#TrinityLearns Leading Learners to Level Up as a TEAM (#LL2LU) Part 2

Continuing our work from last month, Trinity School’s Assessment Committee continues to grapple with the following questions. As a team, how are we united (aligned) in our understanding and assessment of learning?  How might we grow our assessment literacy, understanding, and actions to focus on learning, assign competence, and empower learners to become agents of … Continue reading #TrinityLearns Leading Learners to Level Up as a TEAM (#LL2LU) Part 2

#TrinityLearns Leading Learners to Level Up as a TEAM (#LL2LU)

As a team, how are we united (aligned) in our understanding and assessment of learning?  How might we grow our assessment literacy, understanding, and actions to focus on learning, assign competence, and empower learners to become agents of learning? Under the leadership of Thomas Benefield (@yerlifeguard) and Becky Holden (@BHolden86), Trinity School’s Assessment Committee made … Continue reading #TrinityLearns Leading Learners to Level Up as a TEAM (#LL2LU)

Collaboration – How might we level up again?

Last week, we drafted a learning progression for a team around collaboration and asked for feedback..   ICYMI: I wrote: I’m curious to know what you think about the draft below. If we put this out in our classroom, will learners have a stronger opportunity to self-assess and level up? I am grateful for all … Continue reading Collaboration – How might we level up again?

Collaboration – How might we level up?

About 20 years ago, I worked with a wonderful, brilliant teacher who would tease me about collaborative learning. It was not his style. But, he tried. He would say to his class, “Pull your desks up close and uhh…collaborate. I’ll be back in a minute.”  Now, there were good outcomes from this opportunity. Students had … Continue reading Collaboration – How might we level up?

Leading Learners To Level Up: Deepening Understanding of Mathematical Practices #LL2LU with @jgough @jwilson828 #NCTMAnnual

At the National Council of Teachers of Mathematics conference in Washington D. C., Jennifer Wilson (@jwilson828) and I presented the following session. Leading Learners To Level Up: Deepening Understanding of Mathematical Practices 8:00 AM – 9:00 AM Walter E. Washington Convention Center, Salon C Here’s our agenda: 8:00   Opening remarks Council (30 seconds each): … Continue reading Leading Learners To Level Up: Deepening Understanding of Mathematical Practices #LL2LU with @jgough @jwilson828 #NCTMAnnual

#T3IC Leading Learners to Level Up: Deepening Understanding of Mathematical Practices

At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following 90-minute session.  Leading Learners to Level Up: Deepening Understanding of Mathematical Practices We say: Persevere! Express regularity in repeated reasoning! Be precise! Show your work!… But what if I can’t yet? How might we make our thinking visible … Continue reading #T3IC Leading Learners to Level Up: Deepening Understanding of Mathematical Practices

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

#NCSM14 Art of Questioning: Leading Learners to Level Up #LL2LU

What if we empower and embolden our learners to ask the questions they need to ask by improving the way we communicate and assess? Great teachers lead us just far enough down a path so we can challenge for ourselves. They provide us just enough insight so we can work toward a solution that makes … Continue reading #NCSM14 Art of Questioning: Leading Learners to Level Up #LL2LU

Formative Assessment – Leading Learners to Level Up (#LL2LU) – A Definition of Derivative

We want more students to experience the burst of energy that comes from asking questions that lead to making new connections, feel a greater sense of urgency to seek answers to questions on their own, and reap the satisfaction of actually understanding more deeply the subject matter as a result of the questions they asked. … Continue reading Formative Assessment – Leading Learners to Level Up (#LL2LU) – A Definition of Derivative

#MICON13: Leading Learners to Level Up – or Ask; Don’t Tell

How might we design assessments that teach, support questioning, and motivate learning?  How might we bright spot or highlight what learners know rather than what they do not know? What if we design and transform assessments, non-graded assessments, to offer learners a path to “level up” in their learning? #MICON13: Leading Learners to Level Up … Continue reading #MICON13: Leading Learners to Level Up – or Ask; Don’t Tell