Teachers try to balance many different elements while planning lessons. Content standards, interest level of students, high levels of rigor, prior knowledge, and empowering and engaging student learning all play a role as teachers are determining how to structure a lesson. As teachers think about increasing relevance in the classroom and applying critical thinking strategies, they can look no further than the current debate about climate change in our world—a topic that meets most, if not all, of the criteria listed above.

In part one of our feedback series, we reviewed the types of feedback that we most see used in the classroom. These types of feedback each have a role to play. When we correct a student’s learning, encourage them, and affirm their good work, we build relationships and trust with them. All educators know how important this is and how it must occur first before deep learning can take place.  

But when it comes to learning, this kind of feedback doesn’t really impact the student much. They might feel good about the support that is being offered, but how often do they actually learn from this kind of feedback?

Teachers know how important feedback is. We know that to help students correct misconceptions, improve skills, and remain motivated, we have to give the right feedback at the right time. But the term “feedback” encompasses a number of different types of responses to students. From an encouraging statement to a deep-dive response on a student’s essay, feedback comes in all shapes and sizes.

But not all feedback is the same. Some types are more effective than others and some are more important than others. All different types of feedback have a role in the classroom, but teachers need to be informed on how to best respond to students.

In some areas of the country, qualified teachers are harder and harder to come by for certain content areas. Some states and districts have had to use creative means to find teachers. One of these avenues is using transition to teaching programs in order to find teachers. In these programs, individuals usually have a degree in a content area, such as science or math, but lack the credentials or experience necessary for teaching.  

As with most things, there is an upside to these teachers as well as some drawbacks. It does allow your school to think outside the box to fill positions, which is a major advantage. At the same time, it is good to consider what the possible potholes will be of hiring one of these teachers.

If you are a teacher, school, or district implementing standards-based grading, you might be finding how many decisions there are to make in the process. From the wording and scale to assessing and the parent report, there are many, many details to consider. I have found that even for some schools that have been using SBG for years, these considerations might be worth thinking about. For me, grading and grades demonstrate a philosophy about what school and learning is all about. The way we grade students can change the way students and teachers see learning, therefore it is essential to really think through all the ins and outs of a grading system.

In the first part of this series, the use of technology in the classroom was broken down. We know that technology can be used for many different reasons, but we primarily discussed using it to access online curriculum programs and allow students to demonstrate critical thinking through integrated projects.

Does technology help students learn better? This is one of the most challenging questions for educators and those in educational leadership roles. Measuring the impact of technology on education—and specifically student learning—isn’t easy. We know that technology can both enhance and accelerate learning when used correctly, but we all know that “used correctly” is the critical portion of that statement.

Students should argue more in the classroom. You may be thinking, “Wait...what?” as you read that. Most teachers probably think their students argue enough already, but constructing an argument in the academic sense is one of the important Common Core standards. This isn’t a traditional “you cut in front of me in line” argument, but one that is written to “argue” a point of view about a topic.

Educators tend to focus on what students know in school. We teach, we test, and we intervene if needed. We also take into consideration the social and emotional wellbeing of students, caring about their socialization and their effort. But one of the most foundational factors in a student’s future is often ignored. One thing that, when changed, can literally change the course of a person’s life: their belief.