The dreaded IDK. We’ve all been in the situation when a question is posed and we hear crickets in the classroom. Students look at us like we’re from Mars. How we respond in this moment determines who’s going to carry the heavy load of thinking.
I challenge all teachers to try this daily: forget all you know as an expert of your content area. Yes, I am asking that, for a moment, pretend you cannot remember all you have learned as you followed your passion as a reader, writer, historian,
As you develop your classroom assessments, consider the following: Do you think about the assessments (specifically, the purposes, procedures, and products) from the perspective of each student? Do you consider each student’s academic as well as socio-cultural background and experiences? Do you incorporate knowledge, skills,
Contrary to all advice educators receive about timely and high quality feedback, I have an alternate hypothesis. Most mistakes children make are the result not of a misconception they have about mathematics but instead the student has a totally coherent conception that is the result
There is no question that educational leaders today deal with a relentless stream of competing demands, requiring them to work at a rapid pace, shifting quickly from one task to another. Often the survival cry of “let’s get it done” is overheard from school leaders
Feedback to and from students is a hot topic in current education circles. This is primarily due to the fact that effective feedback has the power to double the speed of learning (Hattie, 2012). Who wouldn’t bet on feedback then? The issue often lies in
One of the most important tasks for a mentor is to provide honest, constructive feedback to teachers on ways they can improve. The challenge is to provide such input in the most advantageous way such that it can be heard without defensiveness or withdrawal. Feedback
Can educators at all levels of a system learn how to use feedback with each other to improve teaching practice, and, in the process, create healthy cultures of learning and critical inquiry? The number one investment an instructional leader can make is in strengthening teachers. Instructional
I sent my editor the first draft of my next book, which is tentatively titled, Having Hard Conversations 2.0: Extending the Learning. It is a great feeling to shape a book and put out thoughts on a subject about which you care deeply. And now
Peer Assessment in Action When I think of Peer Assessment, I think of the typical interactions I have with colleagues when we are planning our next steps in the schools that we serve. Prior to our meeting, we determine the success criteria. Success criteria are the