Success favors the prepared applies to causing children to learn. If we work the problem, identify solutions AND train educators in how to implement the solutions, we are more likely to achieve our goals. If we don’t prepare, we get more of the same old. Continue reading
“Just Go Do” Goes Nowhere
Reading Skills Proficiency or Critical, Mindful Reading – What is the Goal?
Annual assessments of a child’s development as a reader are necessary for quality teaching and learning. They are not the end goal. Instead, focus on well high school graduates demonstrate critical thinking through mindful reading. Continue reading
Teacher Tool Box: Some Teachers Have Sharper Tools
The sharpness of a teacher’s teaching tools differentiates those who can cause all children to learn from those who spend time with children in school. Continue reading
Lesson study: Sharpening Your Teaching Tools
Lesson plans are the small incremental steps to creating larger educational outcomes. A way to improve the quality of larger outcomes is to improve the quality of the small steps – lesson plans. Lesson studies are a proven strategy for improving lesson designs. Continue reading
A School Year Is Not a Year of Instruction
A school year is the number of days school is open for student attendance. It is a finite quantity. An instructional year is the time necessary for teaching to cause all children to learn their annual grade level and course curricula. For almost all children, the school year ends before the instructional can be completed. The status quo of this inequality significantly contributes to deficiencies in student learning. Continue reading
Teach. Try not. Yoda Redux.
Educationese obfuscates. Education requires resolute language of who will do what to cause what learning for children. Inherent in the resolute language is the use of action verbs Continue reading
Squeaky Wheels Should Be Listened To Not Greased
Change your practice from “greasing squeaky wheels” to “listening to squeaky wheels” and to “listening to noise before the wheel squeaks” and never worry about the wheels falling off in your school. Continue reading
No Room For Black Box Teaching Today
The reason for classroom observation of a teacher is more than evaluative; it is mutually informative and affirmative. When teachers do not perceive anyone “knows” their work, a perception of isolation and professional neglect accrues. Continue reading
Relevant Background Knowledge Is The Glue of Our Conversations
PK-12 education builds a common background knowledge for high school graduates, but what was learned is not always remembered. While relevancy becomes the adult filtering system that supports what we need and want to know, background knowledge is the stuff that allows us to meaningfully participate in adult conversations.
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Classroom Interactions Are Soccer Touches – Quality Touches Create Scoring Opportunities
“How many touches did you have?” “How many were quality touches?” “And, what did you do with your quality touches?” I listen to kid-talk about their soccer game. I did not play soccer, so I am learning by watching and … Continue reading