Reflecting Back, Moving Forward: Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Reflecting Back, Moving Forward: Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Reflecting Back, Moving Forward: Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Applying Learning Goals and Success Criteria: Documenting Learning Observations over Time (Part 3)
Student thinking rarely follows a straight path towards a learning destination. When you ponder documenting the twists and turns of whole group or individual students’ thinking, do you feel overwhelmed? How might the application of learning goals and success criteria support the process of documentation?
Applying Learning Goals and Success Criteria: Documenting Learning Observations over Time (Part 2)
The process of assessment is not black and white. It’s not about shades of grey, but rather, about an understanding that each student has a spectrum of possibilities within them – a rainbow of ideas and potential.
Reflecting Back, Moving Forward: Feeling Stuck?
Do you sometimes feel like you’re stuck? You may feel like your wheels are spinning? I spoke with a principal last week and that’s how she was feeling.
Applying Learning Goals and Success Criteria: Witnessing Learning over Time (Part 1)
Take a moment to breathe, slow down and reflect on the first part of this academic year.
