Weekly Coaching Communication
Make it a great day -- every day!
13 - 17 March 2017
On the Standards Front . . .
From Jim Knight's _High-Impact Instruction_: Formative Assessment
. . . a collection of strategies teachers employ to get clarity on what they will be teaching and to assess how well students have learned what they are teaching. The understanding teachers gain from formative assessment serves as the foundation for teachers to make adjustments to the way they teach so students will learn what is being taught. (2013, p. 55)
Through the use of these strategies, teachers can fuel student motivation by keeping students engaged in what Knight calls, "the sweet spot" (2013, p. 56) or optimal level of challenge where the student can put forth the most effort. The exclusive feedback that teachers provide through frequent and interactive formative assessments allows students to know exactly how close they are to their learning target and goal.
Knight quotes Grant Stiggins (2011) about how formative assessment is tied to motivation through effort:
'Unless we can keep students believing that the goal is within reach, they'll stop trying . . .[and] when the feedback suggests to me that I'm not making it, leading me to an inference that I'm incapable of making it, then I give up in hopelessness and I stop trying. . . . I've got to get them [students] to somehow believe that effort is of value, that there is some relationship between effort and their level of success. If I can't get them to believe that, then I can't help them.' (cited in Knight, 2013, p. 57)
Stiggins' and Knight's thinking directly aligns to the growth mindset. Students must have the belief that they can make progress and grow, but in order for that to happen, the challenge must be at the student's optimal level so that she will put in the effort and find value in the feedback to improve. Without the strategies of formative assessment, student motivation wanes and growth will be difficult to achieve.
If you need suggestions for formative assessment strategies, please ask to borrow one of my two copies of Classroom Assessment Techniques (Angelo & Cross, 2nd edition, 1993).
PROGRESS vs PERFORMANCE
This post was inspired by the afternoon I just spent at UCLA with Elizabeth and Robert Bjork – two of the leading researchers in the world of learning and development.
When we’re faced with a learning experience we have a choice to make:
Are we focused on progress or performance? Getting better or looking good?
Many times our default approach is to focus on performance and outcomes:
- Wins and losses
- Test scores
- The bottom line
- Grades
- Numbers on the scale
These are all important parts of school, sports, and life. But . . . When they become too precious – when we put too much of an emphasis on performance – progress, growth, and the process can take a backseat:
- You can lose a few pounds by not eating for a few days. You meet your goal – but your health and well-being suffer.
- You can get a good grade by playing it safe and choosing a topic that you already know – or by copying your neighbor – or by stealing the answers – but you’re robbing yourself of learning opportunities.
- Your 7th grade basketball team can win more games by letting your 6′ tall post player shoot it on every possession – but in the long run both his development AND the development of his teammates suffer.
In short: the tactics that lead to quick and visible performance and outcomes are usually NOT the best approach to learning and development.
Sure, outcomes and performance can and do matter. It’s ok to want them, and it’s ok to chase them. Just remember that real outcomes and real progress are a reflection of a great process. And if you want better outcomes it’s all about improving your process – we call this ‘Learning Like a Scientist‘.
Tips to help yourself and others do this:
Play the long game
Choose the harder option
Lean into struggle
Watch this amazing Ted Talk by our friend, Eduardo Briceño
Set goals but also focus on the systems and process to achieve them
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
LINK to Mr. Libolt's Weekly Calendar & Communication
Monday, 13 March
- 12:30 - 3:30 Standards-Based Learning Council MTG
- Serve Teachers & Students
- Research & Resources
Tuesday, 14 March
- Serve Teachers & Students
- Research & Resources
Wednesday, 15 March -- 7:30 AM DATA TEAM MTGs
- 12:30 - 1:30 PM IC/Principal MTG
- Serve Teachers & Students
- Research & Resources
Thursday, 16 March
- Serve Teachers & Students
- Research & Resources
Friday, 17 March -- HAPPY ST. PATRICK'S DAY
- 12:00 - 1:00 PM IC Team MTG
- 1:00 - 3:30 PM IC Task MTG
- Serve Teachers & Students
- Research & Resources
ARCHIVE LINKS
Click on the link to access 2015-16 prior weekly communications.
Pope's IC Weekly Communication Archive & Index 2016-17
Click on the link to access 2016-17 prior weekly communications.
IC/Principal Weekly Meeting Notes
Click on the link to view the Friday notes.
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen