Most educators begin developing rubrics by articulating what students must do to meet a standard or be "proficient." From there they identify two or three levels below "proficient" to describe students' progress and one level above to recognize higher or more complex learning. But what about their grades?
Too often we put students in boxes and label them with learning styles, when we should be teaching them learning strategies to use when we aren't there to help support them. John Hattie has a new research paper out exploring strategies, and getting us to ponder whether our students have the skill, the will and the thrill to get there.
Schools are dealing with an increasingly diverse population of students, which include transnational students. Who are they and why should we care?
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.