives each day. That day, I saw 100% engagement as students picked what was easiest for them. I could see their math strengths, and I was able to build on that. For the first time in a long time, these students were seeing passing grades in their math class. Before the end of the term, students who had previously ‘hidden’ in class were not only working but they were volunteering to tutor their peers!

Current Phase

This summer I am working on Phase Four: Gamification.
 
While Formative has increased engagement in my classroom, I realized that my system is based primarily on intrinsic motivation. Students did the work because it made them feel good about themselves. Of course, toward the end of the year, students started slacking and, of course, the curriculum was getting harder, so students started reverting back to old habits.
 
The majority of my students are what I call Strugglers. They’ve struggled with math since about the third grade and they’ve established coping strategies when they don’t know how to do the math. They put their head down, show up late to class, purposely don’t do the work, play games, etc. Formative has allowed me to show my Strugglers that they CAN do math and I can get them started. However, I’m choosing to gamify my classroom next year in the hope that I can keep students working and trying to learn math even when it starts getting hard.
 
Every Formative will yield XP (Experience Points) and that XP will accumulate throughout the semester. Like a game, there are different levels, and with each level, there are special privileges. Tests (and retests) also count towards XP and leveling up. Students can even earn multipliers so that their XP can count as more than the ‘face value’ of that assignment. How do students earn multipliers? They master concepts on tests. Every two to three concepts mastered allows for a higher multiplier. What about the students who didn’t master all the concepts on a test? They can practice and then retest. Retests count toward mastery and towards multipliers.
 
My ultimate goal is to create life-long learners. Formative helps me get them started in the right direction and I hope the gamification will keep them motivated until their intrinsic motivation kicks in. Formative truly has transformed my classroom in so many ways.

Claire Uses Formative To Scaffold The Writing Process!

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Formative Certified Educator, Claire Doyle, shares one of our favorite ways to use Formative in the classroom. Claire uses the Short Answer feature to create a series of questions and to scaffold the writing process for her students. As you can see below, Claire begins to scaffold by asking students to focus specifically on the introduction paragraph, breaking down nearly every sentence with a question on Formative. As students work through the assignment, Claire is able to provide immediate feedback at each point of the process, intervening in real time.  Once the students have edited their work and received feedback, they can then simply copy and paste each part into their final draft of their paper. What a great way to conference with students and give them a chance to edit in real time!

 
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Effectively Scaffolding Instruction to Teach a Play

By David Kwan

Since we opened our Community Center back in November, we’ve been fortunate to have some really amazing educators share teaching ideas, resources, and experiences from their classrooms. Most recently, our Certified Educator Lisa Scumpieru, shared how she used a variety of technology to effectively scaffold instruction and teach a play to her 10th grade students.

The play was the famous greek tragedy, Antigone. While she had taught it in the past, she decided to re-think her approach for a couple reasons. For one thing, it was the first time she was teaching it to 10th graders and she wanted to ensure that her students were able to understand the text despite it being above grade level. For another thing, she wanted to help students truly internalize the skills they learned in analyzing the play and prepare them to confidently apply those skills to other challenging texts. As I watched her webinar, I was really impressed by the different ways she worked to accomplish her goals throughout the learning unit and effectively scaffolded instruction! You can watch her full session and check out the highlights below:

The Unit Plan

What I love about her unit plan is that it’s loaded with resources that help Lisa effectively scaffold her instruction. It’s also great how she shares it with her students in the form of a hyperdoc so that they can access those resources at any point during the learning unit. When she created her unit plan she planned backwards from the big concepts that she wanted her students to achieve:

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With those big concepts in mind, she started to help them build background knowledge by engaging them in a self-paced lesson to understand greek tragedies. She also gave them backstory by letting them reading a synopsis of Sophocles’ Oedipus Rex, which focuses on Antigone’s father and respond to guiding questions:

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In order to support her students in reading Antigone, she also also provided them with different resources for engaging in it. In particular, she included a study guide, Spark Notes, and even recorded a rap song in order to help her students connect with the main themes of the play. On top of that, she supported both her lower readers as well as English Language Learners with a graphic play that could help them understand the text:

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Integrating Formative

Lisa used Formative to teach the play by having students read a selection of scenes, answer questions based on them, and demonstrate their growing understanding of the larger message that Sophocles was trying to say about the Athenian government. By creating and engaging her students in the series of formatives, she effectively gave her students time to process the play and prepare for their formal assessment.

