Topic: General



Comments: 2

Their world is real!

Almost every conversation about moving from traditional grading practices to sound grading practices (even standards-based grading) seems to end up with discussions and debates about when students get out into the real world. While I understand the intent of this sentiment and the concern it expresses, this real world conversation can devolve into an overly cynical perspective from which to examine the experiences of our students and seems only to serve as a justification for punitive practices along a very narrow set of circumstances. Read more


Running Out of Time

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


Comments: 1

My Journey to Standards-Based Learning

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.

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Repacking Standards

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


Comments: 1

Embracing and Encouraging the Power of Reflection

“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


Zeroing the scale

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


Comments: 3

Assessment and Emotion

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


Diving Into Common Assessment—Does it Work?

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


Comments: 4

When is Assessment Formative?

Formative Assessment is one of the strategies most often talked about by educators in schools today. Type those two words into a Google search and hundreds of thousands of items are identified. Yet the practice is still confusing and unevenly applied within districts, schools, departments, and classrooms. Read more