This diagram represents a problem in education which is, by no means, the ONLY problem in education. How do we change this paradigm?
Monthly Archives: January 2014
This is part two of a three part series on formative assessment. This post deals with some things you can do between individual lessons based on formative assessment and during a lesson. You can read part one here. Introduction The objective of this post is to describe two possible procedures teachers can use for […]
Part of my current role is to help teachers use formative assessment in their teaching. This has turned out to have some interesting challenges, and has helped me grow tremendously as a teacher. Dylan Wiliam and Paul Black define formative assessment as “as encompassing all those activities undertaken by teachers, and/or their students, which provide […]
Here are seven questions my son asked today. Who invented buildings? Why don’t we slip on salt? When you hold your eyes closed does more water get on the eyeballs than just blinking? Why do hummingbirds move so fast? Why are butterflies so pretty? How did we get the name “people”? Why do bees hum? […]
A few days ago, my wife told my son that he should do some mathematics from a 2nd grade workbook we had, and told him he could choose what he worked on. My son opened up the book to near the end of the workbook and decided to try some 2 digit subtraction exercises. Here […]
Teaching is a learned activity. As such, the act of teaching requires that the teacher have a mental model of what it means to teach. When teachers teach in ways which appear to an outside observer to be ineffective or poorly thought-out, it is because they are using a flawed model for understanding teaching and […]
The following are studies which were all featured in the media in 2013. I am posting them here in the hope that they will be read more widely than they are, and that educators will examine the research themselves, and think about how this may affect their current practice. I’ve included a link to the […]