My journey as a teacher is much like most out there. We all went to college, we learned content and strategies, we student taught. After that, we were turned loose in a classroom of our very own, responsible for the education of anywhere from 20-120 students. And what did we do when we had our […]
Our Job is Not To Be TEACHERS, But LEARNING ENGINEERS Read More »
We talk about what learning looks like in the classroom for students, about targets and what qualities define successful mastery of a concept. We pour these qualities into our instructional designs and lessons to maximize learning and ensure acceleration, equity and most of all learning is taking place. We know it works. We know students
Success Criteria: It’s Not Just for Students Anymore! Read More »
For this week’s thoughts on quitting teaching to start designing learning, bear with the following metaphor with me. Right now, students line up outside of classroom doors in a vertical line, one behind the other. Those in the front are much closer to the classroom door, much closer to the learning about to take place
Quitting Teaching is About EQUITY for Students Read More »
Just a brief visual overview of what typical teaching and learning look like side-by-side. Write to me for tools and assistance in how to transform your classroom or school.
Teaching vs Learning Read More »
The featured picture was from a recent tweet that seemed to get a lot of conversations started about what school leadership is about or could be about. In my mind, these two questions take all the things we do as administrators and boil it all down to the two most essential elements of the job.
The 2 Questions I Ask Myself as a School Leader Read More »
Great work! Try Again. Good Job! Think. Awesome! Correct! Wrong. It would be safe to say feedback is something teachers are in the constant practice of providing.Whether it’s done through verbal praise or correction, stickers or stamps, and checks or check minuses, feedback is something teachers do all of the time. The thing is, feedback
If I had to choose one of the ten mindframes of Visible Learning that is most often underused or altogether flat out neglected, it is this one. “I use the language of learning with students and staff.” A HUGE amount of tapped potential lies inside of this seemingly simple concept. So, why don’t we make
Missed Mindframe: “I Use the Language of Learning with Students and Staff” Read More »
If you are familiar with the work of John Hattie and Visible Learning, you may know of the 10 Mindsets he identified for educators who wish to transform the classroom and promote learning over teaching. As an instructional coach, I had these posted in my room and used them in my discussions with fellow teachers.
The First Learning Mindframe Needed to Quit Teaching: “I am a change agent.” Read More »
Do you remember the most coveted job there was when you were in elementary school? I do. It was being chosen as the LINE LEADER. What a power rush for a 6 year old! Being chosen to lead the line of your classmates out to recess and back or to some other special place in
The Real Job of School Leadership: Being the Line Leader… Read More »
Tasks must be designed, not just assigned. This is a key difference in the mindset of a teacher versus a learning engineer. If we want learning to happen, we have to design our tasks accordingly. Last time, we discussed how these tasks we ask our learners to produce must SHOW that learning took place. In
Step 2 in Designing Learning: What is the TASK? Part III Read More »
