We have ALL been there. Sitting in a room of our peers. Listening to a presenter while watching a Powerpoint. Even worse, listening to a presenter read directly from the Powerpoint. All the while, we have lessons to plan, parents to call, papers to grade and the million other things that come daily with being […]
Make Professional Learning/Development an Active Learning Experience Read More »
When we drill down standards to what students’ learning expectations are in the classroom, we are really talking about them learning how to “do” something. Learning to do whatever skill the standards are asking of them, leads to knowledge and learning, so when we want to improve student engagement in the classroom, the first place
5 Ways to Ensure Your Learning is Engaging Students Read More »
We all want it. Leaders and teachers chase it daily in every classroom. But, the secret is that it is hiding in plain sight. Always has been. If that is the case, what does it take to bring out that student engagement we are all constantly looking for? It takes designing for learning. You are
Stop Chasing Student Engagement- There’s a Better Way 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
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 »
Imagine this. Your supervisor brings everyone out to the front of your building, has the whole group line up side-by-side, and announces that the footrace is about to begin. Your supervisor raises a starter pistol and yells out, “On your marks! Get set! GO!” BANG! Look around you and what would you see? Some would
Designing for Learning Begins with a GOAL Read More »
How do you quit teaching? It starts and ends with choice. The first choice you must make as a teacher is to quit teaching like we always have and to start designing learning in the classroom. From there, the rest of this design process is one choice after another. However, all these choices are much
How do I QUIT TEACHING? Read More »
