In the world of Visible Learning, many educators are drawn to influences with effect sizes above the hinge point of 0.40. Not only does Scaffolding fall in the zone of desirable effects, it has an effect size of 0.82 - nearly double the rate of learning. In the face of
I am deeply troubled that many state laws continue to require consideration of change in annual accountability test score as an indicator of student growth for teacher evaluation. This is a patently indefensible policy for a variety of reasons. Now, don’t get me wrong. I believe it is possible to consider
Part 1 in a series about mindfulness in schools As a featured blog series about Mindfulness in Schools, we’re placing a spotlight on Caitlin Krause’s new book Mindful by Design: A Practical Guide for Cultivating Aware, Advancing, and Authentic Learning Experiences. We’re also looking at mindfulness practices and educator reflections
Most often when we ask teachers about why they want their students to learn certain topics, we hear teachers say that they hope their students will lead productive lives in the future. They want students to be strong thinkers, problem solvers, readers, writers, and speakers. They want kids to see
The creative aspect of teaching extends beyond designing an inviting and engaging learning environment. Daily, we use our creative juices to: Deliver meaningful and engaging instructional content, Adapt, modify, or reteach curriculum for specific students, Develop and implement enrichment activities, Meet curricular timelines, Design instructional
I was the type of student teachers want – hard working, teacher-pleasing, bright. Until one day I just quit doing my math homework. My teacher asked me why and I said, “Please just give me a different way to do it! Anything but another worksheet.”
It’s never been more important to get kids excited about STEM (Science, Engineering, Technology, and Math) from an early age. These days, new job growth is more often than not concentrated in these fields, and skills like coding and problem-solving are crucial for all of
2019 marks the ten-year anniversary of John Hattie’s extensive database of educational research, Visible Learning. Since its publication, there have been many comments, conversations and critiques of the research methodology and key findings. Some conversations have focused on the meta-analysis itself and seen the research
Teacher clarity is one of the high yield practices for building assessment-capable learners (Frey, Hattie, Fisher 2018). Included in teacher clarity is communicating learning intentions and success criteria, which is also a focus of one of NCTM’s eight effective mathematics teaching practices: Establish mathematics goals
And you have treasures hidden within you- extraordinary treasures - and so do I, and so does everyone around us. And bringing those treasures to light takes work and faith and courage and devotion, and the clock is ticking, and the world is spinning, and