“It definitely makes my heart smile when I hear a teacher say, ‘I just stopped what I was doing because the student knew more than I did and just took over!’ or ‘I began to feel frustrated because we were not able to work through the content the way that I originally planned, but I learned so much about what they know and have experienced by re-framing some of my questioning and allowing them to create the questions too.
Conferring with Teachers & Coaches Requires Setting Clear Learning Goals
Conferring with teachers in advance of observing a lesson is a critical component of the Content-Focused Coaching® (CFC) cycle. These “pre-conferences” are opportunities for the coach and the teacher to reflect together about a teacher’s lesson plan, and thus are a rich opportunity for teacher learning. Lesson planning is specifically important for facilitating rigorous Accountable Talk® classroom discussions.
Increasing High-Quality Student Talk
The Institute for Learning (IFL) and Schenectady City School District have worked collaboratively for several years, and this year, we continued our ongoing partnership with a focus on using improvement science methodology to “get better at getting better.” District-wide, there is a focus on using improvement science to work on persistent problems of practice.
Using Accountable Talk® Practices to Build the Mind
Children are born with the innate capacity to reason beginning at a very young age (Carey, 2009; Gopnik and Wellman, 2012; Spelke and Kinzler, 2007). Very young children build explanatory systems—implicit theories—that organize their knowledge. These theories enable children to predict, explain, and reason about relevant phenomena and, in some cases, intervene to change them.
Focusing on the Instructional Approach Nurtures Agency
Many educators name student agency as something they want to work to develop within their schools and classrooms. But what is student agency? And, more importantly, what can we as educators do to foster student agency?
Agency and Voice: A Push for Greater Equity and What it Looks Like in Math
In her article “Framing Equity: Helping Students ‘Play the Game’ and ‘Change the Game’” (2009), Rochelle Gutiérrez lays out the four key dimensions of equity: Access, Achievement, Identity, and Power, which sit on two axes. Access and Achievement create the dominant axis, and Identify and Power create the critical axis.
Student and Teacher Agency: One District’s Reflection on Taking Action
Learning Forward and the National Commission on Teaching & America’s Future conducted interviews with teachers and school administrators to understand the disconnect between professional learning that teachers need and want and what they actually experience.
Tests of Change Lead to Meaningful Student Engagement in Mathematics
There is no shortage of professional development (PD) available to teachers, but PD alone is rarely enough to result in a change of practice.
Personalized Learning, Student Agency, & the Stakes of Education
We are privileged to live at a time with many resources and technologies that exist to aide educators, but sometimes these advancements can carry an ironic cost: They can be distracting to the basic aims of education.