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Marcia Powell

May 17, 2016

Sorry, Not Sorry

5 comments

 

I received a great email a few weeks ago.  It called me out, questioned why I was doing something, and told me in no uncertain terms that my efforts were not appreciated.  The frustration was evident, because it was from a 12 year old who did not understand why a designation (gifted, in this case) of a student gave them 'special treatment.' I responded to him and addressed the frustration.  My mistake was in copying another adult.

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Bill Ferriter

May 7, 2016

The Best Feedback is GATHERED, not GIVEN

4 comments

All y'all know that I've been completely consumed by reimagining the role that feedback should play in the modern classroom, right?  I've been reading darn near everything written by experts like Dylan Wiliam, Grant Wiggins, John Hattie, Rick Stiggins, Jan Chappuis, Doug Fisher and Nancy Frey.  More importantly, I've been tinkering with the feedback practices in my classroom for the better part of the past four years.

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Bill Ferriter

May 3, 2016

This is Why I Teach: Watching Kids Learn

3 comments

Over the last few days in class, my students have been working on an activity designed to introduce them to the similarities and differences between elements, mixtures and compounds.  It's pretty dry stuff, to be honest -- and the chances are that no matter how successful you've been in your life, you probably couldn't tell me much about the concepts that my kids are expected to master before the end of our matter unit.

That's the worst part of teaching a subject like science.  

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Renee Moore

April 26, 2016

Build a Three-Legged Stool: A Classroom Mentoring Program

1 comments

During the 2016 Teaching and Learning Conference, I shared briefly about a technique I used for many years to help provide parent/community support for students. Several people asked for more information about it, so I'm re-posting a more detailed piece I wrote in January 2007, "If Not a Village, At Least an Elder.".

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