On the left below, she’s provided all links to the main learning activities that students can engage in over the course of the learning unit including the formatives. On the right, she’s also provided access to a folder with copies of all the formatives that she used:

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In the first formative that her students engaged in, they applied their understanding of background knowledge and terms in order to read the prologue. Lisa watched their responses to see where they got hung up so that she could support them early on and make sure they were ready to move forward:

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In this first formative, she also had them engage in an overarching question that would appear at the bottom of every subsequent formative in the series. She wanted to gauge their understanding of what the author’s overall message and encouraged them to draw mind maps, and insert screenshots to illustrate their understanding. Some of her students later asked to have the question type changed to “Short Answer” so that they could share their thoughts in writing as well:

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 For each successive formative, she would break up each scene into sections so that students could read a bit, take time to process the text, respond to aligned questions, and continue reading either as a class or independently. After reading, she would also project the responses so that she could highlight different responses. Certain students benefited from additional representations of the play so she inserted Youtube videos of specific scenes and cast her students to play different characters in video diaries :

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Bringing it All Together

In teaching Antigone, Lisa did a stellar job of providing different levels of scaffolding. She...

 Antigone, the title character

Antigone, the title character

  • aroused interest, attention, and curiosity by first helping them understand it within the context of Sophocles other work and as a Greek Tragedy.

 

  • made the vocabulary memorable with her rap song and by having students pair up and complete Frayer models for new terms

 

  • engaged her students with the story by allowing them to draw personal connections with it (reading as a class, creating video diaries, recording scenes with iMovie for future students)

 

  • facilitated their initial comprehension by breaking up the text to give them time to process, respond to questions, and receive feedback. They could also go back and update their responses based on what they learned. In addition, she ensured that all her students (honors, ELL, on-track) understood the play by giving them different ways to interact with it (Graphic plays, video scenes).

 

  • allowed them to truly explore the issues at the center of the play.  Each lesson, they would start class with a warm-up question that got students thinking about themes of the play within the context of their own lives (Ex: Can people be cursed)

 

Every step she took to scaffold the play was ultimately in service of helping students internalize the big concepts of the learning unit and gain the confidence to tackle other higher texts. She set out to use Formative to watch where students struggle and support them so they could go out and conquer on their own. Mission accomplished!
 

New Community Center & Certification Program

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The Community Center

We are excited to announce that next week we will be introducing a brand new community center where all our educators can connect and collaborate to improve learning for students. Nine educators have pioneered it and it's been awesome to see the different Formative ideas and resources they've shared with one another. In addition, we think that it's awesome that teachers use a variety of other tools and methods to engage their students. So we've encouraged our pioneers to extend their collaboration beyond Formative and they have risen to the challenge. We can only imagine what will happen when we invite all our educators to join the community and we are about to find out!

 Some of the awesome educators who've joined our community in the past few days!

Some of the awesome educators who've joined our community in the past few days!

The Certification Program

Along with our new community center, we are rolling out a brand new certification program and it's unlike any other that we've ever heard of. We believe that in order to use Formative and pretty much anything else to the best of your abilities, you must actively learn from other inspiring people. And so, being Formative certified means that you effectively collaborate with other educators to constantly improve your use of Formative as well as other tools and teaching methods. With that, becoming a Formative Certified Educator is not about passing a single test or submitting a portfolio of work, but earning achievement badges naturally over time through your pursuit of learning and collaboration in the community center. And, becoming Formative certified is not simply a form of recognition, but an active certification where you unlock opportunities to collaborate with other certified educators on a deeper level. These are other passionate educators who've truly demonstrated their desire and ability to collaborate within the community center. Becoming Formative certified is not a finish line but the beginning of a new experience.

What's Next?

