How do we harness learning conversations in order to create a powerful artifact of thinking? It’s a conundrum!
Learning goals should focus on learning. Seems obvious, yet sometimes we write goals that focus on what the student is
Recently we heard from a concerned educator, “I display the learning goals at the beginning of each lesson, every day,
The importance of sitting alongside a student is often understated or dismissed.
If a picture is worth a thousand words, then what is the value of a conversation? Priceless!
Feedback should help the student understand more about the learning goal, more about their own achievement status in relation to
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
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?