By Scott Sterling As we are all familiar by now, one of rigor’s most important components is autonomy for students. Part of working autonomously is the opportunity for students to reflect on what’s working, what’s not, and where they go from here. This level of metacognition rarely comes as an innate skill. It has to […]
By Scott Sterling Not surprisingly, when the 21st century college and career readiness standards were unveiled, they all called for increased rigor in the classroom. One of the ways they suggested to accomplish that goal, as well as to prepare students for the stresses of the 21st century economy, was through cooperative learning. This may […]
By Scott Sterling This is the second post (part 1 is here) discussing ten feedback strategies developed by the new Learning Sciences Dylan Wiliam Center that provide students with more meaningful insight and deeper thought into their mastery process. In all classes, feedback should be embraced as an integral part of the education process. Yet, […]
By Scott Sterling Giving students feedback on their progress is a decisive part of helping them grow in their abilities. But for too long, the traditional feedback methods have been less than insightful and, sometimes, even punitive. With a little thought and creativity, your student feedback strategies can be just as thought-provoking as your lessons. […]
By Scott Sterling This is the last in a series of posts about actionable strategies that any teacher can use to reach students with varying exceptionalities. This week: students with autism spectrum disorders. Autism comes in many forms, from mild to severe. General education teachers rarely if ever see students who are severely autistic. But […]
By Scott Sterling This is the second in a series of posts about actionable strategies that any teacher can use to reach students with varying exceptionalities. This week: students with dyslexia. Until recent years, dyslexia has often been treated as almost a death sentence to a student’s academic career. The truth is that, with the […]
By Scott Sterling This is the first in a series of posts about actionable strategies that any teacher can use to reach students with varying exceptionalities. This week: English language learners. English language learning students are the fastest growing segment of the student population in the United States. It is anticipated that ELL students could […]
By Elaine McEwan-Adkins I met an angry parent for the first time during a fall parent-teacher conference. I was teaching 5th grade and no one had prepared me for the possibility of encountering someone who immediately confronted me in a highly agitated state of mind about his son’s grades. Even though decades have flown by, I […]
By Scott Sterling I just returned from SXSWedu in Austin. This was my first time attending and I could definitely see how this conference is different from an ever-increasing slate of other education gatherings. The most notable aspect of the conference is its purpose. Instead of focusing in on one subtopic, like technology or ELL […]
Guest Post by Dr. Marcia L. Tate Whether we like it or not, students see assessment results as tangible, visible evidence of their worth and value. In the workshop I teach by the same name as this blog, I read a story called First Grade Takes a Test. This story is a wonderful illustration of […]
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