Typing keywords into Twitter’s search engine wields every microblog entry on the subject, providing an excellent way for students to research ideas,

Could we in the United States create school cultures in which instructing colleagues on how they might improve performance is not a rare and emotion-laden event, but rather an accepted and valued mechanism in the development of desirable professional practice?

So this year, please do dream big.  Please do work for change.  Get excited about the big things.  But don’t forget the little things, those boring to-do tasks that don’t seem pressing.

Finally, to foster higher levels of reflection, encourage teachers to ask themselves questions about their classroom practice. Prompts like the following promote frequent reflection: What worked in this lesson? How do I know? What would I do the same or differently if I could reteach this lesson? Why? What root cause might be prompting or perpetuating this student behavior? What do I believe about how students learn? How does this belief influence my instruction? What data do I need to make an informed decision about this problem? Is this the most efficient way to accomplish this task?

Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.

Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.