We are going to be inviting all of our educators to join the community on November 7th and to celebrate, we are going to be hosting a live kick-off webinar where you will be able to learn about community center and certification program from our pioneers. And in the spirit of collaboration, we will be able to discuss any ideas and feedback you have as well.

The Formative Nine

Leading up to the kick-off event, we believe that there is no better way to get you excited for the community center than by highlighting all the awesome things that our pioneers (a.k.a The Formative Nine) are doing there and behind the scenes. Here they are!

Well, that's it for now! We are excited to start this new chapter in the Formative Community with you!

 

 

 

2017–2018: What We’ve Been Up To and Where We Are Headed

By Kevin Mcfarland (Co-Founder Formative)

I wanted to personally reach out now that the craziness of the first weeks of school is starting to settle down. If you’ve been with us for a while, you may have noticed many updates to the site, the inclusion of Premium Upgrades, and, sadly, more than our fair share of bugs. Hopefully this message will give more clarity into the work we’ve been doing behind the scenes and into why you’ve seen some of the changes you have.

The Beginning of the School Year & Our Focus on Stability

First and foremost, I and the entire team at Formative are so grateful for the swell of interest we’ve received from teachers everywhere, and we’re also extremely sorry for coming up short in multiple ways. As a team of former educators, we know how harmful even the smallest disruption can be to a classroom. Sadly, the issues over the past month were larger and more frequent than they should have been. So what happened?

Simply put, we didn’t anticipate the number of teachers and students that would use the platform simultaneously and we weren’t setup correctly ahead of time. A few core technologies we were using limited the amount of information that could flow at any given time, so the pipeline clogged very quickly. We worked hard and fast to either move away from these or improve their configurations, depending on the situation.

With that, I could not be more proud of our team and the response of our educators. With your help, we’ve remedied the worst of these issues, sped up response times, and have stabilized performance across devices. Things still aren’t perfect, but they’re consistent and we couldn’t have done it without you. All in all, we’ve made just over 300 updates to the site since the beginning of the school year.

Our Commitment to Privacy and Focus on Driving Research in Education

I hope that you have come to find our platform is geared toward advancing the use of technology in a thoughtful manner in classrooms, while meeting them where they are right now. Through our time at UCLA and since, we have put a major focus on research-backed development. Today, we are taking this further.

With the support of the Michael and Susan Dell Foundation, we have partnered with the American Institute of Research and the Jefferson Education Accelerator to research what we call “Formative Teaching”. This is the act of utilizing data from everyday activities to drive interventions and strategy without taking the time from the classroom to do a separate assessment.

We hope to publish the findings of our research after this school year so that it will provide a valuable set of data for any educator’s pedagogic strategy. To allow for this and other work with research organizations, we have updated our Privacy Policy at www.goformative.com/privacy. If you read this, you will find that it does not affect any student data in any way and we will be extremely protective of any other information shared with these organizations.

Along with research, we in general wanted to show our commitment to keeping your students’ information safe so this summer, we signed the Student Data Privacy Pledge! This is a great movement that many ed-tech companies have joined and we’re so happy to be a part of it.

We know how important this is for schools and administrators as well, so we implore you to share this with your team either as they dive into our platform or discuss privacy in general. And if you’re proud to be a part of this with us, please feel free to share it on social media using this image!

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Now that things are back on track, we are continuing our push toward an expanded feature set and a more robust platform not only for your classroom, but for your school. This is why you’ve likely seen more “nudges” toward our Premium solution. But before going into what that is, I want to let you know what it means to us.

Why We’ve Introduced a Premium Option and What Premium Means for You

Premium means the opportunity to sustain our platform for any teacher in the world. It also means the ability to expand our team, our vision, and continue making an amazing platform to help you help your students grow. My Co-Founder and I began building Formative from graduate school in UCLA only a few years ago and are so excited to be helping so many classrooms around the US and the world.

So you may have missed the announcement during the summer, but we wanted to officially introduce you to our Premium Teacher and School/District Licenses! I’ll explain some core details here, but you can also learn more at goformative.com/pricing.

