Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
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.
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.
Elementary educators across Ontario are preparing to send home the Provincial Progress Report Card – the first formal reporting communication home to parents.
I learned about differentiation and personalization in a truly authentic way.
As a learning community, students uncover possible success criteria, giving an educator the opportunity to listen deeply, assessing what students already know and understand.
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?’
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?