The story self-reflection within the context of my own career is a good news/bad news story. First, the good news. While there is much I’m not proud of when I reflect on the early part of my career – especially from an assessment and grading perspective (e.g. zeros, no reassessment) – the one thing I did do is have my students engage in some self-reflection.
The bad news? Well, I didn’t engage my students in self-reflection very often and when I did, it was awful; I didn’t know what I was doing, there was no structure to it, and it, more often than not, ended up being a waste of time.
Self-reflection is essential to the development of our students’ metacognitive awareness that allows them to plan, monitor, and assess their learning and themselves, as learners (Clark, 2012; Jones, 2007). Metacognition entails both the knowledge and regulation of one’s cognition (Pintrich, 2002). Through the processes of self-judgment and self-reaction (Zimmerman, 2011), self-reflection plays an essential role in the cyclical process of metacognitive awareness before, during, and after the learning. Read more
The vital position education holds in the future of a society is rarely debated. However, the nature of this position is a constant source of discourse.
Why is education important? How does it support the values and beliefs of a community? What goals guide it? Who decides these goals and what purpose do they hold for the learners and the communities in which they find themselves? 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
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
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
A few months ago, a young teacher, Maggie, asked me what I thought of the use of rubrics. I thought it a curious question, so I asked her why she was asking. Maggie told me that she was taking some college post-graduate courses, and although a few of her teachers used them, one professor was very opposed to them and said they were counterproductive, limiting, and should not be used. 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
Along with the change of seasons from winter to spring comes the anticipation of new growth—it may be seen in the budding of leaves or blooming of early flowers. But for many educators, when the calendar pages arrive at spring, it signals a different type of anticipation. Instead of “Ahh, spring!” the reaction is “Agghh! Spring!” The final stretch of the race is here, what some educators call “crunch time.” We might hear worried statements such as “We still have so much to teach before the end of the year”, “My kids aren’t ready for testing”, or “I can’t get everything done.” In our “busy-ness” and haste, we might not notice the many forms of new growth taking place right before us. Maybe we aren’t taking the time to “smell the roses.” Read more