Group items tagged

David Ausubel once said, "If I had to reduce all of the educational psychology to just one principle, I would say this: 'The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly.' (1968). Students may be given the same task but may have to go about solving it differently.

Grant Wiggins said, "The most common mistake is when educators fail to link the feedback to a specific agreed upon goal."

Wiggins provided the following essentials to effective feedback to students, teachers and school leaders. It needs to be:  Goal-Referenced Tangible and Transparent Actionable User-Friendly Timely Ongoing Consistent

I find the 'wanting/needing, doing, feedback, digesting' model of learning makes a useful starting point in a wide range of situations.

I really thought about my husband's question—and realized my colleagues and I were missing out on opportunities to improve our practice together. I would love the chance to visit my colleagues' classrooms, to observe firsthand how they managed stations or how they taught writing. But how, when school schedules make it nearly impossible?

We decided to ask each participating teacher to record two lessons: one that he or she was proud of and wanted to share with the group and one that he or she felt needed improvement. We created a recording sheet to focus the group and guide our discussions. Using the sheet, participants took notes on events they noticed while watching the video, key comments made during our discussion, and takeaways for their own classroom.