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Assessment: Not the Assigning of a Test, But the Art of Sitting Beside

When we hear “assessment,” many of us instantly think of standardized tests, scantron sheets or Google Forms, and the collective groans of learners (and teachers). But assessment isn’t meant to be synonymous with “test.” It originates from the Latin word assidere, meaning “to sit beside.” Imagine that—a teacher sitting beside a learner, guiding them, offering […]

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Cooking in the Classroom with Cognitive Load

Imagine you’re in a kitchen, preparing a meal. Some recipes are simple, like scrambled eggs, while others require more focus, like preparing a soufflé. Like cooking, learning most often involves managing complexity. Cognitive Load Theory (CLT), proposed by John Sweller, explains that our brains have a limited working memory capacity. This theory categorizes the mental

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Crafting Classroom Conversations: Maximizing Meaningful Peer Talk

I once heard this in a professional learning session, “Just get them talking,” the presenter said, “and they’ll be learning.” It sounds simple enough. We might ask our kids to “Turn and Talk” to their partner about the reading they just finished and expect fireworks—deep conversations, insights flying across the room. But what we might

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A Different Take on Differentiation: From the Doctor’s Office to the Coach’s Playbook

Differentiation has long been characterized by an analogy that paints a daunting, almost impossible picture for educators: A single doctor stands in front of 30 patients, all with different ailments, and is expected to treat each one. It’s an analogy that resonates with many because it accurately reflects the overwhelming nature of trying to meet

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