Tagged: Growth Mindset

Create Learning PERMANENCE Through Reassessment

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

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The Economics of an ‘A Culture’

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…
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Personalized Learning: Where to Begin?

 

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Leading change. Launching new initiatives. Driving improvement. Shifting a mindset. These phrases inspire some to turn visions into purposeful actions, but leave others with anxiety and trepidation. Typically, leaders present ideas, committees are formed, and plans are set. Responses are mixed, investment levels varied, but here we go…

Then what happens to slow progress or impede growth? After defining what we are trying to become, even the most well-intended contributors get caught in the reality trap. How can we make change happen? Voices of the “yeah but’s” emerge from the crowd and collect followers. Doubt infects momentum. Leaders expend more energy justifying actions with research and rationalizing intent through models of success. Unfortunately, the result is often greater distance from the intended outcome—retreating to the security of old habits and traditional practices. How do we escape this cycle in education? Continue reading

A Personalized Classroom Tour

On the eve of another school year’s opening day, I captured several images of the personalized learning environment students will enter in the morning. Welcome back to The Clubhouse!

Learners will immediately face choices and be challenged to determine where they will learn best each day. Those searching for an uncomfortable, cumbersome, Industrial Age desk are out of luck in room A15–I ditched the last three desks during this year’s back-to-school renovation. However, there are plenty of excellent work spaces available.

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Clipboards and Conversations: PD with Purpose

I recently had the rare opportunity (and pleasure) to observe my colleagues’ classrooms throughout two school days. In total, I entered twenty-four classrooms and, after reflective collaboration with the rest of the leadership team, enjoyed conversations about nearly fifty observational rounds. While out on tour, my purpose was to collect data about the amount of differentiation and level of rigor our students experience in a typical day of high school to provide direction for future staff development. What I recorded on a clipboard may prove valuable; but what I experienced has already made a significant impact.

My greatest take-away is the need for all stakeholders to increase innovative thought in our vision of school–by students, teachers, and administrators. Students should spend more time creating, not simply doing, in a school day. Teachers should be coaching more than instructing. Administrators should attack the status quo, think big and ask, “why not?” All leaders should empower others by asking more questions than providing answers. We can make significant improvements to what we do and how we do it. So what holds us back? Continue reading

My One Word for 2016: Stride

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In 2015, I became a runner. Not a great runner, but a dedicated one. In the past, I have run to stay in shape or condition for other sports, but I never trained for competitive running. I learned about preparation, pace, nutrition, and training. I discovered how hard I can push my body and challenge my mind. The result was a healthier athlete (a term I use casually), completion of my first 15K run, and an expectation to increase my performance in the upcoming year.

That expectation not only refers to running, it drives all aspects of my personal and professional life. Now that I have motivation and direction for 2016, I will continue to “walk or run with long, decisive steps” at a “good or regular rate of progress” toward my aspirations.

I will STRIDE

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Finding a Happy Place for Formative Assessment

  

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