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How we train administrators to effectively evaluate visible learning?

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Have we begun the process of examining not only next year's assessment vision, but 3, 5, or even 10 years from now. Mostly 3-5 years because I'll be retired in 10 years! :)

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If college and universities are training teachers to focus more on student learning and less on teaching?

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What is the right amount of structure vs autonomy?

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What is the right amount of structure vs autonomy?

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I agree with someone else's wonder on students WANTING to direct their own learning. In the case of my niece who currently hates Summit Learning, what could be done to help her to like the process? She just wants to be told what to do because she lacks confidence in her own ability. I'm not her teacher but I try to build her up every time I engage with her because she is fully capable and smart.

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That students need to monitor their own learning and they need tools and strategies for doing so

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P143 I wonder how to indentify and celebrate the teachers who focus more on learning than on teaching.

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Something I hear a lot is that feedback takes too much time and students don't look at it. From pg. 85- ...the inability to meet with everyone in a single class period should not be an excuse for never conferring...schedule weekly feedback sessions to meet regularly with a smaller number of students...Create a feedback loop as it should never be one-directional.

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That we are shifting from adult-dependent, compliant learners, and I LOVE IT! Now, how do we help parents shift to letting their student accept responsibility for their own learning, rather than the teacher or the parent

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If this will be really uncomfortable to parents and students at first. I see it being awesome, but how do we help teachers make the shift in ways that empower kids. My own kids have such ties to scores (mostly for work completion) and compliance rather than sense making snd understanding.

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On both an individual scale, and a large scale- how do you get students to WANT to direct their own learning. It can be easier for students to rely on teachers and/or parents. 

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On both an individual scale, and a large scale- how do you get students to WANT to direct their own learning. It can be easier for students to rely on teachers and/or parents. 

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How do we make the system allow for this type of learning environment/ what about the current system is keeping teachers and students from this learning environment?

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I wonder how to shift all stakeholders’ mindsets to be competency based over grade based. Page 18 talks about how limiting a grade based mentality is - when we are just expecting our student to get A’s so I can take her/him to Krispy Kreme for doughnuts, it doesn’t honor the pathway of hills and valleys that learning is (or should be).

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How this approach to being a visible learner means to students who have exceptionally challenging out of school environments/issues. Above and beyond what the story about "Jose" illustrated.

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How this approach to being a visible learner means to students who have exceptionally challenging out of school environments/issues. Above and beyond what the story about "Jose" illustrated.

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How to create learning and practice strategies that will be supportive and useful for all the teachers. What has already been created? What can be used from other disciplines? How can we create strategies for content specific that can be used across the board.

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I wonder what would happen if we shifted our conversations and observations of teachers to ask teachers what new thing they are trying, why, and what they will do differently instead of just rating what we see.

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There is a big shift- students should own their learning. Teachers can help and guide, but students should be the ones responsible for learning. And students should be well informed and well equipped in their own learning. 

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There is a big shift- students should own their learning. Teachers can help and guide, but students should be the ones responsible for learning. And students should be well informed and well equipped in their own learning. 

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P117 Formative Assessment. What does success look like? Show students what success looks like so that they can compare what they are doing as they analyze their data and self-reflect.

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I wonder how to make this feel doable to teachers. How to get teachers to focus on chunks small enough yet big enough to make real change.

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I wonder about the progression of teachers and students with their understanding of providing good feedback, receiving good feedback, and utilizing good feedback.

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I notice that clarity is key.

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My first instinct was to questions what I can do to support teachers. It then started to shift on where I am at and what I can do to support my own learning first. That will allow me to then better support teachers.

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I notice the focus is on the student learning and not as much on the teaching.

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Where this was when I was teaching in the classroom?!?!

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I notice that the responsibly of work shifts to the student.

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I love on page 18, top paragraph, the language around students having mindset of being stuck instead of stupid and that mastery should require more than one lesson.

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I notice that students have to believe they are capable, and it’s our job to foster that.

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To create assessment-capable schools, we need a cultural shift that values and rewards risk.

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I wonder how to get all teachers to understand PCBL and the benefits.

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I notice that there is an emphasis on students having the tools to be capable self directed learners

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Learning about effect size can streamline how educators decide on what instructional strategies to use.

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Learning about effect size can streamline how educators decide on what instructional strategies to use.

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I wonder how hard the mental shift will be for parents and students who are used to being "passive learners"?

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I wonder how hard the mental shift will be for parents and students who are used to being "passive learners"?

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I notice it really puts all the most important responsibilities in the hands of the students.

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I notice it really puts all the most important responsibilities in the hands of the students.