I read an interesting article about collaboration and worked examples today. Worked examples, for those not in the know, are teaching objects that explicitly show students the steps for how to solve a particular type of problem, such as the one below for how to add fractions: Example of a worked example, shared with me … Continue reading Do We Learn Best Collaboratively or Individually?
I was given the opportunity recently to preview a proof of a new book, Navigating the Toggled Term by Matthew Rhoads. Dr. Matt is also one of the lead authors of Amplifying Learning: A Global Collaborative, a book for which I am contributing the chapter on assessment and feedback. Navigating the Toggled Term is a book for teachers who, having … Continue reading Navigating The Toggled Term (Review)
Four years ago, I was just starting a PhD in online learning without ever having taught online. A few short years later and we are living in a world where almost every teacher has. When we first went remote, I was teaching Design Technology, a course for elementary students that was essentially "Makerspace" by another … Continue reading Summer’s Over. Now What?
Teaching WalkThrus is a series of books by Tom Sherrington and Oliver Caviglioli that aims to improve teaching and instructional coaching through text and visuals. After buying the first book (Yellow) back when it first came out, John Catt Educational graciously sent me a copy of the second (Blue) for review here. As a leader … Continue reading Teaching WalkThrus 1 & 2: Game Changer or Paper Weight?
My first grade teacher's name was Ms. Wee. Other than her last name, there wasn't much else funny about her. Ms. Wee was someone I would characterize as a warm-strict, traditional teacher. I still remember the contrast between how carefully she controlled our entry into the classroom on the first day of school compared to … Continue reading Memories of a warm-strict “DI-KR” teacher
I am the Director of Educational Technology at an independent school, which in normal times means I do a lot of coaching and strategizing around technology-enhanced instruction. I chair a department and a committee of pedagogically savvy EdTech coordinators and teachers, and we work on ways to improve the academic program. However, due to some … Continue reading Solving Problems is an Inefficient Way to Learn How to Solve Problems
A tweet from Edutopia titled, "Dispelling Myths About PBL and Direct Instruction" had me quite confused today. In the tweeted video, the speaker, Dr. Darling-Hammond, explained how it would be incorrect to assume that Project-Based Learning (PBL) and direct instruction are antithetical because they are actually complementary instructional techniques that mix well. If direct instruction … Continue reading Are PBL and Direct Instruction Compatible?
I'm excited to announce that I am contributing a chapter on assessment and feedback for the upcoming book, Amplified Learning: A Global Collaborative! The book has quite an interesting concept: Each chapter begins by capturing the experiences of the contributing teacher through vignettes and examples before transitioning into the supporting research on a particular topic … Continue reading 5 Research Articles for Amplifying Assessment and Feedback
By far the most popular blog on this site (in recent years) is the The Unproductive Debate of Synchronous vs. Asynchronous Learning post that I wrote right as COVID hit, a post that already seems out of date. In a close second is the Scheduling Remote Learning to Allow for “Flow”. In both posts, I … Continue reading Asynchronous Learning: The Answer to Mid-Year Monotony and Teacher Burn-Out?
This week I led a reading group session at my school on the article, "Have Technology and Multitasking Rewired How Students Learn?" by Daniel Willingham (here). Having led a lot of these, I'm convinced that reading groups are a more effective and enjoyable form of professional learning than ones that do not focus on a … Continue reading 5 EdTech Myths We Should Leave Behind