2nd Chance Tests, Effort, and Assessment

Can changing our assessment practices and our approach to learning help them learn to embrace the struggle, to see that a “failure” is an opportunity to learn?  Does success breed success?  Does success change your confidence, efficacy, and disposition? Listen to what my learners are telling me.   I chose this picture because this is me … Continue reading 2nd Chance Tests, Effort, and Assessment

Being Slow…Mindset…2nd Chances…Learning (TBT Remix)

Rule Three from The Talent Code by Daniel Coyle is SLOW IT DOWN. “Why does slowing down work so well? The myelin model offers two reasons.  First, going slow allows you to attend more closely to errors, creating a higher degree of precision with each firing – and when it comes to growing myelin, precision … Continue reading Being Slow…Mindset…2nd Chances…Learning (TBT Remix)

Being Slow…Mindset…2nd Chances…Learning

On the drive to school yesterday morning AS (age 6) explained to me that she was the slowest in her class.  It was very matter of fact.  “I am the slowest in class, Momma.  I finish last every time. It takes me longer than everyone else.”  With a very heavy heart, I explained that I … Continue reading Being Slow…Mindset…2nd Chances…Learning

Level Up with Formative Assessment to Improve Communication

How often does a student come for extra help and say “I don’t get it”?  And, how many times have I replied, “That is not a question”?  I need to help them diagnose what they “don’t get.”  More importantly, they need help diagnosing what they “don’t get.” We’ve spent the last year reading and attending … Continue reading Level Up with Formative Assessment to Improve Communication

Could it be as simple as adding rather than subtracting? (TBT Remix)

I prefer to think of myself as their coach.  “I coach kids to learn algebra” says that I am dedicated to my kids.  “I teach 8th grade algebra” indicates that my dedication may be to the content.  Being their coach does not make me less of an evaluator.  Their athletic coaches evaluate them all the time.  … Continue reading Could it be as simple as adding rather than subtracting? (TBT Remix)

How to be a boring, bad writer…and other ideas (TBT Remix)

I hadn’t thought about it this way: So, if you want to be a boring, bad writer: Never ever learn new words. Be afraid to say interesting things. Read as little as possible. Always play on your laptops. Never touch a dictionary. Copyright. Never make [the reader] see the action. Never revise your writing. Definitely … Continue reading How to be a boring, bad writer…and other ideas (TBT Remix)

LEARNing: Changed circumstances – unlearning and relearning (#2)

Learning, unlearning, and relearning.  How do we practice learning, unlearning, and relearning?  How do we model lifelong learning for our young learners? “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ” Alvin Toffler While I love Alvin Toffler’s quote, I will … Continue reading LEARNing: Changed circumstances – unlearning and relearning (#2)

How to be a boring, bad writer…and other ideas

I hadn’t thought about it this way: So, if you want to be a boring, bad writer: Never ever learn new words. Be afraid to say interesting things. Read as little as possible. Always play on your laptops. Never touch a dictionary. Copyright. Never make [the reader] see the action. Never revise your writing. Definitely … Continue reading How to be a boring, bad writer…and other ideas

Could it be as simple as adding rather than subtracting?

I prefer to think of myself as their coach.  “I coach kids to learn algebra” says that I am dedicated to my kids.  “I teach 8th grade algebra” indicates that my dedication may be to the content.  Being their coach does not make me less of an evaluator.  Their athletic coaches evaluate them all the time.  … Continue reading Could it be as simple as adding rather than subtracting?