Differentiation is a word that makes some teachers shudder, but we know it's important, so let's get it right.


Ah...summer time. Before principals know it the school year is quickly approaching. Here are 7 tips to survive August.


So often leaders hear that they are "Going to the dark side" when they enter into school leadership. We need to stop treating leaders like they're leaving the trenches when they're actually right there in them with teachers.


In education we talk a lot about feedback but giving feedback is much more complicated that we think. This blog offers suggestions on what feedback is and what it isn't.


In less than a week we will all be leaning in watching the Olympics. Thousands of athletes who have worked for years with their coach to improve in their sport. Why don't more teachers take advantage of the coaches they have in their buildings?


We know that Finland is great when it comes to education, and we want to be more like them, but there are at least three reasons why we may never get there.


If used properly, visual learning offers teachers and students a simplified path to meeting the challenges associated with ELA Common Core, including quantity, rigor, and a lack of precise resources.


If we consider what it is we want to collaborate on, the process to take, the people involved, and how it all fits into our context, collaboration can be very powerful. Many times however, it all falls flat and these are some of the reasons why.


Compliant learning. We all engage in it, and then do it to our students. It leads to consensus building rather than synergizing where we build the best ideas together. We need to meet, model and motivate in order to synergize those best ideas.


We enter into conversations all the time without thinking much about it, and we certainly don't practice the art of communication like we train before a 5K. All of that can lead to a communication breakdown, and here are 6 ways to make sure that doesn't happen.


The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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