Category: EDUCATION

by Terry Heick

While I often talk about ‘scale’ as one of the primary challenges in education–and have also wondered about curriculum, too–a more subversive concept constantly at play throughout education is tone.

As an ‘English’ teacher, I always explained tone to students as a kind of  ‘attitude’ that can be expressed in a variety of implicit and explicit ways–from words (said and unsaid) and body language to voice tone, timing, irony, and any other modality used to communicate ideas.

How Students See Themselves Matters

Tone affects how students see themselves and their role in the learning process. In fact, a student’s own ongoing internal dialogue and thoughts about themselves and their self-identity as learners isn’t just a ‘factor’ in learning but one of the single most important factors.

Imagine you were preparing to go on stage to dance in front of some kind of an audience. Consider the possible scenarios:

Scenario 1: You can’t dance and you know you can’t dance

Scenario 2: You can’t dance but believe that you can

Scenario 3: You can dance but believe that you can’t

Scenario 4: You can dance and you know you can dance

How many of these scenarios are likely to yield a ‘good’ dancing performance? In addition to being honest with one’s self, internal ‘self-talk’ and your own perception about yourself matters, too. Without the right tone during the ‘interactions of learning described above, everything feels–and often functions–all wrong.

An Example Of Tone In An Interaction With A Student

Our underlying assumptions (about everything) impact tone greatly and come across plainly in our phrasing and language choice during our interactions with students.

Think about the difference between saying, ‘Tyler, what answer did you have for #3?’ and ‘What are some possible responses for #3 that might make sense?’ Suddenly it’s not a matter of ‘Tyler’ and what he ‘has’ as an answer. Nor does he feel as put on the spot. He still may not feel empowered to answer freely and may not have a clue how to answer. But the tone in the latter is completely different, shifting from a matter of accuracy to a matter of possibility.

Part of this is about using a growth mindset with students so that they are more likely to do so themselves. But while tone is generally a cause, as we stated above, it can also be an effect; that is, the tone of the classroom is created by–in part–the tone and underlying implications of the language used within it. With that in mind, below are some words and phrases that can greatly impact the tone of learning in your classroom.

To have the desired effect (i.e., establishing a tone to the learning process where students feel supported, empowered, safe, and absolutely integral to their own success), context matters, of course. How this does or doesn’t work varies wildly on everything from the age of the students to your own personality and teaching style and so on. The collection below is only meant to introduce you, as a teacher, to the possibility of language that empowers learners.

Further, note that these words aren’t necessarily ‘good’ or ‘bad.’  The point is that tone matters and is hugely adjustable through words and phrases, and some of those words and phrases appear below.

Tone In Teaching And Interactions With Students: 20 Words That Change How Students Think

Might

This one was one of the most useful words I use as a teacher. By disarming the question of outright students and only asking students to surmise, ‘might’ can create a tone of accessibility for many questions.

Consider the difference:

“Why does so much literature depend on symbolism for effect?”

“What might literature depend on symbolism for effect?”

In the latter, you’re not asking for an answer, you’re asking for a hunch.

Need

“I need…” or “You need…” can express a kind of sympathy and utility, but often are used instead to make a specific declaration or even accusation “You need to be…” or “I need you to…” Overall, need is an urgent word that, if overused or imprecisely applied, can create a negative tone that decenters actual learning and inquiry in favor of procedure and compliance.

Obviously, that doesn’t mean that using the word ‘need’ is bad. Like any word, its semantic effect varies wildly depending on application. The point here is to be as intentional (not necessarily as ‘careful’) as possible–to use language by design to promote student growth.

We

If you shift from ‘you’ to ‘we,’ the burden and possibility and work of learning also shift, from singular to ‘all of us.’

Me

By talking about yourself–or encouraging students to talk about themselves and their role in the learning process–students are better to see those roles while also hearing others discuss how they see their own role, performance, anxieties, goals, habits, preferences, etc. For example, a teacher saying “For me, being on time gives me extra time to organize myself and settle in to new environments” can help students see the teacher reflecting on themselves, their choices, and their preferences.

In short, the word ‘me’ personalizes thinking–for better or for worse.

You

The word ‘you’ immediately centers the student and their role, responsibility, etc. It is not ambiguous or unclear, it creates a tone of specificity and accountability.

Pronouns

‘What if we…’ vs ‘What if you…’ vs ‘What if (no pronoun)…’?

Whether you use a singular or personal pronoun–or personal or indefinite pronoun–affects tone. Even choosing to use no pronoun at all matters.

Consider a situation where you’re discussing an upcoming unit and say “We are going to learn how the environment is impacted by…” Saying, “You are going to learn how the environment is impacted by…” is a bit different–more immediate. If you choose no personal pronoun at all by saying, “How the environment is impacted by…is going to be learned,” it sounds funny and likely wouldn’t be used that way, but it’s clear how pronouns affect tone.

Why

Why is a great probing, clarifying, and critical thinking question useful in almost any assessment or line of questioning. Why asks the students to consider macro ideas like purpose and function–not just “When was immigration…” but “Why was immigration…”

Even prefacing the word ‘Why’ with the word ‘But’ creates a slightly more playful tone. “But why?” is a bit more playful than the blank “Why?” If you want that playfulness depends on the desired effect of the question.

The tone established by the word ‘Why’ is one of inquiry and understanding and also makes room for much of the subjectivity inherent in knowledge. ‘When’ is, more or less, objective; ‘Why’ is, more or less, subjective.

Cause and Effect

Using the words ’cause’ and ‘effect’ can impose objectivity and analysis on a situation that’s otherwise emotionally charged. If a student is anxious or overly-confident or confused, by focusing on the cause and effect of a context, it’s easier to remove the emotion and see what’s going on and why. In that why, ’cause’ and ‘effect’ can create a tone that leads to clinical (and sometimes ‘cold’) analysis.

