As an educator, chances are you’ve come across a student who’s nearly there – you can see their A+ paper in the making or that admissions essay that is sure to secure their place at their dream college. Often this student seeks out your feedback,
Professor John Hattie’s landmark Visible Learning research concluded that effective feedback, combined with effective instruction, improves the rate of learning by a factor of 2! During his webinar a few weeks ago, John Hattie explained how to distinguish between effective and ineffective feedback, and shed
We all know at least one person who, when they have their mind set to do something, nothing stops them. Their mind becomes SET on accomplishing the tasks or actions needed to reach their goals and it almost seems easy for them. They effortlessly align their
“Students need to know their learning target— the specific skill they’re supposed to learn— or else ‘feedback’ is just someone telling them what to do.”
Have you ever been given feedback by someone who doesn’t know your situation or your intended goals, or who
It’s human to want to feel competent. No one likes to be criticized, and we sometimes push back when we get feedback from a co-worker that suggests our performance leaves room for improvement.
But the truth is, feedback is essential for individual growth and development. Without
What does it mean to lead learning?
At no other time in the history of education do we have such a powerful opportunity–given federal policies such as Race to the Top and now ESSA–to redefine instructional leadership in our schools and focus on how and
One of the most effective strategies to engage students in their own learning is modeling metacognition. This “thinking about one’s thinking” uncovers personalized feedback to the student. By modeling reflections on students’ work, students soon learn that their own reflective adjustments are what matters most
We have spent much of the last year reading everything we can find related to students’ ability to predict their performance (and grades), take ownership of their learning, and become their own (and others’) teachers. We have also talked with numerous teachers about what we
Who owns assessment? Is it the teacher, school, district, or the test industry? If the government requires them, do they also own the measures? Something was missing from those questions and if you noted that it was “the students,” you’re right. The more schools emphasize
I was recently speaking to a large group of school teachers, principals and district level leaders and I asked them the following question: How many of you would like your colleagues to tell you what you want you want to hear rather than what you need to hear? No