Tag Archives: Making Thinking Visible

Job-embedded PD: MyLearningEdu 1.5

If we want to support students in learning, and we believe that learning is a product of thinking, then we need to be clear about what we are trying to support. (Ritchhart, Church, and Morrison, 5 pag.) Interested in e-portfolios? If we want our young … Continue reading

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#MICON13: Leading Learners to Level Up – or Ask; Don’t Tell

How might we design assessments that teach, support questioning, and motivate learning?  How might we bright spot or highlight what learners know rather than what they do not know? What if we design and transform assessments, non-graded assessments, to offer … Continue reading

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Falconry: wise general listening to become a hero

Sun Tzu says: Hence a wise general makes a point of foraging on the enemy. This means that many aspects of the solution you seek lie within the problem itself.  Come to the problem unburdened by preconceptions and use the … Continue reading

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Falconry: Feedback loops, communication, and formative assessment

Reading from Step 1: The Art of Questioning of The Falconer: What We Wish We Had Learned in School. By learning to insert feedback loops into our thought, questioning, and decision-making process, we increase the chance of staying on our desired path. Or, … Continue reading

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Our choices: Summer Reading 2013 – The Art of Questioning

My previous post, Summer Reading 2013 – Flyer and Choices, describes our summer reading plan and choices.  We offer choice of book and choice of platform, when available.  Here’s what and how we selected to read: 29% – The Falconer: What We Wish … Continue reading

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Summer Reading 2013 – Flyer and Choices

How do we model learner choice? We know student-learners need and deserve differentiated learning opportunities.  Don’t all learners? Last year, the teaching faculty read Cathy Davidson’s Now You See It: How the Brain Science of Attention Will Transform the Way We … Continue reading

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