An example? “The project running six days behind schedules was, in part, caused by…”

Also, “The effect of your keeping up with your reading journal was…”

Both emphasize process, while creating an analytical tone, can be useful in helping students develop an understanding of process and procedure.

Love

Discussing ‘love’ and affections don’t always have a place in academic learning. They’re also overused (“I love your writing!”) and so become emptied of meaning. But if students are able to talk about what they genuinely love, the classroom, at worst, becomes a warmer place.

Think

The shift from ‘know’ to ‘think’ is similar to the shift from ‘Why did…?” to “why might…?”

It doesn’t ask students to ‘know’ but rather to simply ‘think’: “Why do you think that might have happened?”

As with many other words on this list, it makes the learning–and any answers, for example–feel more accessible.

If

‘If…then…’ phrasing can help students see the conditional circumstances–cause and effect, for example. You might say, “If you ask for help and work hard, then you’ll have a greater chance of doing well during this course,” or “If you assume the best in others, then you’ll have a better chance of making friends.”

‘If you had to guess, what would you say?’

‘What’s your hunch?’

Possible

What’s possible in this class? What’s possible with gifts like yours? What’s possible with your project?

‘What’s possible’ asks students to imagine and dream and think forward–ideally with hope and positive presuppositions. It’s different than ‘What are…’ and ‘What will…’ and other more concrete phrasing that asks students to know rather than speculate or wonder.

Might can also work together with possible to great effect: “What’s possible…” might works to help the student wonder: “What might happen if…”

An extreme example of this? “I’m not sure but if I had to guess I might say that…”

Though uncertain, this approach provides a kind of rope or ladder to a student willing to try in lieu of confidence or certainty. Model this throughout the year and you just might find students using it as well–thus coming to see knowledge as inherently uncertain.

Tomorrow

As with all of the words on this list, the tone established by the word ‘tomorrow’ depends greatly on timing and context–and even the tone of voice used to vocalize the word. Ideally, the word ‘tomorrow’ is used to frame today’s learning and tomorrow’s possibility. It asks students to consider what may come and what their role may be in that, not to mention the further-off ‘tomorrow’ of the future.

No

This one’s pretty obvious. If you want a certain and unambiguous tone, use the word ‘no’ firmly. There are times where boundaries need to be set and clarity is necessary. This isn’t ‘bad’–just be aware that a tone is being established with all of your language and use it as mindfully as possible.

Other common words that contribute greatly to tone in learning: Improvement, But, Because, Need, Hello, Good, Bad, Always, Never, Stop, Interesting, Maybe, I wonder…, Next time, Trouble, Help, Believe.

Tone In Teaching: 20 Words That Change How Students Think

15 Alternatives To Report Cards In The K-12 Classroom

by TeachThought Staff

Like lunchboxes (or brown paper sacks), field trips, and textbooks, report cards are iconic–symbols of traditional classrooms and traditional approaches to education.

In its name, the purpose of a ‘report card’ is plain enough: to report on progress. But it’s not that simple.

Letter grades (and alternatives to letter grades) can ‘stick’ with a student forever. When combined over time, letter grades result in a grade point average, an innocent-sounding term that can be the difference between, among other effects, a student being accepted into their choice of college and not being accepted at all.

See also 12 Alternatives To Letter Grades In Education

The Disadvantages Of Report Cards

While the report card is a common tool for communicating a student’s academic performance, it has several shortcomings, reducing a student’s complex learning journey to simple letters and numbers, failing to capture the nuances of their strengths, challenges, and overall growth.

In almost every case, report cards do not effectively reflect a student’s understanding of content or mastery of skills. They also fail in attempts to ‘report’ their progress in other important skills such as critical thinking, creativity, and collaboration.

Letter grades can also focus too much on test scores and specific assignments rather than the student’s effort, improvement, or personal development, leaving parents and students with an incomplete picture of their true academic progress.

This is a problem when students’ views of themselves as capable or ‘smart’ are at risk.

So what can be done about it?

To begin, we can imagine some other possibilities and consider the strengths and weaknesses of each.

The Viability Of Alternatives To Report Cards

To be realistic, many of the following alternatives to report cards may not be practical for most teachers: they may require too much time, data, or buy-in from colleagues, administrators, and parents.

And none of the options below are going to simply replace report cards in your school or classroom. The idea is that report cards can be replaced, there are reasons to replace them, and there are ideas for alternatives to begin thinking what replacing them might look like.

Your school may have already tried one or more of these ideas and encountered challenges that made the idea and related practices inaccessible, unsustainable, or inefficient in doing what we all hope report cards can do: communicate a student’s progress and performance over time.

See also Forms Of Assessment

1. Narrative Reports

Strengths

Provide detailed, personalized feedback that can address individual student needs.

Instead of relying solely on grades, narrative reports provide detailed written feedback on a student’s strengths, areas for improvement, and overall progress.

Offer a comprehensive view of a student’s strengths, areas for improvement, and overall progress.

Encourage a deeper understanding of a student’s learning journey beyond mere grades.

Weaknesses

Time-consuming for teachers to write detailed reports for each student.

May be subjective, depending on the teacher’s perspective and writing skills.

Can be challenging for parents and students to digest if they are lengthy or overly complex.

See also Alternatives To Homework

2. Portfolio Assessments

Strengths

Showcase a wide range of student work over time, demonstrating growth and learning.

Portfolios allow students to showcase a collection of their work over time, demonstrating their growth, creativity, and mastery of subjects.

Encourage student reflection and self-assessment.

Provide tangible evidence of student achievements and progress.

Weaknesses

Require significant time and effort from students and teachers to compile and review.

