When you read the title of this post, did it affirm your thinking or did it evoke a sense of questioning…’But how do I do that?’
“…the most empowering and loving thing we can do is help students learn how to learn for themselves.” (Jackson, 2009)
Who decides what is being assessed, when assessment happens, what criteria are being used to determine progress, and what the format of the assessment will be?
You’ve heard the phrase making thinking visible. Observing, listening to and conversing with students about their meaning-making is essential. But, in order to do this effectively, what needs to be in place?
Sometimes significant professional insights come from snippets of lived classroom moments. One moment can change you! It did for me.
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.
Together with learning goals, success criteria form the foundation for all other assessment practices.
‘I want to simplify the process of assessing my students! How do I begin?’
In your classroom, do students know what they are trying to achieve, both in terms of the big picture and the details?
It’s late August and a charged silence of anticipation hangs in classrooms across Ontario – but not for long! As students flick the switch and energy floods into the learning spaces, how will students, from the very young to those approaching adulthood, perceive their place within this learning environment?