Taking A Look At Teacher Effectiveness Ratings: Part 1 by Grant Wiggins, Authentic Education Can a chronically “failing” school be inhabited by 100% “effective” teachers? That’s the question that has caused Governor Cuomo to take a tough stance against the status quo of education in New York (for reasons known only to the Governor). His office recently…
How To Launch A New Idea For Your School by Grant Wiggins, Authentic Education Ed note: This is a slightly-edited excerpt from a post by Grant on differentiation and the implementation of policy. Looking for a process to avoid bad implementation of what very well might be a good idea? A new literacy program, curriculum framework, technology,…
What, in fact, do you do when you read challenging text? What do you do when you do not understand on first pass?
Perhaps it’s time to explore a radical but common sense notion: maybe we don’t understand how reading comprehension develops over time.
Merely playing the game over and over need not cause understanding and transfer. It takes a deliberate processing of the game experience.
Item analyses in assessment are important because they offer insight into what a student actually understands.
Well-meaning local change agents and schools continue to make mistakes in how Understanding by Design (UbD) is implemented.
Although many people think that an academic argument is a one-sided attempt at persuasion, it’s really more like a scientific paper.
Teachers shadowing students will quickly realize that sitting is exhausting, learning is often passive, and teachers are often irksome.
This is key to revolution in education: to think of teachers as hired to help students do their work, not ours.
How To Plan For Open-Ended Learning by Grant Wiggins, Authentic Education Over the past few weeks I have received a few interesting queries on Twitter, and Labor Day weekend seems like a nice time to respond to them and reflect on the school year ahead. Two of the questions concern the relationship between inquiry and UbD: Q1: Do…
Assessment matrixes can be used by teachers to think about rigor when designing assessments to think more clearly about cognitive demand.
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