Destin

“Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.”
― John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning

“It has long been known that learners remember responses they generate themselves better than those responses that are given to them, and this is now often called the generation effect (Slamecka & Graf, 1978). In particular, one hour students spend writing test questions on what they have been studying results in more learning for them than one hour spent working with a study guide, answering practice tests, or leaving the students to their own devices (Foos, Mora, & Tkacz, 1994).”
― Dylan Wiliam, Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

“Even with commonly identified values, there may be little agreement on the meaning of values statements. The lesson here is that leaders must engage their constituents in a dialogue about values. A common understanding of values emerges from a process, not a pronouncement.”
― James M. Kouzes, The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations

“Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.”
― Dylan Wiliam, Embedding Formative Assessment: Practical Techniques for K-12 Classrooms