John Hattie's research is often seen as complicated but it doesn't have to be. DeWitt explores the basics of Hattie's research, and how to go deeper, in this blog post.


We often want students to have grit or a "growth mindset" but we often lack it at the same time we are telling them to have it. Here are 3 ways to show our students what we want.


Collaborative leadership is about working in partnership with those groups that are a part of the school community, and there are 6 influences based on the research of John Hattie to help get leaders there.


How many practices have we, as teachers, utilized out of habit without evaluating their effectiveness? How often do our students have to engage in compliant engagement rather than authentic engagement? Last time I checked, compliance wasn't a learning standard.


Getting better at what you do can be achieved through deliberate practice. Here are 5 reasons how.


We always tell students to learn from their mistakes but it seems that we don't give the same courtesy to instructional coaches. Why is that? Here are five steps coaches can take to reinvent their program.


Teacher observation has been a waste of time for many leaders and teachers. Instead of looking at observation as a 1 and done, we need to look at it as a cycle, and this blog helps explain how to do it.


Providing opportunities for teachers to interact with collaborative tools can help them brainstorm ideas for their own instructional goals. So why don't more leaders do it?


We hear a lot about surface to deep learning. In this blog, Peter DeWitt explains the different between the two citing a recently released paper by John Hattie and Gregory Donoghue which explores the two levels of learning and what specific strategies go with them.


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?


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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