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 »
Last week, we looked at the second step in quitting teaching to start designing learning: Determining the TASK. Remember, to move from a teaching mindset to a learning one we have to know that tasks must be designed, not just assigned. Also, the task has some basic, minimal requirements to meet in order for them
Step 2 in Designing Learning: What is the TASK? Part II Read More »
As you may recall, the first step in Designing Learning begins with the end in mind by way of Learning Targets (see previous post HERE). Many would think naturally the next step in the process would be to answer the question, “Now that I know what I want students to learn, what am I going
Step 2 in Designing Learning: What is the TASK? Read More »
I realize my first two reasons for teachers to quit teaching were student-centered in nature. Teaching is passive and it is not engaging. So for this next reason I felt I should give a reason with the classroom educator as the focus by discussing how quitting teaching and designing learning will improve positive student behavior
Reason 3 to Quit Teaching: It Leads to Misbehavior Read More »
Before anyone gets offended, let’s reflect on the nature of teaching in the traditional sense. It often involves the delivery of information by a single individual. Only ONE person, whether it’s the teacher or even a chosen student in class to read aloud, work a problem or model a skill, is fully engaged. What is
Reason 2 to Quit Teaching: It’s Not Engaging Read More »
