From Reading About Teaching to Actually Teaching→

Zid Mancenido and colleagues at Harvard, in a recent EdWorkingPaper:

"Participants who experienced the practice-based condition outperformed those in the conceptually-focused and mixed condition on the more distal teaching task. These results provide initial empirical evidence that validates some theory underlying practice-based approaches."

Newsflash: Teachers learn to teach by teaching, not just by reading or being told about teaching.

The study compared traditional preparation (reading research, discussing, reflecting, etc.) against practice-based approaches where teacher interns watch expert teaching, then rehearse with coaching and feedback. The practice-based group didn't just perform better on what they'd practiced; they transferred those skills to new situations.

As the researchers note:

"It wasn't about points, it was about quality and there's a world of difference here."

This has implications beyond teacher prep programs. Our professional development, our coaching models, our new teacher support … are we creating space for deliberate practice with feedback? Or are we still defaulting to "sit and get" followed by reflection?

The evidence suggests we should be doing less talking about good instruction and more structured doing of it.

Teaching & Learning through Bookend Lessons

It's so refreshing to hear teachers talking about the work that they do in schools. The "Bookend Lessons" initiative at Bay City Public Schools integrated essential skills like collaboration, communication, and agency into daily learning.

In each Bookend Lesson, students start by setting skill goals, engage in meaningful student-centered activities, and conclude with reflections on their progress to teach academic content but also fosters crucial life skills. Teachers collaborate, share strategies, and refine these lessons to align with our curriculum standards, creating a unified educational experience across all grades.

Key lessons from research about project-based teaching and learning→

Anna Rosefsky Saavedra and Amie Rapaport, writing for Kappan:

"Our research has demonstrated that inquiry-based learning can be intellectually rigorous and cover a sufficient breadth of content and skills. Students learning through these approaches outperform comparison students on meaningful outcomes, including probability of high school graduation and AP scores."

They do a nice job summarizing implementation challenges inherent in project-based teaching and learning:

On the struggle of integrating PBL in traditional settings:

"In studies of PBL instruction that was not schoolwide, teachers struggled as the only adult in the building using the approach... For a student immersed in a traditional school, a PBL classroom can feel new, different, and unfamiliar."

On the tension between project depth and curriculum breadth:

"PBL requires students to spend a lot of time deeply exploring fewer content areas... This requirement can be in tension with the need to teach the breadth of content and skills in district and state learning standards."

On the financial and resource challenges of adopting PBL:

"Teaching PBL well requires materials and professional learning support that can be costly for schools and districts... These costs add up and can make transitioning to PBL a costly budget item for schools and districts that may already be strapped for cash."

They do an equally nice job of summarizing potential solutions and insights related to those challenges:

On the importance of patience and support for educators:

"Transitioning to effective implementation of PBL requires patience because pedagogical skills and culture take time to evolve... Educators, particularly those new to PBL, struggle."

On aligning PBL with standardized assessments:

"The IB Diploma Programme’s approach to assessment helps teachers overcome this barrier... students will have the choice on the exam to address questions related to those areas without being required to delve into others."

On leveraging open access resources and professional development:

"Many curriculum resources are open access... Even when the resources are free, professional learning workshops and coaches have costs, as does providing teachers with the time for extra course planning and professional learning community meetings."

They advocate for whole-school implementation of PBL as it addresses many of the challenges revealed in their research, such as the misalignment between different teaching methods and the need for a unified school culture that supports inquiry-based learning. They also emphasize the importance of district-level investment and support. This includes providing adequate resources, professional development for teachers, and the alignment of assessments with PBL methods to ensure that they measure the broad range of skills and knowledge that students gain.

The overarching message is that with support at both the school and district levels, the implementation of PBL can lead to transformative educational outcomes, fostering students who are not only academically successful but also adept at critical thinking, collaboration, and lifelong learning.

In my experience, that checks out and could easily be applied more broadly than to just PBL.

Essential Learning Outcomes at Bay City Central High School

Central High School is in the initial phase of its first year of redesigning its curriculum and instruction, focusing on teaching and assessing essential learning outcomes like agency, collaboration, communication, and knowledge and thinking. This video captures the early yet significant progress being made. It's evident in the way students, teachers, and leaders have wholeheartedly adopted these core values.

