For the Love of Reading K. Lowe

Readers set goals
“When students ‘own’ their reading goals, they direct their efforts towards accomplishing the goal rather than completing the task to appease the teacher. Satisfaction comes from achieving what they set out to do. They are motivated by their accomplishments, not stars and stickers which fosters little more than dependency and resistance. ”
Teachers need to listen to students read, interact with students to find out their interests and choices to be able to negotiate reading goals which meet student needs.

Print Friendly

For the Love of Reading

Free Voluntary Reading
Students who participate in FVR:
Improve in reading
Increase their quantity of reading
Discover that reading is pleasurable
Develop superior general knowledge
Improve spelling, writing, grammar, reading comprehension, writing style, and vocabulary
Boost their understanding of English
Increase scores on reading tests and other subject matter tests
Become better thinkers
Increase their reading speed
Become motivated and interested in reading

FVR is dependent upon teachers’ trust, student choices, allocated time to read and quality reading resources.

Print Friendly

Putting Faces on the Data

What data sets are most helpful to you in humanising the Faces in your class, school and system?
How does knowing the data have an impact on what students learn?
How do you ensure that each Face counts and is accounted for?
How do teachers know what data sets look like for the whole school and system – beyond their class and school? In other words, do they get to see the big picture,too?

Key points:
1. Begin by knowing the learners
2. Co-plan using student diagnostic data
3. Make learning goals (from curriculum expectations) and success criteria visible
4. Use continuous informal assessment during teaching
5. Deliver ongoing formative assessment and reflect on mid course corrections through formal assessment
6. Provide students with oral and written descriptive feedback
7. Create opportunities for peer- and self- assessments
8. Ensure that summarise assessment informs next steps for students and parents
9. Use the data wall process to see the big picture and the detail – the Faces – so that teachers self-assess and reflect on their teaching
10. Share learning with whole-school collaborative marking of student work.

How am I impacting the learning for all students and teachers?
How do I know?
Do I start with knowledge of the learners?
How do I select what is to be taught?
How do I make the learning goal easily understood to all students?
Do teachers do-construct success criteria with the students?
Are all students and teachers improving?
If not, why not?
Do I give descriptive feedback that is factual and objective and outlines how to improve?
Where can I go for help?

Do students
Set their own individual goals and monitor progress toward achieving them?
Seek clarification or assistance when needed?
Assess and reflect critically on their own strengths, needs, and interests?
Identify learning opportunities, choices, and strategies to meet personal needs and achieve goals?
Persevere and make an effort when responding to challenges?
– Ontario Ministry of Education 2010

5 Key Questions for Students
What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help?

Print Friendly

Performance Verbs related to 6 Facets of Understanding

Explanation Interpretation Application Perspective Empathy Self- Knowledge
demonstrate create analogies adapt analyse be like be aware of
derive critique build argue be open to realise
describe document create compare believe recognise
design evaluate debug contrast consider reflect
exhibit illustrate decide criticise imagine self-assess
express judge design infer relate
induce make meaning of exhibit role-play
instruct make sense of invent
justify provide metaphors perform
model read between the lines produce
predict represent propose
prove tell a story of solve
show translate test
synthesise use


Action Verbs for Acquisition, Meaning, Transfer

Goal Types Action Verbs









plug in






















adapt (based on feedback)

adjust (based on results)





perform effectively




Print Friendly

Teaching Chinese Students – Some considerations

Print Friendly

Putting Faces on the Data – Sharratt, Fullan

The 14 Parameters

  1. Shared beliefs and Understandings
    1. Each student can achieve high standards, given the right time and the right support.
    2. Each teacher can teach to high standards, given the right assistance.
    3. High expectations and early and ongoing intervention are essential.
    4. Teachers and administrators need to be able to articulate what they do and why they teach the way they do.
  2. Embedded Literacy/ Instructional Coaches
  3. Daily, Sustained Focus on Literacy Instruction
  4. Principal Leadership
  5. Early and Ongoing Intervention
  6. Case Management Approach: a) Data Walls, b) Case by Case Meetings
  7. Professional Learning at School Staff Meetings
  8. In-school Grade/ Subject Meetings
  9. Centralised Resources
  10. Commitment of District and School Budgets for Literacy Learning and Resources
  11. Action Research/ Collaborative Inquiry
  12. Parental and Community Involvement
  13. Cross-Curricular Connections
  14. Shared Responsibility and Accountablility
Print Friendly

Calculating Effect Size

Calculating an effect size from Cognition Education on Vimeo.

Who is correct?

Is the educational community really not checking researchers?

Would the educational community really put someone in charge of the Australian Institute of Teaching and School Leadership who has made strong recommendations that now seem to be questioned?

We are being told that we need to use researched based practices. Which research can we trust?

Print Friendly

1 2 3 4 5 23