The goal of this package is to help you:

  • Align formative assessments and other activities to standards
  • Track student growth across any daily activity that you’re already doing
  • Use daily data to drive your strategy more responsively, instead of waiting for the big tests
  • Gain deeper insights into student thinking and better prepare for testing through new Advanced Question Types

Two changes that some of our long-time users probably noticed are the new limitations on Upload & Transformation of documents and on the Exporting of results from a formative. These features in particular have a cost associated to every time a teacher uses them, and we decided to instill the limits after much debate. Limiting these became one of the most important pieces to making the free tool sustainable. We have promised to keep the core of Formative free any way we can, and upgrades by educators and schools are making that future a reality.

But we don’t want you to think that all of the updates and benefits are only going to those that upgrade. We asked for your feedback on what order to build these features, and as a big Thank You, we want to give something to all of our educators:

  • Multiple Selection Questions will be available for Free!

We asked your opinion and the most requested Advanced Question Type was the Multiple Selection question. As you may have noticed, we’ve decided to include this in the free version for all educators. We know that this is one of the most important of those question types for the end of the year, and we hope this will help out those who don’t have the opportunity to upgrade.

Thank You

Once again, thank you so much for being a part of this journey with us. Whether you utilize our free platform, upgrade to premium, or our research helps your school, we strive to help your classroom in whatever ways we can. This year has surely started with a bang, and we’re looking forward to growing with you and your students through the remainder.

 

One last note (sorry for ending on a cliffhanger); Please keep a lookout for an exciting announcement in the coming days!  

 

Sincerely,

Kevin

A Spooktacular Formative!

By David Kwan

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With Halloween right around the corner, excitement is building in classrooms and schools everywhere. Students are no doubt gearing up for Tuesday night, but the fun doesn’t have to stop there! We made a three-question formative that you can use to learn more about their interest in Halloween and put spooky twists on your lessons! Click here to grab a copy of it and read on below for ways to use the data that you get from each question!

The Questions

  1. “Are you going where a costume this year? If so, what are you going to be?”
  2. “What are your favorite Halloween-themed stories, books, and/or movies?”
  3. “Do you have any ideas for incorporating Halloween into what we are learning right now?”

By letting students share their costumes and favorite media, you will discover things that students are naturally interested in and can feature them in different learning activities.

By asking them for ideas of how Halloween can be infused into what they are learning, you turn the tables and let students play a part in lesson design. It’s also a great way to let students make connections between what they are learning in class and their lives outside of classroom. For example, you could let students make predictions about how much candy they will get and based on the data, let them find the class mean, median, and mode! Now that’s a treat!

The Efficient 21st Century Classroom: Meeting the Needs of Feedback with Formative

By Formative Educator Daniel Woleslagle

 Daniel teaches 6th grade!

Daniel teaches 6th grade!

The process of education is an ever-evolving entity. The world of a student twenty years ago is almost unrecognizable today. Often, when I think about this, I forget that twenty years ago was only 1997. In 1997 there were no Ipods, no MP3s, no digital tablets, no modern social media, and encyclopedias still filled library shelves. The daily routines and interactions of our students were no more than fleeting thoughts of inventors or science fiction. How can we expect our students to learn in that same environment? Unfortunately for many there is little thought given to asking a group of students to sit in the same classrooms and learn in the same manner as some of us did in high school. Our perception of education tools must evolve beyond pencil and paper. 

Perhaps the greatest challenge that educators face today is understanding that students do not interact with each other in the same manner that we did at their age. For sure, this could be a lengthy discussion about the benefits and drawbacks of modern technology, but if we truly embrace the education of today’s young people we must be willing to understand their learning process. They live in a world of the instantaneous. Everything that they need, want and experience is little more than a few clicks and at most a few seconds away. Shouldn’t their interactions with education come from a similar place of rapid reinforcement. There has been significant research into this in an attempt to better understand how the modern classroom can be at it’s most efficient. One such ongoing study is that of Dr. Paul J. Riccomini from Penn State University. Dr. Riccomini focuses on Response to Intervention Instruction in Mathematics. One of the key elements of this study is “more frequent progress monitoring of those students in need” (Riccomini, 2010). This is where I believe that Formative can be extremely valuable. 

