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?
Feedback drives learning. But as we learned in a previous post, not all feedback is productive. In this post, we’ll
How do we harness learning conversations in order to create a powerful artifact of thinking? It’s a conundrum!
The importance of sitting alongside a student is often understated or dismissed.
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?
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.
Take a moment to breathe, slow down and reflect on the first part of this academic year.