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?
Recently in Classroom Environment Category
August 18, 2016
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 11, 2016
Differentiation is a word that makes some teachers shudder, but we know it's important, so let's get it right.
August 04, 2016
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.
July 29, 2016
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.
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?
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.
June 12, 2016
Schools are still consumed by test scores when they should really be consumed by making sure they have a positive school climate. Here are five things they should focus on to get there.
June 08, 2016
Social media offers us a plethora of opportunities to chase after silver bullets that may or may not help us with our issues. Sometimes we need to take a big step back first and ask, "Who knows what's best for students?"