“…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.”
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?
Sometimes significant professional insights come from snippets of lived classroom moments. One moment can change you! It did for me.
Together with learning goals, success criteria form the foundation for all other assessment practices.
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?