PL Connect Blog - Visible Learning
12 Nov: Stop the Guessing Game: Implementing Visible Learning

Stop for a moment and ask yourself this question: When was the last time I took a risk? How you choose to define risk is entirely up to you, but I would venture to say that each of us has varying connotations of the meaning of the word.

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08 Oct: Prompt and Cue Students for Success and Accomplishment

One of the most misunderstood words in our educational vocabulary is scaffolding. What does it mean to scaffold for a student? Does it mean I should give him or her less? Should I break it down for the student into tiny pieces? The answer to both of those questions is, NO!

Teacher in classroom
11 Sep: A Challenge for School Leaders: Have the Audacity to Love Your Teachers

What is audacity and why this, why now? Audacity is the courage to be bold. I have always associated courage with bravery and noble acts. I never really thought about the necessary presence of fear to create courage.

CIESC - PL Connect - Visible Learning Conference
14 Aug: 4 Things I Learned at the Annual Visible Learning Conference

John Hattie and his work around Visible Learning is a comprehensive meta-analysis that examines the effectiveness of influences we use and have in our schools. During my 4th trip to the Annual Visible Learning Conference, I enhanced my learning concerning work that impacts schools in Indiana. Here are the four top things I learned at the conference.

Building Capacity and a Culture of Success for All with Professional Learning Cadres
02 Jul: Building Capacity and a Culture of Success for All with Professional Learning Cadres

PLConnect strives to empower teachers and educational leaders with impactful professional development. Our professional learning cadres, taught by leaders in education, provide a setting to learn and grow alongside other educators progressing toward a common goal.

Difficulty and Complexity chart
19 Jun: How to Design Classroom Assessments Using the Difficulty and Complexity Matrix

As we think about next steps to iLearn, specifically related to math, I believe the key is in selecting tasks for our classroom. Choosing the “right” task can make or break a lesson. Let’s take a look at a John Hattie model that can help us give students productive math tasks when they need to work on problem-solving and procedural problems when that is what is needed. How do we know when to do what?

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