Short post description: If we want students to become visible learners and to truly be their own teachers, we need to teach them how to use self-questioning to guide their learning. From the series: Developing Students’ Ownership of Learning—from a Distance, too! Post #1 Post #2
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Post #1 Post #2 Post #3 Post #4 Teaching Students How to Solicit Feedback Let’s continue our journey to developing assessment-capable, visible learners. At this point, students know what they are supposed to be learning, what success looks
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Post #1 Post #2 Post #3 Post #4: Selecting Tools to Guide Learning Let’s continue our journey to developing assessment-capable, visible learners. At this point, students know what they are supposed to be learning, what success looks like,
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Check out Posts #1 and #2. Let’s continue our journey to developing assessment-capable, visible learners. At this point, students know what they are supposed to be learning, what success looks like, and how they can monitor their progress. The next
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Check out Post #1 here. This week we’re back and ready to focus on a new aspect of developing assessment-capable, visible learners. As you probably remember, we’re interested in helping students take responsibility for their learning
Minute by minute, our world as we know it is changing before our eyes. Faced with such tremendous uncertainty, imagine what this feels like to our children! How best can we support them? For starters, we must be adaptable and recognize that academics are far less important than offering solace and hope so that we encourage social connections
Mackenzie Wright, a classroom teacher who recently completed her Master’s in Library and Information Science, shares her treasure trove of distance learning resources. See a note from Mackenzie below. Information professionals are tasked with the duty of continuous provision of resources for their patrons, especially as
We send our children to school because of the professionalism and expertise of teachers, and many of us as parents do not have the experience, the expertise, and the motivational skills of many teachers. Not every child wants to learn the precious knowledge we want
It started with a question: Why do some strategies work better for some teachers than others? Or more specifically, why is that three teachers can implement the same strategy, lesson plan, or instructional materials, and get different outcomes with students? As an example, let’s stay
While real-time class time is often most familiar and preferred, it’s not always realistic given home circumstances. Rather than thinking about learning as something that always has to happen together in a classroom or even “together” online, virtual learning provides us with a wonderful opportunity