We know that schools are filled with teachers and students who have a low level of self-efficacy, because they don’t feel like their goals matter. One way to make them better is to have dialogue around them and write them down. We should all feel like our goals matter.
In the 2nd in a series of guest posts by Larry Ainsworth, he helps teachers unlock the standards.
There is a lot of great research around the topic of effective feedback. But is feedback something we really want?
There are at least two areas where school leaders waste the time of teachers. The faculty meeting is one of them and here are 3 reasons why.
Differentiation is a word that makes some teachers shudder, but we know it’s important, so let’s get it right.
We hear a lot about surface to deep learning. In this blog, Peter DeWitt explains the different between the two citing a recently released paper by John Hattie and Gregory Donoghue which explores the two levels of learning and what specific strategies go with them.
A former K-5 public school principal turned author, presenter, and leadership coach, DeWitt provides insights and advice for education leaders. He can be found at
A new organization is examining the needs of rural schools and students, who number in the millions but are frequently overlooked by American policymakers and researchers, Paul T. Hill says.
Think you have teacher clarity? Here are four Phrases All Teachers Say and No Students Understand
Differentiation, if it is going to be successful, is not about moving all students from Point A to Point B - it is about moving each student from their Point A to their Point B.
Instructional leadership is easy to talk about but much more difficult to put into practice. And now leaders are being asked to be content experts, which is not the best use of their time and can lead to burnout. So, where do we start?
When it comes to formative assessment, there is a right question at the right time.
When it comes to formative assessment, there is a right question at the right time.
Too often we put students in boxes and label them with learning styles, when we should be teaching them learning strategies to use when we aren’t there to help support them. John Hattie has a new research paper out exploring strategies, and getting us to ponder whether our students have the skill, the will and the thrill to get there.
Saying “data” in conjunction with student learning often feels sterile and uncaring. However, data is much more than just numbers, and you can learn more about it in this blog.
Lots of challenges have arisen in remote teaching and learning during COVID-19, and cheating on tests has been one of them. Guest blogger Tom Guskey explains how to prevent that from happening.
Don’t wait for a special day to thank your school secretaries.
There are many reasons why instructional coaching is crucial to teacher development, and here are a few ways to do it well.
Project based learning is an effective format used for professional development. Here are 5 non-negotiable to make sure your PD goes well.
With random talk partners as the classroom set-up, students are already involved in mixed-ability learning, which is important because we need to take account of the substantial research which shows that grouping students by ability makes them less successful.
For remote teaching and learning, a combination of the flipped model and reciprocal learning may elevate the voices of participants.
Schools are still consumed by test scores when they should really be consumed by making sure they have a positive school climate. Here are five things they should focus on to get there.
Teachers need tools and support to be effective in their work and maintain emotional well-being.
Can gifted students’ needs be met through differentiated instruction in a “regular” classroom?
Adults talk so much about what pandemic learning should look like, but they never seem to ask the students. This is how students feel about it.
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Through flipping, leaders can provide an avenue to focus on learning and help foster the collaboration in adults that we all want to see in our students. And now there is research to support it.
Despite all this progress to chart education’s future as a launch pad for an equitable and innovative society, we still see remnants of 19th-century practices in our day-to-day work in secondary settings, says guest blogger and public educator Eric Saibel.
Teachers are flocking to social media for support with student attendance. Here are 6 reasons why students may not be attending class.
Schema can help students understand how things work and how to organize their knowledge.
Adults talk so much about what pandemic learning should look like, but they never seem to ask the students. This is how students feel about it.
This post was originally written by Jennifer and published on Education Week’s opinion blog, Finding Common Ground. I have spent much of my time as an [...]
While skillfully shared feedback can catapult learning to new heights, poorly offered feedback can have minimal impact, or worse, can potentially have negative impact, leading to disengagement and resentment.
Differentiation, if it is going to be successful, is not about moving all students from Point A to Point B - it is about moving each student from their Point A to their Point B.
John Hattie says that teachers answer 40 to 50% of the questions they ask students in the classroom. Why do we do that? How can we change?
Our conveyor belts are filled with curriculum and initiatives that weren’t worth our time. There are at least 10 questions schools should ask before they buy what consultants are selling.
Collaborative leadership is about working in partnership with those groups that are a part of the school community, and there are 6 influences based on the research of John Hattie to help get leaders there.
What advice would you give to your younger teacher self?
Sixty individuals, ONE teacher among them, will write national education standards in the next five months, in a secret process that excludes effective input from students, parents or teachers.
