An update on a district-wide transformation of middle level education and technology for learning In our article titled “Transforming Middle School Practice Through Instructional Technology,” we shared how our district has approached systematic growth by intertwining twin focuses on middle level education and leveraging instructional technology for learning. The first steps of that process began
Using code-switching to improve writing IMHO, LOL, OIC, OMG. If you’ve recently graded middle school or high school writing, chances are you’ve read terms like these; or my favorite, “wtf – idk” which also happened to be an answer on a student’s quiz. As a middle school English teacher, I became more and more perplexed to
How we are hurting our students when assessing them Most teachers actively root for their students to succeed. They are often more committed to student learning than the students themselves. Even with the best of intentions, teachers frequently sabotage their students’ ability to think, process, and comprehend when they use assessment and motivation strategies that
Read More… from Six Things Teachers Say with Good Intentions … But Shouldn’t
Making sure every student has a fair opportunity to demonstrate academic proficiency Evaluating student performance using progressive assessment practices seems to have some people misled regarding its purpose. As my district has moved towards standards-based reporting of student progress, we find ourselves, as expected, explaining the reason behind this shift from traditional grading practices. One
Essential steps to developing a standards-based classroom For too long, assessment has been something that is done to learners, and not with learners. Assessment has the power to build confidence, increase hope, and develop strong, reflective learners when used correctly. However, traditionally, assessment has often been a “gotcha” experience or a moment in time to place a value
Assess with a commitment to compassion, collaboration, and the goal of helping students succeed It’s easy to become jaded about assessment, but I’m going to offer a different view that will hopefully make assessment a tool for learning instead of just an after-the-fact event. We can’t always control all of the assessments our students take, so set
Read More… from Renewing Our Dedication to Assessing for Learning