Returning to school this year will be different than any other year. More than ever before, educators need to devise strategies that provide information about what a student already knows in order to move learning forward.
If you haven’t been thinking this yourself, you’ve probably heard or read some version of these statements. In the group of 25 or so students that you will have in front of you on the first day of school, there will be students who have had, to put it mildly, a variety of learning experiences, and varying amounts of growth (or lack of growth) in that time. How might we possibly meet their needs?
Effective questioning encourages learners to learn with and from each other, supporting a classroom community focused on eliciting and sharing thinking and building thinking skills.
The concept of ‘success criteria’ is familiar to most educators — but scan the examples being shared on the internet,
It’s tempting to pick an expectation and to ‘turn it into a learning goal’. However, if we’re going to invite students to be active in their learning (to own it!), we need to go beyond telling them what the goal of ‘today’s lesson’ is.
What if we change the way we look at planning learning?