Oxford High School (OHS) has an enrollment of 1223 students grades 9-12. OHS students are 60% white, 27% Black, 12% Hispanic, 1% Asian. Half of the students qualify for free and reduced lunch. In Fall 2019, OHS teachers began a district-wide learning journey focused on classroom questioning. Using Walsh and Sattes’ Quality Questioning, 2nd Edition, as a guide, we
How can we enhance the skill, the will, and the thrill of student learning—the trio frequently advocated by John Hattie? Empowering students as questioners is one of the most effective vehicles for advancing this goal. Although the importance of student questions is validated by researchers
There has been much debate in recent years on what constitutes teacher professionalization and how to develop and foster it. Zierer, Lachner, Tögel, and Weckend, in their paper “Teacher Mindframes from an Educational Science Perspective,” propose that the effectiveness of teachers should not be based on a professional’s knowledge and ability alone. More than Just
An excerpt from Making Change That Sticks, a whitepaper about Visible Learningplus in Klein ISD, Texas. Metzler Elementary Principal Lakita Combs was at an education conference in 2013 when she first heard about Visible Learning in a session about a completely different topic. Immediately, she stopped
Think back to what brought you to your job as an educator. Whether you are an administrator or a classroom teacher—and whether you are aware of it or not—your beliefs about schools, classrooms, other administrators, and teachers had a significant influence on your decision to
When you’re in the midst of school improvement planning to address some of the biggest pain points in your school—like literacy, equity, or leadership—there are plenty of options to choose from. You could attend events, fly in expert consultants, or send your staff to workshops