One of my favorite activities when working with teams at this time of the year is to have them create a “stop doing” list. This is a list of lessons, assessments, instructional strategies, and curriculum that team members realize are not serving them well in their goal of high levels of learning for every student. It’s actually the antithesis of a “to do” list, and will likely be a highly reflective opportunity for collaborative teams. Read more
I appreciate how patient my daughter is with me when I ask her questions about school. Fortunately, she does not yet have an awareness that, when her friends get home from school, they likely do not have to respond to the same questions of, “How did you get to show your teacher what you know today?” or “Where did you have choice in your work today?” Admittedly, typing this makes me smile, as I realize I should probably simmer down with my questioning a bit. Yet I learn so much about the experiences she is having in school as they relate to her ability to communicate what she can do with the content and skills she is being taught. And that knowledge is very important to me. Read more
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
As schools struggle to identify what to do to improve student learning, many of us look to researchers for answers—or at least guidance—about which path to take. The work of John Hattie has transformed educational conversations around the globe and caused us to think about not just what works but what truly makes a significant difference. When you look at Hattie’s publications, it is hard to ignore the power of collective teacher efficacy and Hattie’s charge to teachers to “know thy impact.” Read more
Lately I have had cause to review a variety of grading policies from various districts. Clearly, I realize that the focus of a grading policy is obviously grading, but I can’t help but think that they unintentionally take the focus off of 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