Instruction

Teaching for Transfer

Teaching for Transfer: Teaching Students How to Innovate

Categories: Instruction

Based on Teaching for Transfer

As NASA launched its space shuttles over the past 60 years, the multimillion-dollar boosters that transported those shuttles into the atmosphere were simply discarded after every space launch.

Lost in the ocean or superfluously tossed in a landfill, these giant pieces of metal have simply served as fossil evidence of our past. SpaceX, the private company that sent a shuttle into space this past June, developed a way to recapture and recycle the boosters. By doing this, they increased efficiencies in production costs, improved overall product development of the shuttle, and enhanced team collaboration and problem-solving. Read more

What Works: Continuous Assessment and Interval Grading

Categories: Assessment, Instruction, Robert Canady

In our recent publication, Beyond the Grade, our primary goal was to highlight practices proven to boost student achievement. As we began our study, we noticed assessment and grading topics being used interchangeably. 

With refinement of our practices, we identified specific distinctions between the two processes. Here, we discuss the importance of assessment and grading, and traditional and current beliefs and practices of each. With this information, we describe a key difference between assessment and grading—with assessment as a continuous process and grading as an interval one. These distinctions are key to boosting student achievement.  Read more

What We Talk About When We Talk About Ambitious Instruction, Part II: What about Ambitious Learning?

Categories: Authors, Instruction

Ambitious Instruction, my new book, has a relatively straightforward (phew) definition of rigor: there is academic rigor, which is simply the completion of a task or work at a quality level commensurate with the expectations articulated in the standard(s) said task addresses or is aligned to; and instructional rigor, the curricular and pedagogical practices that position and enable students to realize the cognitive demands of those learning targets. Read more

Asking Questions? Teaching Inquiry?

Are You Asking Questions, or Teaching Inquiry?

Categories: Authors, Instruction

Asking questions—good questions—is, arguably, the basis for a curious, passionate classroom. There is no way to explain that feeling when a classroom is erupting in enthusiastic discussion. It is magical, both for the teacher and for the students.

However, asking questions and teaching inquiry are often misconstrued as the same thing. If I’m asking thought-provoking, open-ended questions, I must be teaching inquiry. Not necessarily. Read more