In a previous blog post, Peter DeWitt wrote about the dark side of labelling students. Labels sometimes assign students to fixed categories, and getting out of that category can be tough. To remedy the potentially negative consequences of labels we must do two things, and here, Thomas Guskey writes what those.
Recently in Formative Assessment Category
May 20, 2018
May 13, 2018
Research shows that labels do not always have a positive impact on students. Should schools continue to use labels to help students succeed? Are those labels actually helping?
July 05, 2017
The value of being in classrooms to provide feedback seems like an obvious one, and yet so many principals can find themselves trapped in their office, piled under the daily minutia preventing them from getting into classrooms to provide feedback.
May 30, 2017
Do IEP's single you out because you're different or help you become a better learner?
May 07, 2017
Too often principals ask teachers and coaches to do something that they aren't going to do themselves. Is video one of them?
April 20, 2017
Can gifted students' needs be met through differentiated instruction in a "regular" classroom?
April 04, 2017
Saying "data" in conjunction with student learning often feels sterile and uncaring. However, data is much more than just numbers, and you can learn more about it in this blog.
March 24, 2017
We ask students to be self-directed learners and take risks, but often leaders and teachers don't take those same type of risks and seem to want the answer before they really know the question to answer.
March 14, 2017
Standards-based grading is sending a message to some parents that their children are average. This comes as a shock to those parents who have always heard their children exceeded expectations with traditional grading. We are at a crossroads with grading, and we should be clear on what standards-based grading really means.
March 02, 2017
There is a moment when we're teaching that a struggling student becomes the student we no longer think we can reach. It's different for all of us, and it depends on our self-efficacy (.63), the climate of the school in which we teach, and the accountability we face from our school leaders.