Can be difficult to standardize and compare across students.

May not capture all aspects of a student’s learning if not well-organized or comprehensive.

3. Student-Led Conferences

Strengths

Foster student ownership and accountability for their learning.

In student-led conferences, students present their work and progress to their parents and teachers, facilitating self-reflection and ownership of their learning.

Enhance communication skills and self-confidence.

Encourage active participation from parents, creating a collaborative environment.

Weaknesses

Require preparation and practice, which can be time-consuming.

May be intimidating for some students, affecting their performance.

Depend on the willingness and availability of parents to participate.

4. Competency-Based Assessments and Scores

Strengths

Focus on mastery of specific skills and knowledge, ensuring students achieve proficiency.

Competency-based assessments focus on students’ mastery of specific skills and knowledge, rather than traditional grades.

Allow for individualized learning paces, catering to different student needs.

Provide clear and measurable learning outcomes.

Weaknesses

Can be challenging to implement and align with traditional curriculum structures.

May require significant changes in teaching practices and assessment methods.

Risk of narrowing the curriculum to focus only on assessed competencies.

5. Interim/Benchmark Assessment Scores

While possessing its own problems, a benchmark assessment would at least be quantified and evaluations of documented standards. 

Benchmark assessments “(e)valuate student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments. A benchmark assessment is an interim assessment so it could be useful to consider them distinct even though they function similarly.”

6. Digital Badges

Strengths

Offer a modern and motivational way to recognize and validate student achievements.

Digital badges recognize and validate students’ skills and achievements in specific areas.

Easily shareable online, enhancing student engagement and pride in their accomplishments.

Encourage the development of specific skills and competencies.

Weaknesses

May require technological infrastructure and support that not all schools have.

Risk of students focusing more on earning badges than on the learning process itself.

Can be perceived as superficial if not tied to meaningful learning experiences.

7. Progress Reports

Strengths

Provide ongoing feedback throughout the academic year, keeping students and parents informed.

Regularly issued progress reports offer ongoing feedback throughout the academic year, highlighting areas of improvement and achievements.

Highlight areas of improvement and achievements regularly.

Encourage timely interventions and support for students.

Weaknesses

Can be labor-intensive for teachers to prepare regularly.

May lead to information overload if too frequent or detailed.

Risk of being seen as repetitive if not accompanied by actionable suggestions for improvement.

8. Peer Assessments

Strengths

Promote collaborative learning and critical thinking among students.

Incorporating peer assessments allows students to evaluate each other’s work, promoting collaborative learning and critical thinking.

Provide diverse perspectives on student work.

Foster a supportive learning community and enhance social skills.

Weaknesses

May be influenced by peer relationships and biases.

Can vary in quality and reliability depending on students’ assessment skills.

Require clear guidelines and training for effective implementation.

9. Self-Assessments

Strengths

Encourage self-awareness and responsibility for learning.

Encouraging students to assess their work helps develop self-awareness and responsibility.

Develop students’ reflective and critical thinking skills.

Can be paired with teacher feedback for a comprehensive understanding of progress.

Weaknesses

May be difficult for younger students or those with limited self-assessment skills.

Risk of students overestimating or underestimating their abilities.

Require guidance and support from teachers to be effective.

Weaknesses

May require technological infrastructure and support that not all schools have.

Risk of students focusing more on earning badges than on the learning process itself.

Can be perceived as superficial if not tied to meaningful learning experiences.

More Alternatives To Traditional Report Cards

Performance Tasks can mirror real-world challenges that require students to apply their competencies in practical scenarios. These tasks can involve problem-solving, project completion, or simulations.

Mastery Tests can be developed as targeted assessments for each competency. These tests should assess not only factual knowledge but also the application of that knowledge in various contexts.

Project-Based Assessments

Assess students based on their performance in hands-on projects and real-world tasks, demonstrating their understanding and application of concepts.

Learning Portals and Dashboards

Provide parents and students access to online platforms that display ongoing assessment data, allowing them to track progress in real time.

1-5 Stars or Dashboard Systems

These visual systems provide a quick overview of student performance across various areas, making it easier for parents and students to understand progress (2).

Descriptive Index Rating System

This system uses descriptive categories to rate student performance, offering more nuanced feedback than traditional grades

Alternatives To Report Cards

What Are Google Search Operators?

by TeachThought Staff

Google search operators are special characters and commands you can use to refine your search queries on Google. They help narrow down results by specifying more precisely what you’re looking for. For example, using quotation marks (“”) around a phrase will return results with that exact phrase.

The minus sign (-) excludes certain words or phrases from the search results. The site: operator limits results to a specific website or domain, and the filetype: operator searches for specific file types like PDFs or DOCs. These operators are useful for advanced searches, making it easier to find relevant information quickly.

An Example Of Google Search Operators

You can use special operators in your search to narrow your results in specific ways. Do not put spaces between the operator and your search term. A search for [site:nytimes.com] will work, but [site: nytimes.com] won’t. Here are some popular operators:

Search for an exact match: Enter a word or phrase inside quotes. For example, [tallest building].

Search for a specific site: Enter site: in front of a site or domain. For example, [site:youtube.com cat videos].

Exclude words from your search: Enter - in front of a word that you want to leave out. For example, [jaguar speed -car].

