Reflection in Learning

The research indicates that improving learning through assessment depends on 5 deceptively simple, key factors: Providing effective feedback to students Active involvement of students in their own learning Adjusting teaching to take account of assessment results Recognizing how assessment influences your students’ motivation and self-esteem Students are able to self-assess (Assessment in Education, 1998)

We are supposed to be getting trained for society but are taught as if each one of us were going to live a life of contemplation in a solitary cell. ~Jean-Jacques Rousseau

There are those of us who pass through life, and there are those of us who life passes through.  Been meaning to write this one down...

School reform or restructuring is a continual process. As individuals who engage in school reform we are constantly feeling the pressure of accountability from outside political and social forces as well as our own internal need to improve the way schools function. When we are engaged in the practice of responsive learning, the products of our labors are not tangible like industry. This confuses those of us who need tangible, concrete evidence. Since learning is our "business," our product is translucent, fluid and changing. There is no reason that reform efforts should function differently. Learning exists in the minds of the people who participate-the students and teachers. True learning happens when there exists a link between the heart, the mind and back into the heart. Many decisions are made beyond the scope of the learning practitioners that affect children, families and communities. Having all parties involved in these decisions is integral in insuring the s...

The first day of our week for preparing new coaches to bring the powerful work of CFGs to their buildings has come to a close. It never ceases to amaze me how challenging and revealing it is to make the importance of creating a learning community so provocative. My experience that I have yet to participate in a CFG based conversation that has not forced me to confront, identify and articulate my beliefs is a testament to how important it is to truly believe in doing good work with good people for a good cause. No matter how open-minded or skeptical participants are about making CFGs happen in their school, our conversations are rich and thought provoking. The insights are deep and the co-construction of understanding salient. Transparent facilitation has been essential. A flexible view of our agenda has been critical. Continuously being mindful of how important it is to establish coherence among the core beliefs, the "practice" CFG and application is central to fosterin...

I am beginning the adventure of taking may work public over the internet. This week marks the advent of a professional website that enables me to interconnect all the facets of my work as an educator - teaching, learning, facilitative coaching and constant self-reflection to improve the services I provide to my students, colleagues and friends... this blog is my attempt to nurture a public domain for constant conversation about our work. Here goes...