By Dr. Patrick Michel: I respectfully submit to you, by its very definition, that the current crop of education reformations are not the same thing as transformation in schools, and that the factors that cause achievement gaps need transformational solutions, not reform. Read More →
The obvious way that the pieces connect and depend on each other suggests that when we dissect effective teaching for the sake of improving, we need to spend time on putting it all together again in a way that works for students.
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In the quest to change classroom and school culture to one that fosters confidence and success in all students, teachers can use the formative assessment process as a key strategy in helping students who otherwise believe that their skill… Read More →