Visiting Central High School, the commitment to innovation is unmistakable. Everyone involved is deeply invested in effectively implementing these outcomes for the benefit of students. This dedication is visible in every classroom and interaction.

"But There's No Time!"→

Grant Wiggins, writing for ASCD in 2012:

"Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning."

And also:

"Although the universal teacher lament that there's no time for such feedback is understandable, remember that 'no time to give and use feedback' actually means 'no time to cause learning.'"

When I was a principal, a parent complained about an art teacher not updating grades often enough. I talked to the teacher, who invited me to observe her class. What I saw sticks with me today. She constantly moved, observed student practice, and gave quick, useful feedback on their work. She wasn't focused on grades because she was helping students improve in real time. I told the parent everything was fine and never questioned the teacher’s grading practices again.

Such practices ought to extend beyond the art classroom.

AI in Schools: More Than Just a Fad→

Hadi Parvoti, CEO of code.org, on the future outlook of curriculum and instruction in a world where Artificial Intelligence and Large Language Models like ChatGPT are commonplace:

"In five years I'm quite confident that our school system will recognize not only that these tools are here to stay but that teaching kids how to be amazing problem solvers, critical thinkers, and collaborators using these digital tools is going to be a key part and reason for education."

Just as calculators revolutionized how we teach math—enabling us to go beyond basic arithmetic to explore higher-level concepts—AI is set to expand the horizons of what's possible in the classroom. It's not about sidelining teachers or making students overly reliant on technology. It's about leveraging these tools to enhance the educational experience.

What Parvoti is talking about is a shift from a knowledge-based model to a skills-based model. One where we're not ditching the classics; we're giving them a 21st-century update so that we can equip students with the skills they need to navigate a world where digital literacy isn't optional; it's essential.

Aligning Classroom Practices with Community Aspirations for Deeper Learning

Yesterday, I shared the BCPS Graduate Profile video, describing what the Bay City community collectively wants for graduates. Today, I want to share its companion video describing our Deeper Learning initiative, where theory becomes part of our teaching practice.

By aligning instruction with the skills and values our community holds dear, we create a more cohesive and effective educational experience. This isn't just about ticking boxes on a standard assessment; it's about synchronizing our educational goals with real-world needs and expectations. When every stakeholder, from teachers and administrators to parents and community leaders, is on the same page, that's when we see transformative growth in our students.

Student Thinking vs. Student Engagement→

If I were developing a school leadership curriculum for new principals, this article in ASCD, by Jim Heal and Bryan Goodwin, would be required reading for the first day.

But there's another form of engagement that's all too common in many classrooms that cuts against these definitions: the illusion of engagement. Students may appear engaged—creating ornate dioramas, glitzy posters, exploding volcanos, or other "busy" projects, for example—but ultimately, they do very little actual learning or thinking about their learning.

Deep learning occurs when students are given the opportunity to answer authentic, challenging, and thought-provoking questions, and are invited to share their thought processes aloud. However, this kind of teaching is not easy. It requires content knowledge, skill, and flexibility to adapt to students' needs, as well as a significant amount of tenacity to resist students' attempts to do the minimum amount of work required for a passing grade.

Principals have a critical role to play in building a professional culture that promotes collaboration and problem-solving among teachers, while also keeping expectations for students and staff high. This is essential for creating an environment that supports teachers in their efforts to promote deep learning and meaningful engagement among their students.

ChatGPT Will End High-School English→

Daniel Herman, teacher at Maybeck High School in Berkeley, CA, writing about the impact of AI on writing for The Atlantic:

I believe my most essential tasks, as a teacher, are helping my students think critically, disagree respectfully, argue carefully and flexibly, and understand their mind and the world around them. Unconventional, improvisatory, expressive, meta-cognitive writing can be an extraordinary vehicle for those things. But if most contemporary writing pedagogy is necessarily focused on helping students master the basics, what happens when a computer can do it for us? Is this moment more like the invention of the calculator, saving me from the tedium of long division, or more like the invention of the player piano, robbing us of what can be communicated only through human emotion?

