Since the work of Madeline Hunter, a lot has changed in education. We now have ample resources and robust technologies that can provide engaging, vivid experiences for students. More important, we have much more research about teaching and learning than we ever have previously. We know more about how students learn. Even with all these changes, the framework for building lesson plans and delivering instruction has not evolved. Read more
In one of the schools where I work, the principal once commented that it makes a difference if you believe yourself to be a tutor or a teacher. We discussed it further, and she shared her belief that living as a PLC helped pave the way for many of her teachers to make the shift. Read more
Collaborative teams in a PLC are asked to engage in weekly job-embedded professional development and build shared knowledge in the areas of curriculum, assessment, data analysis, intervention, and . . . Read more
21st Century Skills require a balance of content and process. How have teaching and learning shifted to meet these demands?
James Melsa (2007) says it best, “We are currently preparing students for jobs that don’t yet exist using technologies that haven’t yet been invented in order to solve problems we don’t even know we have.” We can no longer prepare students for our past, we must prepare them for their future. But what does this mean and where should we start? Read more
I recently spent time with my parents for our weekly lunch date. Amid our customary conversations about the state of our nation’s political system and where the best senior citizen lunch discounts can be found, we began to muse about life lessons that I had learned during my formative years. After much time had passed, these lessons (and the resulting consequences) are now looked back upon with some measure of fondness. But during the time they occurred, these lessons and consequences evoked the same emotional reaction as losing my favorite George Brett baseball card. Read more