Operator	How to Use It	Examples
* (Asterisk)	Add the asterisk as a placeholder for an unknown word or fact	Find quotes that start with “Life is like a”: Life is like a *
” (Quotation marks)	Look for an exact word or phrase by putting it in quotes	Find pages that talk about the book One Hundred Years of Solitude: “One Hundred Years of Solitude“
– (Hyphen)	Use a hyphen before a word or site to exclude it from your search results	Omit Wikipedia pages from search results: -site:wikipedia.org. Narrow results to the band R.E.M., not rapid eye movement: R.E.M. -sleep
.. (Two Periods)	Separate numbers with two periods without spaces to search for numbers within that range	Find phones that cost between $200 and $400: Android phone $200..$400. Find computer milestones that took place between 1950 and 2000: “computer milestones” 1950..2000
allintitle:	Use allintext:[search phrase] to find pages with all of those words in the title of the page	Show pages that have both “Apple” and “notebook” in the title: allintitle:Apple notebook
allintext:	Use allintext:[search phrase] to find pages with all of those words in the body of the page	Show pages that mention Roth, IRA, and investments in the body: allintext:Roth IRA investments
allinurl:	Use allinurl:[search phrase] to find pages with all of those words in the URL	Show pages that have both “Microsoft” and “Surface” in the URL: allinurl:Microsoft Surface
AROUND(n)	Add AROUND(n) between two search terms to find pages where those terms are written on the page in close proximity. The number you choose in place of n sets the maximum distance between the terms. This is useful for finding relationships between two search terms.	Find pages that mention Facebook and Microsoft in the same sentence or paragraph: Facebook AROUND(7) Microsoft
site:	Use site:[URL] to limit search results to a specific website	Find pages on Zapier that mention Trello: site:zapier.com trello
related:	Use related:[URL] to find sites similar to a specific website	Find websites similar to Zapier: related:zapier.com
filetype:	Use filetype:[suffix] to limit results to a certain file format, such as PDF or DOC.	Find keyboard shortcuts for Microsoft Office that are shared as PDF: filetype:pdf office keyboard shortcuts
intitle:	Use intitle:[search phrase] to search for pages that have at least one of your search words in the title	Show pages that have “Apple” or “notebook” or both in the title: intitle:Apple notebook
intext:	Use intext:[search phrase] to search for pages that have at least one of your search words in the body of the page	Show pages that mention Roth, IRA, and/or investments in the body: intext:Roth IRA investments
inurl:	Use inurl:[search phrase] to search for pages that have at least one of your search words in the URL	Show pages that mention Roth, IRA, and/or investments in the body: intext:Roth IRA investments
OR	Perform two search queries at the same time by separating your search terms with OR. This will find pages that have one of several words.	Search for pages that reference “Google Drive,” “Dropbox,” or “OneDrive”: “Google Drive” OR Dropbox OR OneDrive

contributed by Samantha Saumell, I Have, Not I Am

All teachers want to help students become successful readers and writers.

Whether students like reading or writing, they are readers and writers, whether they know it or not. Students sometimes think that they only ‘write’ in school. But the truth is they write every time they text a friend, write a list, write a card, or even message a friend on a video game. Students don’t just ‘read’ at school; they constantly read everything around them. As teachers, it is our job to help students become successful at spelling. 

Word Walls  

Everybody has a different classroom setup, but it is essential to have a place where students can become active learners and look for words they need help spelling. A word wall becomes a great resource when students are writing and come across a word that they can’t phonetically sound out.

A word wall is a space that contains high-frequency words. Studies have shown that students who receive direct sight word instruction increase their sight word recognition, reading rate, and fluency (Rosier). Students who were exposed to and taught sight words increased their reading because they could spend less time trying to decode ‘trick words’ and more time practicing fluency and comprehension. 

Introducing Words 

Before adding a word to the wall, teaching the words to students is important. In Phonics They Use {affiliate link], author Patricia Cunningham explains that it is not just enough to have a word wall; instead, teachers must teach into it (as cited in Rosier). Helping students learn these words can increase their reading fluency.

For example, Bourne explains that when introducing a new word it is helpful if you have students use the word in a sentence. Having students use the word helps students to connect meaning to the new word, which in turn helps students retain the word (as cited in Rosier). You can begin by writing the word on the board, then take some time pointing out any phonics skills the word may have. After that, have students echo the word and sky write it. After students sky write the word, have students write it by themselves.

Once students have practice spelling the word then have students use the word in a sentence. This may seem like a lot of steps but this multi-model approach is effective when you have a classroom full of students that all learn differently. By going through these steps you help visual, linguistic and kinesthetic learners.

See also Quotes About Reading

According to Howard Gardner, multiple intelligences explain the way different students learn. The eight intelligences include visual, linguistic, logical-mathematical, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic (Cherry). All students learn differently, and with that in mind, information should also be presented in ways that help all students be successful. 

Where Do I Put It?

Not all classrooms have a giant space where you can fit letters A-Z. One way to deal with this problem is to create an interactive word wall. A word wall where students become active participants in their learning. As students come across a trick word they will learn to take a few moments to consider what letter the word starts with.

Once they figure out the beginning sound they can go to the place in your classroom where there are rings of words. There can be a ring of words for each letter. Students will then be able to take the word back with them to their seat and learn how to spell it correctly. This is also a great resource for English Language Learners, students currently working hard to learn their letters and corresponding sounds.

This wall is accessible for all students. According to the article, “Word Walls” published by Reading Rockets it can be difficult for English Language Learners to copy words off the board. Being able to physically go and grab the word is a great way to support students learning English.

See also What Is Critical Reading?

Ultimately, teachers want to help all students become successful readers and writers. Implementing a word wall in your classroom is a step in the right direction. Help your students become active participants in their learning. Let’s give all students a chance to be victorious and show them they are successful readers and writers!

Bio

Samantha Saumell is not only a teacher but also a published author. Her book I Have, Not I Am [affiliate link] is available on Amazon. It is an inspirational story about how her life changed when she was diagnosed with anorexia. As people around her began to define her by a disease, she was forced to make a choice. 

