I have long asserted that one of my favorite things about working in education is the ability to experience a new beginning and a consistent end to each academic year. In the span of one year, we have the privilege of traveling alongside groups of students as they experience new content, new contexts, and new relationships each year. We structure environments that support learning over time and we have the opportunity to capture and celebrate each moment of growth through purposeful observations, conversations, and performance tasks. Read more
Early on in my career I was a very traditional grader. Homework was scored, retakes weren’t allowed, and I even gave extra credit. I’m not proud of this, but it’s the truth and helped shape the educator I am today. I realize now that I was teaching my students to play the game of school. They were to accumulate the desired amount of points to be rewarded with the grade they were working towards.
Confident, excited teachers make for confident and excited students. Jim Knight (2007), an expert on instructional coaching, suggests, “When people talk about learning, the experience should be exciting, energizing, and empowering” (p. ix). Assessment has the potential to generate all three of these conditions when designed and used in the service of learning. Read more
By now the process of analyzing and unpacking standards is familiar to most educators. In this era of standards-based instruction, unpacking standards to identify specific learning targets and underpinnings, then organizing those targets and underpinnings into a purposeful learning progression is almost ubiquitous. Read more
“We do not learn from experiences…we learn from reflecting on experiences.” -John Dewey
Perhaps it is because as educators we are flooded with “end of the year” events like final concerts, awards convocations, sports championships, and spring dances at this time of year, but reflection has certainly been on my mind lately. Read more
As an instructional coach, I have the fortunate opportunity to work with a wide variety of teachers and in various classrooms and content areas. Recently, I worked with a sixth grade science teacher to create and implement a classroom experience that required students to use their problem solving and critical thinking skills. Read more
One of the most interesting things about modernizing grading practices is that there is no one-way to go about the work. Sure, there are a few core fundamentals that are non-negotiable (i.e. grades based solely on the achievement of standards), but for the most part, teachers, schools, and districts have much flexibility in going about the business of aligning grading practices to the existing standards-based, criterion-referenced instructional reality. Read more
There is something about assessment that provokes strong emotion. You bring up the topic in a room full of teachers and you can feel the energy in the room shift. Similarly, the moment you pull a pile of assessments out of your desk and prepare to return them, students will adjust their posture and conversations halt in readiness for the event. Read more
Blog reposted from allthingsplc.info
About five years ago, I decided that it was time to get in shape. An infomercial caught my eye and I found myself ordering a video program, weights, bands, nutritional guide, and pull-up bar while waiting impatiently for my new life to begin.
Assessment is a messy process. Developing, using and responding to assessment supporting learning requires reflection, trusting relationships and, at times, re-learning and re-assessing. When assessment is simply seen as a test, resulting in points scored and grades assigning, the fundamental learning opportunities of effective assessment practices are lost; and what a tragedy this is. Read more