Last year, at the end of one of my presentations on proficiency sequences, during the question-and-answer period, a participant paid me a compliment. They told me how impressed they were by my attention to detail and how usable my proficiency sequences seemed to be. My cheeks flushed slightly, and I expressed my gratitude for sharing … Continue reading But are you an island?
At McFast, a new fast-food joint with a fresh name, employees are training in all things fast food before being put on the line. Before opening their doors, each employee goes through training in various areas of the restaurant. In week one, employees are trained on French fries: how to drop them into the hot … Continue reading I’d like a number 1 meal, light on the equality, extra equity
Lately, as I've engaged in conversations in person, webinars, works, and social media, I’ve noticed hesitancy about last level on proficiency scales. You know the one. It's called Extending, Exceeding, Advanced, Exemplary, Expert, or Mastery on a four- or five-point scale. The level that comes just before this last level is called Meeting, Applying, Proficient … Continue reading Extending Our View of Extending
In my post, "I want to change the world one proficiency sequence at a time,” I explained that with regards to proficiency sequences, “the real beauty is in how unpacking the standard and developing the process gives teachers the chance to teach each level.” A proficiency sequence, then is a useful tool for students, but … Continue reading A Proficiency Sequence in Action
I’m aware of the hyperbole in the title. The world is a big place. The world is…THE WORLD. When I started writing this piece, I considered toning it done to, I want to change learning, one proficiency sequence at a time. I contemplated, I want to change education, one proficiency sequence at a time. I … Continue reading I want to change the world, one proficiency sequence at a time
***Updated with a video link at the bottom*** Since I began working with my Secondary Assessment Learning Team (SALT) at my school, I've attempted to tackle numerous projects, but none has been more significant and problematic than my grade book. Since going officially gradeless (feedback only with students, no levels, no points, no scores, no … Continue reading What story does your grade book tell?
For the first week of school, a young man (Let’s call him Brad) hid in his hoodie in my Humanities 8 room. He refused to do any work. I pulled him out, one day, and questioned him in an authoritarian manner. It's the beginning of the school year and I needed to show him I … Continue reading Syncing Maslow with Bloom
I love Bloom's Taxonomy. I literally have a picture on my phone, another pinned to my bulletin board by my desk, one in my marking bag, and a copy saved to the desktop of every computer I work on in the school, plus one on my H: drive and my flash drives...err...make that flash drives. … Continue reading How do I love Bloom’s Taxonomy…let me count the ways…
As you have all already figured, I really like standing up on my soap box, preaching about all the positive aspects of growth mindset and going gradeless. But, my favourite part about being on this journey isn't just raving about it, it's working on it with my teacher candidate and my colleagues. The last week … Continue reading Why collaboration is so important when you’re gradeless
The dynamic of my Drama classes is a special one. I get students from all walks of life: academic, athletic, eclectic, quiet, loud, at risk, behavioral, funny, awkward, and musical. They all seem to be able to find a place to call home in a Drama class. The kid who feels unsuccessful at Math discovers … Continue reading Teaching Special Needs students is a privilege