This book is meant to provide you with a glimmer of hope and a sense of reassurance that you are not alone. Whether you are fighting an eating disorder or you know someone who is, this book offers advice for you every step of the way.

Works Cited

Cherry, Kendra MSEd. “Gardner’s Theory of Multiple Intelligences.” Verywell  Mind, Verywell Mind, 11 Mar. 2023, www.verywellmind.com/gardners-theory-of-multiple-intelligences-279516

Rosier, Lauren. “Word Walls and Reading Fluency.” Missouri State University, 1 Jun. 2015, https://www.nwmissouri.edu/library/researchpapers/2015/Rosier,%20Lauren.pdf

Sayre, April Pulley, et al. “Word Walls.” Reading Rockets, www.readingrockets.org/classroom/classroom-strategies/word-walls.

by Terry Heick

Education is a series of learning experiences informed by policy, and actuated by teachers.

Policy, by its very nature, is sweeping and ambitious. It is designed to work on various scales, is well-intentioned, and often difficult to fault on paper. The teachers aren’t really much different. They are ambitious, designed to work on various scales, and are commissioned (quite literally) to enact the policies that govern the institutions (schools) they work in.

The wrinkles arise however as teachers strive to realize a vision for education that is, as things are, entirely impossible: For every student to master every academic standard.

No matter the starting literacy level, emotional intelligence, goals in life, family history, socioeconomic background, learning and thinking habits, or academic ambition, the same result is expected of all students–and increasingly troublesome word stuffed full of connotation and implication.

Proficiency.

And perhaps worst of all, this inclusive scale of proficiency is regarded not as a necessary evil, but the noblest of goals–equality manifest as democracy itself.

Equality In Learning

Equality in learning can mean anything. Same spending. Same resources–or rather, same fulfillment of relative needs. Same expectations.

Fair doesn’t always mean equal, as many will correctly reason, but as we seek to democratize the learning process, we end up with scripted responses to unscripted circumstances, and as a result the homogenization of something that has no business being homogenized.

Learning
But equality in learning is a dangerous chase to give, full of dead-ends, rhetoric, and, at times, waste.

Learning is messy and personal–messy because it’s personal, in fact. And it’s wasteful for many of the same reasons. Not because people learn differently, but because education often tries to impose ‘sameness’ on it all. And when that approach doesn’t work, gobs (and gobs) of resources are spent troubleshooting, ‘remediating,’ and erstwhile tail-chasing.

Learning can be frustrating for the same reasons it’s compelling–because it’s instinctive and primal. It starts out as play, and then quickly turns more formal as self-directed experimentation turns into sterile academia. Schools–well-intentioned–care so much for the learning that they pull out every stop: sirens, meters, and relief valves to let us know what’s going on at all times.

This, however, is a (small) part of the problem, like checking a rubric and data during your first date to see how things are going. That doesn’t mean there is no place for data and rubrics, but it just might be that, in pursuit of proficiency we’ve found dull edges.

And in pursuit of excellence we’ve found mediocrity.

Not An Argument For Learning Models

At this point, this is usually where the conversation turns to learning models–entrepreneurial learning, self-directed learning, mobile learning, play-based learning, project-based learning, inquiry-based learning, blended learning.

And so on.

And this is all pertinent and felicitous–all screaming for thinking, integration, and revision. But instead, a more immediate focus of our scope might be the way teachers and teacher systems push back on one another in the vast majority of public schools today.

The Systems

So what are these ‘systems’?

District walkthroughs and their ‘non-negotiables.’

Professional growth plans.

Professional learning communities.

Data teams.

District and school-sponsored professional development.

News media publishing of test scores.

Actually, let’s stop and look at that one for a moment.

Public Reporting Of Test Scores

The publishing of test scores isn’t the problem–it’s the void of context most people have for internalizing those data. The public sees in more binary terms–failing school and performing school. Maybe improving school. That’s it.

Never failing test, performing attention to literacy, or on the rise community support. Schools are not seen as completely interdependent with society, but rather widget factories, and are thus judged by their widgets. And perhaps worst of all, these widgets are children.

Why this is a problem has to do with connotation and loaded language–old-guard advertising tricks to get people to care. A widget is cold, but a child is a living, breathing, blinking thing that deserves the best possible future–and the best from us today to help make that happen.

And of course that’s true.

Vague & Emotionally Loaded Language

So when we talk, our language can be empty and generalized. We talk about the future, the learning, of our collective and unyielding intent to ‘do right by these kids.’ We make decisions that ‘are best for the kids,’ rather than the adults, because what adult would propose the opposite?

But it’s exactly through this selfless ambition and pathos-based grandstanding that we get ourselves in trouble. We simply cannot consistently fulfill what we promise, and, puzzled, turn to professional development to solve our woes.

If school is an analogue of post-modern industrialism–and it shouldn’t be but it currently operates as exactly that–then teachers and administrators are the ones that operate the levers and the presses. We create the molds, fill the conveyors with widgets, fill the pallets, operate the forklifts, and take very serious notes on our clipboards as we watch with equally serious eyes.

But it’s the teachers and administrators, tirelessly planning and revising while the entire operation teeters, that are wheezing and chuffing. We promise and swear in both creed and policy to help every single child meet their potential as human beings. The pressure–and hubris–of that promise!

We add empowering signatures on our email, ‘Failure is not an option,’ or ‘Preparing children for the future,’ and then ‘recharge our batteries’ during weekends and holidays so that on Monday afternoons we can sit erect in two hour staff meetings that rob us of any bit of innovative spirit we had managed to restore.

We invite the parents into school every quarter with the promise of bake sales or a school play and other extracurricular events, pretending not to notice how awkward it all is—how we both are raising different parts of their children but barely know one another.

How we stubbornly continue to teach children as an industry produces goods.

