What if we collect evidence of progress to plan for next steps in learning?
What if we take up a series of 30 Day Challenges: Step outside your comfort zone! as described in Justin Cahill’s linked post? Justin (@justybubpe) writes:
How about professionally? How can I apply the 30-day challenge to my job as a physical education teacher? How can I use this challenge to motivate my students? How can I take advantage of trying something new for 30 days to help bolster my planning and strengthen my curriculum? How will I answer all of these questions in under 30 days?
What if we focus on learning? When we set goals, are we committed to reaching them? What if we set micro-goals and action-steps that move our learning forward regularly? How might we choose to team to step outside our comfort zone for 30 days to shift our practice to more formative assessment?
What if we choose to build a supportive accountability team to carve out moments for self- and peer-assessment?
Four weeks appears to be a minimum period of time for teachers to plan and carry out a new idea in their classroom. (Wiliam, 22 pag.)
How might we shift to grow from
a knowledge-giving business to a habit-changing business? (Wiliam, 19 pag.)
What if we try for 30 days?
Indeed, the evidence suggests that attention to classroom formative assessment can produce greater gains in achievement than any other change in what teachers do. (Wiliam, 11 pag.)
How might we try for 30 days?
Viewed from this perspective, choice is not a luxury but a necessity. (Wiliam, 15 pag.)
Cahill, Justin. “30 Day Challenges: Step outside Your Comfort Zone!” Keeping Kids in Motion. WordPress, 06 Jan. 2016. Web. 08 Jan. 2016.
Wiliam, Dylan, and Siobhán Leahy. Embedding Formative Assessment: Practical Techniques for F-12 Classrooms. West Palm Beach, FL: Learning Sciences, 2015. Print.