Every hour of the school day, a number of students hustle into my classroom, focused, and eager to get to work. Before the bell rings to indicate the start of my class, students are already invested in their studies. Backpacks are open, paperwork out, and pencils urgently filling in blanks. I don’t even have to provide motivation or verbal cues. My students are great kids. They seek approval from parents and teachers. They have positive intentions toward success and a sincere desire to please.
What’s my secret? Continue reading
Like many educators, I want to create a learning environment around a mindset that teaches students to be patient, trust the learning process (and the teacher), and celebrate growth. But there is a powerful force that challenges such conditions. We live in a culture that continues to reward, rank, and emphasize grades over learning, points over progress, and recall over creation.
It’s time to reassess our culture of learning. By acknowledging and acting on the following truths, educators live up to their professional title and create learning permanence.
All students can learn.
Always return to this central truth as foremost in education.
Learning is a messy process; consequently, teaching all students to learn is challenging work. Continue reading
Non-educators discuss education by using the language of an economics lesson—analyzing the material impact of the production, distribution, and consumption of goods and services. Public decision-makers assess a school’s value and teacher performance on ratings attached to standardized test scores. The political community seeks to reform education in terms of funding, privatization, policy, vouchers, and budget cuts. While recognizing these concepts have no connection to kids, educators also use business-related diction when referring to educational trends, college and career readiness, stakeholders, ownership, investment, portfolios, risk-taking, and assessment. Educators must be intentional and learner-focused, understanding how words and actions communicate core values.
Despite positive intentions, we have created a competitive, high stakes culture of success or failure. When we rank by grade point average or add merit to weighted grades, we assess students’ educational “worth.” Transcripts keep score but fail to identify what students know and can do. Online gradebooks turn reporting into nauseating stock market games.
We live in an ‘A Culture.’
In an A Culture, when students sense Assessment they respond with Anxiety or Apathy. Reassessing our culture of learning is serious business… Continue reading
Back to School
Stores taunt shoppers with Back-to-School savings in early July. By mid-August, denial transforms into anticipation. Hallways are waxed. New classroom designs are configured. Bulletin boards become thematic works of art. Pencils are sharpened. School is ready for students.
Educators focus their vision on the master plan for student learning. What worked last year? What adjustments need to be made? And why? Always know the WHY to move forward with purpose. After addressing the WHY, it is time to figure out HOW to set the plan into action. Every day, students should ask and be able to answer: What am I learning today? Why am I learning this? and How will I know I have learned it?
We know from the research of experts and from personal experience—in its simplest form—learning must be visible to maximize educational effectiveness. John Hattie reminds us, “Know thy impact.” So, we proceed thoughtfully…
Course curricular units. Planned.
Department standards. Identified.
Visible learning targets. Posted.
Student-friendly language? Yep.
If we can get to this point, we are in great shape; but a new conflict emerges. How do we know students are learning according to expectations? Is there a transparent means of assessing and organizing evidence of learning? This becomes a gap in what well-intended educators want to do versus what takes place in the classroom. Here is a simple plan to align standards, learning targets, and assessment. Continue reading
EduFact: Teachers are expert planners of fun, creative, engaging lessons. Our minds naturally connect everyday experiences to something useful for the classroom. Like Happy Gilmore, we are full of positive intentions. We never intend to miss the target, but reality reminds us that learning is messy–for teachers and students.
Here is a typical, well-crafted lesson:
Unit: Finding Success in the Short Game
Essential Question: What does formative assessment have anything to do with golf?
Environment: Happy Land (the classroom)
Learning Target: I can make a putt.
Everything is set. We even spend time preparing the classroom over the weekend to ensure a memorable learning experience. And then it happens… Continue reading
At this time of year, the inevitable happens.
The splendor of autumn in Wisconsin is replaced by barren trees and morning frost on windshields.
Parents disguise their children as superheroes and princesses and send them on a quest to replenish the family candy bowl.
The World Series ends the baseball season, which means I lose a favorite excuse to avoid my To Do list.
And the first quarter of school comes to a close, leaving students and their parents anxious to read report cards.
Throughout the early stages of the school year, I have carefully monitored the progress of my students–with success attributed to community building, differentiated lessons, and standards based learning and grading. Students have overcome obstacles to own their learning in much the same way as highlighted by Rik Rowe in his recent post, “Student-Centered Learning.” My juniors, in particular, are learning to take risks while facing academic challenges, knowing they have continuous opportunities to show their learning. Continue reading
Something amazing took place in class today. After spending the past week struggling to comprehend the opening act of Shakespeare’s The Tempest, my juniors had a breakthrough. Everyone reached proficiency thanks to one of my favorite formative assessment strategies: one fails, we all fail. Continue reading