Year: 2014

With these tools, your students can do much better than this

Tech Tools for Student Collaboration

By Scott Sterling Collaboration and interpersonal skills are central to the idea of the 21st century student; some of the skills that students will need in order to compete in the global economy. And although we’ve talked a lot about collaboration amongst teachers, including a tech tools article, we’ve barely

Not this kind of TLC (although there are days where this would be nice)

Consider a TLC to Improve Your Formative Assessment Strategies

By Learning Sciences Dylan Wiliam Center Staff On this blog, we’ve had quite a few posts on teacher collaboration, professional development, and PLC scheduling. It’s important for educators to work together to improve their practice. PLCs are a common structure to foster collaboration and accountability. But they’re not the only

Believe it or not, this isn’t the goal

Classroom Formative Assessment Without the Awkwardness

By Dylan Wiliam Center staff Formative assessment might be the most critical thing you can do in a classroom to affect student success. In fact, studies have shown 25% to 50% increases in student learning when teachers use classroom formative assessment strategies. These are among the largest gains ever reported for educational

Does this remind you of your classroom? That could be a good thing

Harnessing Controversy and Conflict in Class

By Scott Sterling Last month, we discussed conative skills. You won’t find conative skills on many pacing guides or curricula, but students need to master them. Our list from that post included: Interpreting situations Cultivating a growth mindset Developing resiliency Avoiding negative thinking Taking various perspectives on an issue Interacting

Scaffolding seems complicated, but it’s really not

Scaffolding Lessons that Work

By Scott Sterling Most educators subscribe to some sort of notion that lessons should be scaffolded. The concept goes by many different names and forms (gradual release, various taxonomies, and even Marzano’s Art & Science of Teaching), but the constant is the (correct) idea that students should walk before they

Grading, and everything that comes before it, should be this easy

Implementing a Standards-Based Classroom

By Scott Sterling “Standards-based” is a widely used term these days, usually in reference to certain grading systems that some view as controversial. We’ll talk about grading toward the end of this post, but the key to remember is that standards-based education is nothing new. It is just rarely practiced

She receives immediate feedback during her practice. You, on the other hand, do not

Tech Tools for Deliberate Practice

By Scott Sterling The great teachers, and those on the way to achieving greatness, view their craft as a process—and processes should always lead to improvement. The strategies and steps you take in that process are what make up deliberate practice. However, if you think deliberate practice can only be

Conative skills at work

Exploring Conative Skills

By Scott Sterling Adapted from Diane Hampel’s excellent concurrent session at Building Expertise 2014, Embedding Conative Skills in Lessons. Some teachers have a really tough time developing conative skillsin students. They include interpersonal skills that inform how people work with each other. Few standards govern this aspect of education, and

He must be getting ready for the new school year

How to Unpack a Standard

By Scott Sterling Adapted from Libby Garst’s excellent pre-conference session at Building Expertise 2014, Rigorous Standards-Based Unit Planning – Math.  We have previously discussed the concept of unpacking a standard without going into much depth. Some veterans may already be quite comfortable with it, but it’s time for those who aren’t

The most cognitively complex task in the history of the world.

Planning a College and Career–Ready Lesson

By Scott Sterling A few weeks ago, we discussed planning a rigorous unit. Of course, a unit is made up of individual lessons. Those lessons need to be focused on the goal of college and career readiness, as dictated by your state standards. However, on a daily basis, what does