In my classroom, I use Formative not only in getting feedback to my students, but also in getting feedback to my parents, administrators and myself. When my students are reviewing or assessing on Formative, I have an unobstructed view into the progress of each and every student. 

 Single Question View of student answers during a math assessment

Single Question View of student answers during a math assessment

 Being able to see every student’s answers as they progress through their work gives me an opportunity to intervene and support almost instantly. If I see that a student has missed the last two or three problems in a math assessment, I have the ability to see what key idea that student is missing. This allows me to directly address that individual student on their level as they are working through the problem. This makes their learning more impactful, and increases the odds that they will retain the information that we discuss. In years past, the student would work on the assignment, turn it in, wait for me to grade it that night and return it the next day. So, a full day later they receive a paper with a failing grade. This does not motivate them to start from square one in figuring out what they did wrong. More often than not, they will feel dejected or “stupid” and tell themselves that they just “can’t get it”. By correcting them as they work, I am able to fix their often minor mistakes instantly and give them the opportunity to practice the material correctly. 

I have the privilege to teach a 6th grade, self contained, classroom. Often, I have parents who want feedback on how their students are doing that is more than a report card. With Formative, my parents can see exactly how their students did on an assignment, and are able to work with those minor concerns at home. This also helps my students and parents know exactly where they are standing grade-wise at any given point. You see, this feedback is more than just a grade. It is an intervention. 

Of course, some of the greatest need for feedback is for myself. Whether I am using an Exit Slip, a class survey, or looking for areas of reteaching as a whole class, I have access to those individual question and assessment scores without sifting through stacks of papers or creating a new matrix to organize it all. Imagine, instant feedback. When I review a test or assignment in my class I love how I am able to turn off identifiers and correct answers and as a class we can study the answers that the class gave without judgement. We look for common answers and discuss the misconceptions that led to them. This helps my students know that they are not alone in the mistakes that they have made. 

In all, Formative has given me a way to efficiently and instantly engage my students on an individual level. I have found that my students are more engaged in the material and have taken a higher interest in fixing mistakes and bettering their scores. This feedback has allowed them to work with individual issues and not entire chapter tests or bulky assignments. Whether they are on an Ipad in my room, a smart phone on the bus, or discussing the assignment with their parents and friends at home, they have an educational tool that meets them on their level and in their instant digital world. 
 
Riccomini, P.J. (2010) Response to Instruction and Intervention for Math. Retrieved on 5/22/17     from PDEconference.com. 

 

Preparing For College with Formative and Monsters University!

Teachers discover creative ways to apply Formative everyday! For example, Heather Roberti is helping her elementary students prepare for college by letting them explore Disney's Monsters University website, which has essential information they'd find on an actual college site, in the style of the Pixar movie! She hyperlinks to different parts of the "school website" and students record what they learn about admissions requirements, academics, and campus life in Formative! She can use those insights to make sure that everyone is on the same page.

Kudos to Heather for finding such a fun way to teach her students how to navigate a college website and find important resources!

Monsters University: http://bit.ly/2qoDjGQ
Heather's formative: http://bit.ly/2r1bIxs

Making Thinking Visible

The other day, Jeremy Tuller provided his student with the angle of elevation to the top of a tree. His student drew the tree, a right triangle, and applied trigonometry to find the height of it. We love when teachers use Formative to help students make their thinking visible and all the interesting insights that emerge!

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A Great Way To Engage Students In A Text...Before They Read It!

Lisa Scumpieru recently discovered a great way to use Formative while engaging her students in "The Great Gatsby". She inserts quotes from what they have yet to read and let's them guess their meaning! This is awesome because it helps students infer based on what they know about characters, make real-life connections, and get excited to find out what happens next in the story!

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Using Formative, Lisa can project different guesses to enhance before and after reading discussions. Plus, her colleague and fellow Formative Educator, Katie Lingg, was able to observe, learn, and take these great pics!

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Team Goose Chase with Formative!

