A Title Page?
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.
Tag: empowering the learner
Asking Effective Questions…Effectively: Part 2
Asking questions is a fundamental way educators elicit information from learners about their learning…or is it? The nature of the
Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Witnessing Learning Over Time: Documenting Observations with a Checklist (Part 2)
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.
Witnessing Learning over Time: Monitoring and Documenting (Part 1)
Take a moment to breathe, slow down and reflect on the first part of this academic year.
Reflecting Back, Moving Forward: Witnessing Learning Over Time
I learned about differentiation and personalization in a truly authentic way.
Enacting Assessment for Learning means changing the roles of educators and students (Part 2)
To harness the power of assessment to improve learning, you must examine and possibly reconsider your role and how you see your relationship with your students.
Enacting AfL means changing the roles of educators and students (Part 1)
“…we need to transform our assessment and instructional practices, and that means that we need to be open to considering our role in the classroom differently.”
