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Here are some questions I ask myself as I go through this process: Will the learning activities provide learners with opportunities to tap into their own personal interests and passions? Will the learning activities offer the learners the chance to put them “selves” into their work? Will the learning activities provide learners with opportunities to express themselves using their own authentic voices? Will the learners find the learning activities engaging? interesting? relevant? useful? What “cool” technologies can be used to help meet both the instructional and the learners’ goals? Will the learning activities provide learners with opportunities to have fun and to play? Will learners be able to do at least some of the work independently? Will the learning activities give all of the learners opportunities to shine? Will the learners get the chance to share their work with other learners, with a more global audience?

One of the first leadership decisions I made was to work with staff to audit our schools meta-curriculum. That is all of those programs, events, celebrations, operational arrangements and practices which are not core to the teaching and learning that happens inside classrooms.

My mantra was to “give teachers permission to spend their time improving the learning of the students in their class with minimal disruption”.

Students are spending less time out of classrooms and more time focused on their own learning.

By now, the growth mindset has approached the status of a cultural meme.

Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?

even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).

Formative assessments are simply little gauges or indicators of how students are progressing towards a learning goal

2) Real-Time Feedback

1) Ticket out the door

Does every meeting in your school relate to or result in learning?

Does every lesson in your classroom contribute to meaningful learning, rather than completion of work?

‘Have you ever had to sit through a whole hour when you felt like the substance of the meeting could have been handled in five minutes?’

Teaching feedback to help create a growth mindset within your classroom, organization, or team works. We suggest that you:

1. Create a culture in your learning spaces where mistakes are celebrated.

2. Ensure you maintain a culture in your learning space where peer feedback is considered the norm and is to be welcomed.

We should do less of spending money on assessment detached from designing learning and more of creating learning experiences that are irresistibly engaging."

"The integration of technology and pedagogy to maximize learning must meet four criteria. It must be irresistibly engaging; elegantly efficient (challenging but easy to use); technologically ubiquitous; and steeped in real-life problem solving."

"I hold out four criteria for integrating technology and pedagogy to produce exciting, innovative learning experiences for all students --something desperately needed to bring education into the 21st century. These new developments must be i) irresistibly engaging (for students and for teachers); ii) elegantly efficient and easy to use; iii) technologically ubiquitous 24/7; and iv) steeped in real-life problem solving."

To teach mathematics well, one must know more than the mathematical topic at hand, the specific techniques to be taught; one must also know about the mathematics, why the topic is the way that it is. That involves consideration of the fundamental nature of mathematics and mathematical thought, including a proper appreciation of mathematics' long and difficult history.