The majority of students in this country are not learning to their potential. They face mental health issues and serious concerns about their safety. Many have trouble regulating their emotions, connecting with others and managing the effects of bullies, early trauma, ongoing abuse, everyday stress,
On June 11th, in Salt Lake City, Utah Professor John Hattie of the University of Melbourne and author of Visible Learning stated that 90% of all learning strategies students utilized, questions teachers asked, lessons observed, and tests proctored only met surface level learning expectations. Accordingly,
Last week, I had the opportunity to work with a group of STEM educators. One question I posed to this group was, “What do you feel a teacher’s role should be during collaborative student work?” Participants were to share their ideas by inputting up to
Coaching is all about establishing effective partnerships that will enhance student performance. It is important for educators on every level within a district to understand the importance of proactive collaboration. From district administrators, to principals and teachers, to coaches and everyone in between, working together
Wouldn’t it be great to double academic achievement with digital tools in our schools? The challenge it seems, when it comes to educational technology use in our schools, is to differentiate authentic impact evidence from hoopla. I’ve only just returned from the International Society for Technology in Education (ISTE) 2018 conference, where I was confronted with this challenge at nearly every turn. In fact, much of the evidence-free rhetoric I heard reminded me of a prediction made by
Just Google “growth mindset” and it won’t take long to uncover the storm of controversy over this popular theory. It’s well-known by now that several studies have shown that mindset has a low effect size of 0.19 (Nottingham, 2018). Proponents say mindset is being done wrong; the opposition
As an educational consultant working out of the district central office, one of my responsibilities was to design and implement professional learning opportunities for educators and administrators on research-based best practices and new curriculum initiatives from the government to educators. While I might be very enthusiastic
I had the privilege of teaching a forestry class this year to a group of 7th graders. During my initial assessment of student understanding of the core content of the class, I found that several learners understood the basic content. In our school district, we