This blog is part three of a series on learning transfer. For more on teaching for transfer, see this first post and this second post. “Why do we have to know this?” It’s the age-old question students pose when they doubt the importance of the content they’re asked to learn.
This blog is part two of a series on learning transfer. For more on teaching for transfer, see this first post. Every time we poll teachers about their highest priority, student engagement tops the list. How can we move beyond “party tricks” and toward self-directed learning? We’ve found five shifts that
One of the most effective strategies to engage students in their own learning is modeling metacognition. This “thinking about one’s thinking” uncovers personalized feedback to the student. By modeling reflections on students’ work, students soon learn that their own reflective adjustments are what matters most
Let’s start with two premises. First, students need collaboration skills for learning, for 21st century jobs, and for life. In school and throughout their lives, they will work in groups; will live within families and communities; will participate in teams and organizations. Second, collaborating is
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