How we fail to connect organizations with families and schools and universities and cultural programs and community centers in any compelling way because, as schools, we insist on going alone, only opening the doors on our schedule and our terms to help us do what we want to do because we wrote the book on what needs to be done.

We use language and processes of education that are completely alien to most families. And in the process, we create a completely unsustainable–and morbidly private–system of learning that reduces the capacity of families and communities while we toil away in proud martyrdom, never realizing that our ambition is costing us everything.

If schools serve students, and students are deeply embedded in the fabric of communities, how can we serve those students without knowing those communities? And without those communities knowing us?

Maybe we open our school and classroom doors for meaningful interaction with families and communities on equal terms not at an extracurricular level, but a curricular level.

That’s much easier said than done, but conversations about school improvement could do worse than start there.

Exactly Where To Start With School Improvement

Critical thinking is the ongoing application of unbiased analysis in pursuit of objective truth.

Although its name implies criticism, critical thinking is actually closer to ‘truth judgment‘ based on withholding judgments while evaluating existing and emerging data to form more accurate conclusions. Critical thinking is an ongoing process emphasizing the fluid and continued interpretation of information rather than the formation of static beliefs and opinions.

Research about cognitively demanding skills provides formal academic content that we can extend to less formal settings, including K-12 classrooms.

This study, for example, explores the pivotal role of critical thinking in enhancing decision-making across various domains, including health, finance, and interpersonal relationships. The study highlights the significance of rigorous essential assessments of thinking, which can predict successful outcomes in complex scenarios.

Of course, this underscores the importance of integrating critical thinking development and measurement into educational frameworks to foster higher-level cognitive abilities impact real-world problem-solving and decision-making.

Which critical thinking skills are the most important?

Deciding which critical thinking skills are ‘most important’ isn’t simple because prioritizing them in any kind of order is less important than knowing what they are and when and how to use them.

However, to begin a process like that, it can be helpful to identify a small sample of the larger set of thinking processes and skills that constitute the skill of critical thinking.

Let’s take a look at eight of the more important, essential critical thinking skills everyone–students, teachers, and laypersons–should know.

8 Critical Thinking Skills Everyone Should Know

8 Essential Critical Thinking Skills

Analyze: Break a whole into parts to examine

Example: A teacher asks students to break down a story into its basic components: characters, setting, plot, conflict, and resolution. This helps students understand how each part contributes to the overall narrative.

Evaluate: Assess the value or quality

Example: A teacher prompts students to evaluate the effectiveness of two persuasive essays. Students assess which essay presents stronger arguments and why, considering factors like evidence, tone, and logic.

Interpret” Explain the meaning or significance

Example: After reading a poem, the teacher asks students to interpret the symbolism of a recurring image, such as a river, discussing what it might represent in the poem’s context.

Synthesize” Combine to form a coherent whole

Example: A teacher asks students to write an essay combining information from multiple sources about the causes of the American Revolution, encouraging them to create a cohesive argument that integrates diverse perspectives.

Infer: Draw conclusions based on evidence

Example: A teacher presents students with a scenario in a science experiment and asks them to infer what might happen if one variable is changed, based on the data they’ve already gathered.

Question

Formal or informal inquiries to understand

Example: During a history lesson, the teacher encourages students to ask questions about the motivations of historical figures, prompting deeper understanding and critical discussions about historical events.

Reflect 

Recall and interpret experiences or ideas

Example: After completing a group project, a teacher asks students to reflect on what worked well and what could have been improved, helping them gain insights into their collaborative process and learning experience.

Judge: Form an opinion or conclusion

Example: A teacher presents students with a scenario where two solutions are proposed to solve a community issue, such as building a new park or a community center. The teacher asks students to use their judgment to determine which solution would best meet the community’s needs, considering cost, accessibility, and potential benefits.

8 Of The Most Important Critical Thinking Skills

Citations

Butler, H. A. (2024). Enhancing critical thinking skills through decision-based learning. J. Intell., 12(2), Article 16. https://doi.org/10.3390/jintelligence12020016

by TeachThought Staff

Team-building activities are great–especially for the first day of school or early in the school year,

Not only can they help establish routines, tone, and expectations, they’re also fun, and can help learners feel comfortable. Though many older students in high school and college may groan at their thought, they’re usually fun, and great ways to help students feel at ease. Before you dismiss them as too juvenile, try one. You might be surprised.

Note that which game you choose, your rules for the game, and any revisions to the rules depend on the nature of the class you’re using them with. Certain students may feel overly liberated—especially in middle school—with the idea of a ‘game,’ and so expectations must be carefully given to younger K-8 learners—and even 9-12—to ensure that every student is set up for success.

10 Team-Building Games For The First Day Of School

1. Me Too!

Ideal Grade Levels: K-20

The first student gives a fact about themselves—I love basketball, I have two sisters, etc. If that statement or fact is true about another student, they say “Me too!” They can also stay seated, but simply raise their hand and say “Me too!” 

2. Park Bench

Ideal Grade Levels: 6-20

Two chairs are placed together to resemble a park bench. Two students volunteer—or are selected—to act out ‘what happened’ in a fictional news story. They are given one minute to prepare a scene where they discuss the ‘event’ without ever actually saying what happened. After given time period (1-5 minutes), peers guess ‘what happened,’ but they must give up all four important details: Who, What, Where, and When, e.g.:

What: College Basketball game

Who: Any two college or professional sports teams

When: Early April

Where: New Orleans

3. Fact or Fiction

Ideal Grade Levels: 3-12

In a circle, the first student offers two facts and one piece of fiction about themselves. Others raise their hand or are called on to identify which were facts, and which were fiction. The correct guesser goes next. Play is completed when all students have gone.

