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"This post will look at what habits exist among innovative educators. While the conditions in education are not ideal for our disruptive educators, there are individuals working hard from within the system to create change. Whether you are looking to join them, better understand them, or you are one of them, this post is for you."

What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject. It's difficult to measure success, and in the world of academia, educators are continually re-evaluating how to quantify learning. But the first and most important question to ask is: Are teachers reaching their students? Here are 25 things successful educators do differently.

"The scientific process of asking questions and seeking answers serves as the foundation of the Institute for Inquiry®. The Institute provides a variety of workshops, forums, and resources to support an international community of scientists and educators dedicated to developing innovation and leadership in science education." This website includes self-directed workshops for educators to work through.

A summary of what modern Neuroscience has to say about learning.

Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

It's time to evolve our grading practices. We believe there are four primary characteristics of effective grading. Grades should be accurate, consistent, meaningful, and supportive of learning. Let's examine why these characteristics are so important and how we can achieve them.

Guide to Personalized Learning from BC Ministry of Education

Seeds of innovation exist at the edges of large systems, not as part of the mainstream.

I went to the playground today with my son, and realized that the equipment at a playground could be really useful as apparatus for scientific experiments. Here are a few demonstrations

A quick video that explains this 'hot" topic in tech education circles. Relevant for all teachers regardless of age group or subject area. SAMR gives a framework for considering the use of technology in an educational setting.

A critical and inspiring look at the Scienfic Method and in the end assessment in education.

"Virtual Researcher On Call (VROC) is a set of educational programs that connect knowledge partners - college and university professors and professionals in the fields of Science, Technology, Engineering and Math (STEM) - with Canadian students in elementary and secondary schools for real-time, interactive learning opportunities."

"There's talk aplenty in schools these days about formative assessment. That's encouraging, because formative assessment has great potential to improve both teaching and learning. Listening to the conversations sometimes, however, reminds me that it's easier to subscribe to a word than to live out its fundamental tenets." this is the long version of the article that Mike contributed recently. Both are articles are informative...

Some interesting apps (ipad and android) for Science lessons and demos.

Visual Approach to teaching Math.

Information about the Flipped Classroom and one bloggers thoughts on best practise.

Students can build learning networks in Science and Math.  Concerns about on-line technology use and presence discused by age level.

Problem, project or inquiry-based learning - what should I do? This article is a quick summary of each and how they are being used in classrooms.

In my first year of teaching I taught the way I was told to teach. Deliver content to my students, assess at the end, remediate if necessary. With that cycle, I always had kids who were behind, who never seemed like they could catch up. I was talking with a teacher friend the summer after my first year and she suggested something simple. Put a large piece of paper next to the door. Give every student a pack of sticky notes. On the way out the door ...