In the social studies classroom, sources can be a great motivator for student understanding. They provide opportunities for students to interact with ‘real-world’ examples of information, and the ability to use current events to understand concepts critical to their success in social studies. In many ways,
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
Formative assessment continues to be the single most effective conceptual framework for raising achievement, its elements ranking high in Hattie’s effect sizes. In practical terms it consists of the following: a culture which promotes trust, equity, self-efficacy and the language of learning; students activated as
The following is an excerpt from “Education Cargo Cults Must Die” by John Hattie and Arran Hamilton. To download the full white paper and others in the Corwin Educator Series, click here. High-stakes assessment has been an important rite of passage throughout much of human history. Many ancient cultures and tribal societies
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
Often, we combat time constraints by teaching more to the whole class, while interacting less through small groups or one-to-one. Yet doing so creates more teaching-to-the-middle and less individualization. So how do we move toward more individualized learning opportunities within our time constraints? Small-group reading experiences!
“It took me years to realize that assessment, particularly what I do in the area of classroom assessment isn’t some stand-alone ‘other thing’ I am supposed to be doing as required by my school’s supervisor. Hello, why didn’t anyone tell me?” —Fourth-Grade Teacher When we say
Welcome to Mr. Patterson’s science classroom. Each day, Mr. Patterson establishes clear learning intentions and success criteria, and aligns a challenging science task that actively engages his learners in rigorous and relevant science content and process skills. As part of the science teaching and learning
While the concept of student-owned assessment is becoming more widespread, ways to engage and activate students as assessors are less familiar. John Hattie (2012) describes assessment capable learners as those who ask where they are going, how they are going, and where to go next.
How can formative assessment bring clarity to teaching? Here’s one teacher’s answer: “We can use the information [from formative assessment] to see that not all kids are struggling in the same area. We can see specifically which kids are struggling in which areas, then we can intervene