Not too long ago, the ability to effectively communicate through writing was a critical differentiator in the job market. However, with the rise of AI, this will soon no longer be the case. The new differentiation will instead be between those who can simply produce coherent text and those who can skillfully leverage the technology to enhance their own creativity and produce truly exceptional writing.

As educators, we must now ask ourselves: How can we best prepare our students to work hand-in-hand with AI, using it to augment their writing process and push the boundaries of their creativity, instead of letting it replace their originality altogether?

Decoding the Master Schedule: Analyzing Course Offerings, Choice, and Length to Uncover Educational Values

A school's master schedule speaks volumes about its priorities. It reveals how the school decides to allocate the time of students and staff and what it values most in education.

For example, a school that prioritizes test scores and academic achievement may require more instructional time for core academic subjects and less time for electives. Students who require additional support to improve their academic performance may get double the time in ELA or math. In contrast, a school that values a more "well-rounded" education may prioritize a wide variety of elective options for students to choose from, even for students who struggle academically.

Another way is to look at the type or length of courses offered. In schools that prioritize deeper learning and the development of essential skills, you will likely find courses with integrated curricula. They may offer courses like "GeoDesign," "Biolit," "American Studies," or "Civic Reasoning," with two teachers and more time for students to collaborate. In more traditional schools, courses will typically be of uniform length with titles aligned with specific graduation requirements like "English 9," "US History," or "Biology."

The number of choices offered to students at different grade levels can also reflect a school's priorities. A school that offers a lot of choices early in high school may have limited off-campus opportunities for students later in high school because students don't have as much flexibility in their schedule. A school that values off-campus opportunities may require a more rigid freshman schedule.

Schools that prioritize building a positive school culture or social-emotional learning may provide time in the master schedule for an advisory period to help facilitate restorative circles, mindfulness exercises, or workshops in conflict resolution. Schools without such a period prioritize academic class time and need to push into different subject areas for lessons on culture and social-emotional learning.

Master scheduling is an underappreciated art form. I urge administrators to review their master schedule with a team to ensure that it aligns with the school's values and goals for students. Promoting open dialogue and critical thinking is crucial during this process. If there is a discrepancy between the team's assessment and the school's priorities, changes should be made. The master schedule is a powerful tool to support the school's mission and vision for students. Don't be afraid to make adjustments that align with your school's values. Your students and community will thank you.

The Power of Project-Based Learning: A Showcase of Handy Middle School's Success

Sixth-grade teachers at Handy Middle School have spent the year transitioning their instructional approach to project-based learning (PBL), and the results have been impressive.

The video is great because it amplifies teacher and student voices to describe what project-based learning is and how it benefits students. The level of engagement and ownership of learning is evident in the projects showcased, and it's exciting to see the impact on student success.

PBL has transformed the way Handy teachers and administrators think about teaching and learning, and it aligns with the district's vision of empowering students to be lifelong learners. It allows students to build on prior knowledge, develop new skills, and connect learning to the real world. Students become problem-solvers, collaborators, and creative thinkers.

I'm insanely proud of the work that students, teachers, and principals have accomplished throughout the Handy redesign. It's inspiring to see students taking ownership of their learning and seeing the impact it has on their academic success.

I can't wait to see what's next for these kids.

Transforming Middle School with Essential Outcomes at Handy Middle School

As a teacher, I had my first encounter with the New Tech Network in the spring of 2010 at Bloomington New Tech in Indiana. It was there, under the leadership of Alan Veach, that I was introduced to project-based learning and the intentional teaching of essential skills. I was fortunate enough to later serve as principal for two New Tech high schools and am now working with my district team and a talented group of school leaders and teachers to bring this innovative approach to Handy Middle School.

This video highlights the exciting work happening at Handy Middle School as they implement the New Tech Network's essential learning outcomes. These outcomes, which include agency, collaboration, knowledge and thinking, and written & oral communication, go beyond traditional content standards and equip students with the skills they need to succeed in the future.