This is such a fun idea for peer learning! 5th grade teacher Kelsey Rupsch uses the Goose Chase app to create academic scavenger hunts and awards points to teams based on their progress. We were thrilled to hear that she had applied this to Formative, having her students collaborate to complete math challenges as review! Kelsey was able to give them immediate feedback via Formative and after they overcame each challenge, they documented their success by taking a group selfie on the app. Congrats Orange Team!

How To Effectively Use Data To Drive Instruction

Using data to guide instruction is the key to both student and teacher success. Purposeful instruction with specific interventions allows for students to feel successful in the classroom. We love this visual from Four O Clock Faculty talking about using data to guide your instruction. So important for us to remember these tips. What is your most effective and favorite way to use data in your classroom? Share your tips with us!

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Embedding FlipGrid So Students Can Share Video Reflections!

Recently, Joe Marquez (Formative Educator), discovered that you can embed a Flipgrid into Formative. The benefit is that students can create and compare video responses without leaving their formative. For example, Joe embeds it at the end of science lab formatives so students can reflect upon what they learned from each station and learn from their peers.

We could imagine using this powerful hack/appsmash for peer learning across content areas, from number talks to Spanish dialogues! How would you use it? We'd love to hear your ideas!

How to embed something in Formative: http://bit.ly/2onjzUA
Flipgrid: https://info.flipgrid.com/
Joe's example: http://bit.ly/2p36aUC

How Will You Solve This Problem?

One of the major reasons teachers use Formative is because their students can use our draw tool to share their individual thinking. This detailed student evidence allows teachers to make learning more personalized and interventions more meaningful.

Kristen Leiher illustrates this by posing a Greatest Common Factor world problem on Formative and encouraging students to use different strategies to solve it with a combination of words, images, and text. The responses are fuel for a student-centered discussion. By discussing them, students can learn from their peers and expand the ways they think about math!

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Teaching Students How To Craft Complex Questions

Ever heard of Norman Webb's Depth of Knowledge (DOK) Levels? Essentially, they represent how deeply you must know something to complete a task. The 4 levels range from simply recalling facts to making value judgments about experimental methods you use.

They are extremely useful for crafting the questions you ask students and determining whether they are learning as deeply as you intend. What's neat is you can teach your students about DOK so they are able to both self-assess and peer-assess effectively!

Ms. Sweiss helps her Ss actively learn about DOK by letting them create level-aligned questions based on reading passages. She uses Formative to project the emerging questions that students come up with so that they can can give peer feedback before actually using them. Learning about learning=awesome

Fostering Responsible Digital Citizenship

It's never been easier for students to connect and collaborate online. With the ease of access that students have to technology, it's important to engage them in thinking about the digital learning environment they want to create for themselves and their peers.

Middle School Science teacher Angie Card does it with Formative! As shown in the pic below, she asks her students how they can improve the internet. It's an open-ended question that students can respond to by typing, drawing, or inserting media. It can spark great class discussions about what it takes to be a responsible digital citizen!

Formative x Seesaw App Smash: Differentiation & Student Growth Tracking

by David Kwan

Have you ever tried to simultaneously use Formative and Seesaw? It's an awesome combination for differentiating learning and helping students track their own growth.

As shown in the visual below, Formative Educator Pamela Rountree uses both for her 5th grade flipped activities! Students easily access a formative based on what they need to practice via a quick or QR code! On Formative, they then watch an instructional video at their own pace and create live responses that Pamela can use intervene. Lastly, they submit a response to their Seesaw portfolio and record an audio explanation of their work!

We hope to release our growth tracker for both teachers and students to use soon! In the meantime, this is an awesome app smash workaround!

Mashup Math

by Angela Gonzales 

Have you seen MashUp Math on Facebook and Twitter? If not, you have to check them out. They've got awesome brain benders, low floor- high ceiling problems, and lots of engaging activities for your kiddos. We love taking a look at the problems of the day and embedding or adding them to a formative. This way, we know our kiddos are engaged in content and us as teachers can hold them accountable, provide real-time feedback, and have results to last and inform our teaching. Check them out today!