4. Green Door

Ideal Grade Levels: 5-20

A leader chooses a topic, but keeps it quiet, only saying that “You can bring a ____ through the green door.” Students are then forced to deduce the topic by asking if other things can be brought through the green door as well, e.g., “Can I bring a _____ through the green door?”

The leader can only reply yes or no. When a topic is identified, topic resets. Topics can be content-related, such as parts of speech, colors, geometric figures, historical figures, etc.

5. One Minute Talk

Ideal Grade Levels: 5-20

Students are chosen to give 60-second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to topics given from teacher. Classmates can then follow-up with one thing–no matter how innocuous–that they can ‘connect’ to or somehow relate to their life.

6. Count to Ten

Ideal Grade Levels: 3-20

All students stand in a circle. The first student says ‘1,’ or ‘1, 2.’ The next student picks up where that student left off and can say a maximum number of 2 numbers. The movement continues clockwise until it gets to 10, where that student has to sit, and the game starts back over at 1 at the next student.

Note that there can be no pausing or silent counting—any pauses or indications the student is counting/calculating forces them to sit. Also, pouting or talking during counting results in elimination from future rounds. The big idea is to count strategically to keep from saying ’10.’

You can read more about How To Play The Count To Ten Team-Building Game.

7. I Never

Ideal Grade Levels: K-20

Students form a circle. The first student says something they’ve never done. Each student that has done the thing the other student has not steps briefly into the center. The game continues until every person has stated something they’ve done.

8. Magic Ball

Ideal Grade Levels: K-20

Students form a circle. The first student is ‘given’ an imaginary magic ball. The student sculpts an imaginary ball into a new shape, handing it to the person to their right. The activity is silent. Any talking/noise results in student sitting. After the game, guessing may be done to predict what ‘sculpture’ was.

9. Silent Line

Ideal Grade Levels: K-8

Students are given criteria, and must silently put themselves in a line as quickly as possible, to meet a goal, compete against other classes, or receive some reward (free reading time, no homework, etc.) The criteria can simple (birthdays), or slightly more complicated (alphabetical order of college or career ambition).

10. Inside-Outside Circle

Ideal Grade Levels: 3-20

Students form a circle within a circle with (ideally) an equal number of students in both circles. Inside circle members pair with outside circle members. Activity leader (usually teacher, but can be a student) presents a topic, prompt, or question.

Partners share for 10 seconds (or less), the leader asks inside the circle to move clockwise a certain number of spaces to collaborate with new partners directly across from them. This is usually content focuses and helps spur quick discussion on content-related topics, or even current events.

10 Team-Building Games For The First Day Of School; Source ‘The Advisory Book’ by Linda Crawford

Education has gone beyond acquiring knowledge to acquiring skills using EdTech tools; students learn digital literacy, teamwork, and critical thinking skills.

Using technology in learning also enhances the student’s ability to appreciate and ponder on issues in a previously deemed impossible manner. Thus, tech serves as an additional tool for navigation, similar to how tutors and experts at a professional coursework writing service assist with developing writing skills. Here are some strategies teachers may apply to enhance the interactivity of their lessons through technology. 

Set Clear Objectives 

Before introducing any digital tools to students, it is best first to establish if it will be relevant to their learning process and how to make it more effective. Additionally, ensure that the tech tools align with your teaching objectives. Therefore, before adopting them, create specific objectives for what you intend to achieve from a specific class and check whether the digital tools will help you attain them.

Additionally, to ensure the tech tools are practical, have specific goals for what you intend to achieve by incorporating them into your class. For example, when using gamification, you can set objectives for the type of mathematical concepts you want the students from specific games, and at the end of the class, you can ask questions to see if the tech tool you incorporated worked.

Implement the Flipped Classroom Strategy

Through technology, students can easily take charge of their learning processes. Therefore, implement the flipped classroom strategy whereby the tutees lead learning, and you provide guidance where they are stuck. The best way to implement a flipped classroom is by using technology to deliver instructional content that students should read outside the classroom.

Then, you can use class time for interactive activities such as group discussions. For example, you can give students reading materials they can access online, which they can go through when they are off class. A flipped classroom helps students learn at their own pace and enhances interaction in class since they will have encountered new material outside of class, making it much easier to engage in discussions in class. 

There is a wide range of digital tools that promote collaborative learning. Applications like Google Docs allow teachers and students to work on projects simultaneously. These applications allow you to give instant feedback and check the student’s progress on assigned tasks. Additionally, it promotes collaboration among students since they can work together on group projects.

These digital tools will help you keep students engaged outside the classroom. Your interactions with students will not be limited to the classroom, as you can supervise and comment on their assignments. You can also use online discussion boards and forums to keep the discussions consistent with your students. Through such platforms, tutees can easily reach out to the teacher when they have a problem instead of waiting until they are physically in school. 

Utilize Augmented and Virtual Reality 

AR and VR can significantly boost class engagement since they make learning more fun. They provide an unmatched immersive experience that intrigues students. VR will transport the students to a new environment, while AR transforms digital information into a real-world experience, enhancing how students interact with their surroundings. These technologies make learning more interactive, allowing students to engage more hands-on with educational content.

For example, VR simulates various theoretical concepts, while AR allows students to interact with digital content, transforming passive learning into active learning experiences. AR and VR can also be personalized to match the users’ preferences and behaviors, making them even more engaging and relevant.   

Get Feedback from Students

After introducing specific digital tools to your students, it is essential to understand their effectiveness. The best way to achieve this is by asking for student feedback. You can create polls or distribute questionnaires to help you learn what the students think about these tech tools’ impact on their learning experience.

Understanding your students’ perspectives will help you make the necessary adjustments to make learning more engaging. Students can also suggest the activities or EdTech tools they prefer, giving you insights into what makes them enjoy learning. 

