Matt Townsley asks: Carol Boston says "Black and Wiliam (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need." Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle? Formative assessment is a critical element in an ...


I'll get back into the regular schedule of "questions of the week" this coming Friday, but I thought readers might find it useful to see the ten most popular posts from this blog since it began in August. But, before I list them, I wanted to invite you to contribute a question to be answered in a future post. You can send one to me at [email protected] you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind. Anyone ...


(Part Four Of A Four-Part Series) Brittany Peppers asked: I am excited to follow this blog and learn many things about it as I graduate from college and begin my teaching career. My question to you is "In your opinion, what is one thing to remember about classroom management if you don't remember anything else you are taught about it?" Brittany has asked a great question, and this post is the final installment of a four-part series responding to it. Part One appeared two weeks ago and shared guest responses from several authors of books about classroom management and other ...


(Part Three Of A Four-Part Series) Brittany Peppers asked: I am excited to follow this blog and learn many things about it as I graduate from college and begin my teaching career. My question to you is "In your opinion, what is one thing to remember about classroom management if you don't remember anything else you are taught about it?" Brittany has asked a great question, and this post was going to be the final installment of a three-part series responding to it. However, I'm now extending it to a fourth installment that will be published next Wednesday: Part One ...


(Part Two Of A Three-Part Series) Brittany Peppers asked: I am excited to follow this blog and learn many things about it as I graduate from college and begin my teaching career. My question to you is "In your opinion, what is one thing to remember about classroom management if you don't remember anything else you are taught about it?" Brittany has asked a great question, and I've organized the response into a three-part series: Part One appeared earlier this week and shared guest responses from several authors of books about classroom management and other education issues. Today's post is ...


Brittany Peppers asked: I am excited to follow this blog and learn many things about it as I graduate from college and begin my teaching career. My question to you is "In your opinion, what is one thing to remember about classroom management if you don't remember anything else you are taught about it?" Brittany has asked a great question, and I've organized the response into a three-part series. Today's post will share guest responses from several authors of books about classroom management and other education issues. Part Two on Friday will include answers from other educators who I know ...


Brittany Peppers asks: I am excited to follow this blog and learn many things about it as I graduate from college and begin my teaching career. My question to you is "In your opinion, what is one thing to remember about classroom management if you don't remember anything else you are taught about it?" Brittany, I'm glad you're finding this blog useful, and thanks for asking such a thought-provoking question. I'm looking forward to hearing suggestions from readers. The response to Brittany's question will be a three-part series: * Part One will share responses from several authors of books on classroom ...


S.H. asked: Our school culture has a growing sense of [unhealthy] competitiveness. I believe a lot of this stems from the fact that our administration does not recognize (or maybe they do and simply don't voice) teacher expertise using specific, positive praise. We do receive thanks yous - but they tend to be blanket statements and pretty general. (For example, "Thank you Ms. _____ for helping your team out.") This appears to have led to some teachers to measure themselves against others. Rather than feeling grateful that the students in our school are being taught by many talented teachers, it ...


S.H. asks: Our school culture has a growing sense of [unhealthy] competitiveness. I believe a lot of this stems from the fact that our administration does not recognize (or maybe they do and simply don't voice) teacher expertise using specific, positive praise. We do receive thanks yous - but they tend to be blanket statements and pretty general. (For example, "Thank you Ms. _____ for helping your team out.") This appears to have led to some teachers to measure themselves against others. Rather than feeling grateful that the students in our school are being taught by many talented teachers, it ...


Last week, I asked a question that had been on my mind: How can you tell the difference between good and bad education research? Colleagues in the Teacher Leaders Network and I have previously written about the importance of having a certain amount of healthy skepticism about research in the field, and I've written about the importance of being data-informed instead of being data-driven. Even then, though, we need to be careful about which data is informing us, and how it is being interpreted. In addition, I've compiled additional resources at The Best Resources For Understanding How To Interpret Education ...


The opinions expressed in Classroom Q&A With Larry Ferlazzo 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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