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Agency and a Culture of Learning

Both choice and collaboration involve decision-making skills. When students understand themselves as learners, understand how to advocate and seek out what they need, they develop confidence in their own executive function and self-regulation ability (Murray, 2019). This is agency in the making. Teaching learners to make choices (decisions), express themselves (voice) and learn how to work with peers (collaborate) helps grow their sense of self-confidence (self-efficacy) as it relates to their capacity to be self-directed learners or learners with agency within a culture of learning.

Feedback = Got It or Not Yet, Then What’s Next

What are some specific examples of effective feedback strategies that can be easily implemented in the classroom? How do we provide learners the information about where they are in their learning – the Got It, Not Yet and What’s Next?

As educators, we give feedback to students on their work all the time: in the moment, daily, weekly, and at the end of a unit or year. Research about formative assessment tells us that feedback is one of the foundational practices that make a difference in student learning. But how can we make sure the guidance we're providing is truly encouraging our students' learning and growth at each interval?

How About Classroom Reflective Practice?

Recently, Dr. Hayley Lewis wrote a piece on the importance of taking time to think and reflect. While focused on adults (leadership) and coaching, all I could think about were educational applications and reminders as I read Why Leaders Should Engage In Reflective Practice.

And as educators, when do we allow (plan) for learners to have that time to think and reflect regularly? What strategies or processes do we provide as a guide to learners thinking or reflecting as they are learning both strategies?
edCircuit | Relationships Foster Social Emotional Learning •

Relationships Foster Social Emotional Learning | edCircuit

Trust is key for all relationships to reach their full potential. It’s no different in schools. Trust starts by building a relationship with your learners (and their families). What do you know about each as an individual? Quate and McDermott (2009) tell us “… that the development of a nurturing classroom community in which students are known well by both the teacher and their classmates matters…” Trust is gained when learners see that you know them and believe in them.
Education Week •

Forget Taking a Hard Line. Try 'Soft Tactics' to Spark Student Motivation (Opinion)

Want to engage and empower learners to motivate themselves? Create opportunities for them to have voice and choice. We’ve learned that kids thrive in environments where their voice matters and they have choices in the learning process. There are many ways this can happen in a classroom when learning experiences are designed around what, who, where, when, how to learn, and how to demonstrate.
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