Create a Blog

Blogging promotes creativity and engagement in class, especially in language or art classes. You can use it to help students sharpen their writing skills and stay actively engaged in learning. You can host a blog and schedule days for each student to post content.

Posting blog posts also helps them take charge of learning and explore their abilities. Afterward, you can discuss their posts in class and make necessary corrections. Students can create different educational content for the blog, from poems to essays and journal entries. Setting up a blog may take some time, but once it is up and running, it becomes a great way to make learning more exciting and keep the students engaged and in charge of their learning process. 

Use Web Quests 

Through technology, teachers can explore various exciting learning methods to keep their students engaged in class, and Web Quest is one of them. A web quest is an online adventure that involves challenging students to find specific information online by giving them clues or specific cases to solve.

Web quests promote student autonomy because they make students take charge of their learning and increase their investments in class tasks. Web quests also culminate in a presentation because students will be letting the class and the teacher know their answers and how they arrived at them, which promotes active class engagement. 

The Long and Short

Technology affords teachers another method of imparting information and interacting with students. Thus, it is crucial to use tech tools that will help to make the classes more interactive. However, you need to learn how to use them to achieve your objectives efficiently and effectively. Therefore, before incorporating any tech tool into students’ learning process, it is imperative to investigate its effectiveness.

by Terrell Heick

It isn’t clear what the original goal of social media was.

No single person, organization, or platform could have possibly decided this. Once the framework of publishing content–in any constantly changing but not always evolving forms–was established, new standards for engagement emerged.

At its best, the primary goals of most kinds of print publishing in the past were sharing ideas (new, unique, credible, propaganda, etc.) and creating revenue.

Social media has made anything simple to publish, which has changed things. For example, ‘social engagement’ and ‘traction’ have become their currency.

There are new scales for knowledge-sharing–one billion vs. 10,000 potential readers, for example) and criteria for the credibility of these ideas.

There are new ‘cognitive needs’—critical analysis becomes more important than ever, considering the sheer volume and ‘velocity’ of ideas.

I wrote most of this 10 or 12 years ago and never published it and now a lot of it is outdated but I’ll share it anyway,

The big idea here revolves around how different digital publishing is from physical printing.

Critical Analysis

Credibility

Bias

Integration

Emotion As Currency

Velocity

Scale

Reach

Identity

New Standards For Interaction & Engagement

Non-Linear Thinking

by TeachThought Staff

In ‘Shifts For The Classroom of the Future,’ Terrell Heick said, “It’s challenging enough to manage a traditional learning environment where the curriculum is handed to you, and meetings are set, and you’re simply there to manage; adding more ingredients to the mix seems like asking for trouble.

But the truth is, it’s becoming increasingly difficult to educate children in the face of such radical technological and pedagogical progression.”

Compared to the tools we have today, advanced learning technology is beyond the consideration and reach of most practicing teachers.

And we are at least a decade away from most of these if not more.

Certainly, there will more future learning technologies–many we can’t see or even begin to suspect. It may also be the case that none of these technologies are ever realized.

As always, anything that tries to predict technology 25 years from now is highly speculative and likely inaccurate.

However, it may be useful to try to imagine.

See also How To Teach Artificial Intelligence Without Technology

1. Artificial Intelligence Tutors

Artificial Intelligence (AI) tutors will provide personalized learning experiences for each student, adapting to their learning styles and need in real-time. These AI systems will offer instant feedback, identify areas where students struggle, and tailor lessons accordingly.

How And What It Could Change

AI tutors could transform your classroom by ensuring each student receives individualized attention and support, making education more effective and accessible.

2. Quantum Computing Enhanced Simulations

Quantum computing will enable highly advanced simulations and modeling that can handle complex; multidimensional data sets far beyond the capability of current computers. In education, students can engage in intricate physics, chemistry, and biology simulations, experimenting and learning in a risk-free, virtual environment.

How And What It Could Change

Quantum computing-enhanced simulations could revolutionize your teaching by offering deeper insights into scientific phenomena and enhancing problem-solving skills through high-fidelity simulations.

3. Neurotechnology Learning Interfaces

Neurotechnology, including brain-computer interfaces, will facilitate direct interaction between students’ brains and educational content. These interfaces will enable students to control devices and access information using their thoughts, creating new ways to learn and interact with technology.

How And What It Could Change

In the far, far future, neurotechnology learning interfaces could change your classroom dynamics by allowing students with physical disabilities to participate more fully and by providing all students with more efficient and intuitive ways to engage with educational material.

4. Blockchain Credentialing

Blockchain technology will securely store and verify educational credentials and achievements. This will provide a transparent and tamper-proof way of tracking students’ progress and certifications, making it easier for students to share their accomplishments with potential employers and institutions.

How And What It Could Change

Blockchain credentialing could streamline the process of credential verification, reducing fraud and ensuring that your students’ achievements are accurately recognized.

5. Biometric Feedback Systems

Biometric feedback systems will monitor students’ physical and emotional states, providing real-time data to help you understand their engagement and well-being. This technology can detect signs of stress, fatigue, or distraction, allowing for timely interventions to improve learning conditions.

How And What It Could Change

Biometric feedback systems could create a more responsive educational environment where your teaching strategies are adapted based on students’ range of immediate needs.

6. Adaptive Learning Platforms

Adaptive learning platforms will use data analytics and machine learning to create customized learning pathways for each student. These platforms will adjust the difficulty and type of content based on students’ performance and preferences, ensuring they are constantly challenged but not overwhelmed.

How And What It Could Change

Adaptive learning platforms could make your teaching more efficient by optimizing the pace and style of instruction to suit individual learners, leading to better educational outcomes.