In 1983 I arrived in the US as a 9 year old worried about accommodating to a new context without my extended family. My first schooling encounter involved my third grade teacher, who asked my name on the first day and I replied “Eduar” (officially
Sometimes we are surprised by students’ thoughtful questions. To act upon them, however, we need very special qualities and preparations. Let’s see what those might include. This is what happened recently to second grade teacher Judy Frohman of Livingston, New Jersey, who began teaching a unit
Whatever you call it: Holistic, balanced, or comprehensive, there’s more to assessment than standardized testing. With the disturbance in the forces of assessment we have unprecedented opportunities to return assessment to its roots: Back to the local level, inside the school, within the classroom, planned
In the first post in this series, we covered Collaborative Teacher Inquiry. Yesterday we talked about the first three partnership principles from Jim Knight. Today we’ll cover the remaining four principles. Principle #4 - Reflection: Reflection is an Integral Part of Professional Learning Knight (2011) notes that
In my first post, we covered the strategy of Collaborative Teacher Inquiry. In a training I recently attended with Jim, he also offered seven ‘Partnership Principles’ as a way of thinking and being in helping relationships. These ideas resonated with me as they can be applied
This is the first post in a three-part series on Collaborative Inquiry. Read Part Two: Partnership Principles 1-3 and Part Three: Partnership Principles 4-7. Collaborative teacher inquiry is a promising strategy for improving students’ well-being and achievement. During a collaborative inquiry cycle, teachers come together to: identify the