I now know that it’s all about students’ learning and now I know a plethora of ways to make sure that every lesson my students have learned something - whether it be before the lesson, during the lesson or after the lesson. And I never would have
Have you read part I? You can check out Why We Need to Keep it Real with PBL here.
The idea behind my two books on project-based learning, Keep It Real With PBL, was to hunker down in the trenches with the teachers who tackle the
Just over 20 years ago, two British researchers, Paul Black and Dylan Wiliam, published their famous review on formative assessment: Inside the Black Box. Black and Wiliam’s extensive review concluded that formative assessment was a game changer; implemeting this type of assessment could lead to
The following is an excerpt from “As Good As Gold? Why We Focus on the Wrong Drivers in Education,” the first in the new series of Gold Papers by John Hattie and Arran Hamilton. Read an earlier excerpt, “The Limits of Lesson Observation.”
High-stakes assessment has
Balanced literacy is more than grouping students, as my colleague Doug Fisher pointed out in his blog. But grouping for instruction is important and, sadly, neglected. If our goal is to ensure that students can read and comprehend texts independently, then we need data about the barriers each student
A clipboard or tablet, watchful eyes, and listening ears. That’s all it takes to be an effective kidwatcher. Yetta Goodman, who coined the term in the 1980’s, helped educators think about the valuable data they can collect just by listening in to student conversations and by hosting one-to-one
The following is an excerpt from “It’s a Gift: Disposed to Learn” by Ruth Crick. To download the full white paper and others in the Corwin Educator Series, click here.
Given the measurement and assessment challenges faced by schooling systems around the world, it’s critical that we can find
[caption id="attachment_12462" align="aligncenter" width="1000"] This graphic, displayed throughout the book, depicts the 14 Parameters. The graphic is a visual representation of how the parameters--when all applied together--can exponentially increase the achievement of all students. You will see examples of this in the many case studies
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
I first wrote about grading for learning in 1995 and more than 20 years later, some of the hot issues we faced then continue to challenge us as we enter 2019. These issues are sometimes used by those who oppose standards-based grading in an attempt