In an “I can …” culture: Embracing “What if” and “Yet” (TBT Remix)

Carol Dweck’s newly released TED talk, The power of believing that you can improve, helped me select this week’s Throwback Thursday post. A previous post, Spreading an “I can …” culture: Aware, Enable, Empower, has generated genuinely some really great questions. What if they can’t, Jill? Really, what if they can’t say “I can…” at the end of … Continue reading In an “I can …” culture: Embracing “What if” and “Yet” (TBT Remix)

In an “I can …” culture: Embracing “What if” and “Yet

My previous post, Spreading an “I can …” culture: Aware, Enable, Empower, has generated genuinely great questions. What if they can’t, Jill? Really, what if they can’t say “I can…” at the end of the unit? Math is so easy, Jill.  Can we do write “I can…” statement for other subjects, courses, or ideas? Erin Paynter, @erinpaynter, published … Continue reading In an “I can …” culture: Embracing “What if” and “Yet

Spreading an “I can …” culture: Aware, Enable, Empower

While serving as a member of the Algebra I team at Westminster, I collaborated with colleagues to communicate essential learning targets to our community.  An example is shown below. Graphing Linear Functions: Unit Two Essential Learnings – Algebra I By the end of this unit, you [the learner] must be able to say: I can state … Continue reading Spreading an “I can …” culture: Aware, Enable, Empower

#NCTMLive #T3Learns Webinar: Establish Mathematics Goals to Focus Learning, and Elicit and Use Evidence of Student Thinking.

On Wednesday, March 28, 2018, Jennifer Wilson (@jwilson828) and I co-facilitated the first webinar in a four-part series on the Eight Mathematics Teaching Practices from NCTM’s Principles to Actions: Ensuring Mathematical Success for All.         . Establish Mathematics Goals to Focus Learning, and Elicit and Use Evidence of Student Thinking. Effective teaching of … Continue reading #NCTMLive #T3Learns Webinar: Establish Mathematics Goals to Focus Learning, and Elicit and Use Evidence of Student Thinking.

Assessment PD: #LL2LU Learning Progressions – a.k.a. Falconry – feedback

Yesterday’s session on assessment causes me to wonder…Are we afraid of cool feedback? I wonder if we so closely connect feedback to being evaluated that we miss opportunities to learn and grow.  What if we embed feedback loops in our routine? What if we make feedback a habit? Are we in such a hurry to … Continue reading Assessment PD: #LL2LU Learning Progressions – a.k.a. Falconry – feedback

Vertical Coordination PD: Divide and conquer – as a team: Feedback and Reflection

Well, there was a shift in Wednesday Professional Development meetings.  So, the Vertical Coordination PD: Divide and conquer – as a team session scheduled for February 20, 2013, actually took place on April 3, 2013. This Vertical Coordination Workshop had 3 tasks: Group 1:  Is our Social Studies Curriculum ready to go online? Group 2:  Are … Continue reading Vertical Coordination PD: Divide and conquer – as a team: Feedback and Reflection

Leading Learners to Level Up – #LevelUpMath #LearnFwd12 – the details

Hello, I am Anne Conzemius, the host for your Learning Forward session. Well, no pressure there, huh?  Actually, about 15 minutes prior to this quick introduction, I scanned the roster of participants and noticed Anne’s name on the list of our Learning Forward conference session.. My previous post, Leading Learners to Level Up – #LevelUpMath #LearnFwd12, … Continue reading Leading Learners to Level Up – #LevelUpMath #LearnFwd12 – the details

Notice success, celebrate multiple milestones, level up

Learning intentions are more than just statements to convey to students what the learning is composed of; they are a means for building positive relationships with students. (Hattie, 48 pag.) It is what I didn’t notice.  The bell rang. As always, I heard a chorus of “Thank you, Ms. Gough. Bye, Ms. Gough.” It was … Continue reading Notice success, celebrate multiple milestones, level up

SMP-6: attend to precision #LL2LU

We want every learner in our care to be able to say I can attend to precision. (CCSS.MATH.PRACTICE.MP6) But what if I can’t attend to precision yet? What if I need help? How might we make a pathway for success? Level 4: I can distinguish between necessary and sufficient conditions for definitions, conjectures, and conclusions. … Continue reading SMP-6: attend to precision #LL2LU

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)