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.
Recently in Student Voice Category
September 01, 2016
August 21, 2016
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.
August 18, 2016
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?
August 16, 2016
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.
August 14, 2016
Schools are dealing with an increasingly diverse population of students, which include transnational students. Who are they and why should we care?
July 17, 2016
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.
July 08, 2016
In schools we have many diverse students entering into our classrooms but the literature we read doesn't always represent those diverse students. Here are 4 ways to change that.
July 06, 2016
There are many more benefits to not labeling students than there are to labeling them. So why do we do it so much in schools?
July 04, 2016
Our students don't often feel comfortable telling us what they are thinking, and sometimes their reactions can be misunderstood. This is especially true for gifted and talented students. Here are 14 things they want their teachers to know.
June 26, 2016
We always seem to think students need to be retained because they aren't learning important concepts, but never seem to think that students need to be accelerated because they have already mastered important concepts.