Terry Heick – Page 12

Rethinking Learning Loss: When Students Don’t Use What They Learn

When rethinking learning loss, we should consider ‘transferability’ of knowledge to student life.

Teachers are guides and coaches and content experts. A ‘post-progressive’ teacher would be empowered, not replaced.

One student engagement strategy is to offer diverse pathways through content–pathways students would have to ‘unlock’ to progress.

Make any politician voting on legislation have to qualify for that right to vote by spending a certain number of hours in the classroom.

While screen time certainly matters, focusing only on time is like developing a literacy program that focuses only on ‘minutes read.’

Critical thinking strategies often employ multiple data sources and perspectives in pursuit of understanding.

I’d be a little disappointed if the most enduring impression of a student’s time in my classroom was a mental image of me.

How would it change the learning process to start with a tone of humility? To clarify what can be known, and what cannot?