This guest post is written by Shannon Finnegan, a social studies teacher at Hopkins High School in Minnesota.
Throughout my teaching career, I have taught in three vastly different schools: a suburban high school, an inner city 6–12 school, and an alternative high school. In these different settings, I have found that there are certain educational buzzwords and catchphrases that will provoke groans and eye rolls on teacher professional development days regardless of where you work. Words such as differentiation, backwards planning, and standards-based grading are just a few of the phrases that will make teachers cringe on inservice days. When I began teaching at a small school in Brooklyn, New York, I came to loathe one phrase in particular: learning targets. Read more
I have long believed that if assessment doesn’t immediately impact learning in the classroom, it has fallen short of both its purpose and its potential. In my own practice, I think of it this way: If I figure out what my learner strengths and needs are, I am compelled to use that information to refine my planning, my instruction, and my feedback. To ignore assessment data would be unacceptable. So, the question becomes, how might we use strengths to address needs and optimize learning? Read more
Consider an assessment you or your collaborative team recently gave in a grade level or course.
- What did you do with the results?
- What did students do with the results?
- How did the students and the teacher(s) learn from the evidence of student learning?
Many researchers continue to find that the higher one’s efficacy, the stronger the motivation, confidence, and drive to learn (Maddux, J. E., & Stanley, M. A. 1986). The lower one’s efficacy, the more apathy, and indifference a student will have toward learning (Bandura 1986). Many experts define personal efficacy as, “the confidence or strength of belief that our capabilities can lead to goal attainment and realized achievement” (John Hattie 2015 et al.). Read more
The title of this post will ring familiar to many as an oath or statement associated with those dedicated individuals who enter the medical profession. While I would not want to minimize the impact or intent of the statement, I believe in the education profession we need to do much more. Read more
Many researchers have identified formative assessment as one of the more powerful practices to raise student achievement (Black & Wiliam, 1998; Hattie, 2009). When speaking of its power, we often compare formative assessment to summative assessment using metaphorical expressions. For example, formative assessment is like “tasting the soup before serving one’s guests,” or the “practice before the big game.” Others have described formative assessment as the rehearsal before the performance, or the “check-up before the autopsy.” Read more
Assessment that provides information on students’ learning strengths builds confidence and increases achievement.
Too often, students get feedback on all they are doing wrong or their deficits. Assessment, at its best, provides information to students on their strengths. When learners gain insight into what they know and can do, it builds their confidence. Strength-based feedback signals to students that you see their potential and that you believe in them. Read more
When you are unsure, not feeling confident, and scared no one will like you, it can be hard to get started. My son, Chase, is a fifth grader, and we signed him up for a basketball camp. He went alone and didn’t know anyone. As can be predicted, he was very nervous. Read more
When students know they are getting additional time and support for learning essential standards, sometimes referred to as intervention, do they see it as a punishment? Does it contribute to their perceptions of themselves as a “low” achiever? If so, we have a problem. Brookhart (2013) and Moss (2013) cite confidence as a key indicator of achievement. If students have confidence, they are more likely to persevere when they don’t immediately know how to do something. Confidence is the thing that will help students see possibility and hope (Moss & Brookhart, 2012). It’s this intrinsic state of being that will ensure interventions lead to high achievement. Read more