The WOOP process (Wish, Outcome, Obstacle, Plan) looks to engage learners in goal setting by stretching their aspirations while acknowledging the messy realities of progress. In her book, “Rethinking Positive Thinking: Inside the New Science of Motivation,”Gabrielle Oettingen challenged the belief that merely imagining positive futures helps us succeed. She developed WOOP as an evidence-based […]

Tim Smyth, a high school teacher, shares his strategies for regularly surveying his students to build valuable connections. Hear some of the questions and approaches that tap information about his students. Tim has experienced knowing students better, having students know him, and at times knowing students who need emotional help. Instructional coaches can use Tim’s […]

Have you witnessed this in your classroom or had teachers share it as a coaching request? “When the cognitive load rises, many students default to learned- helplessness or passive habits. I see it in the quick, ‘I don’t get it’ before they have engaged with the problem, in the immediate search for confirmation rather than […]

I heard about a great experience illustrating awe in learning that was shared by a group of middle school students and their teacher in Grand Island, New York. They joined me on this podcast sharing their reflections and insights. As you hear their story consider where these elements of Awe appeared: Awe occurs when we […]

In part 1 of this blog, examined emotional feedback that supports student’s feelings, confidence, and mindset—how they feel about learning, themselves, and the task. In part 2 I’ll explore behavioral feedback that supports actions and habits, addressing effort, participation, and behaviors related to learning. It can target: Work habits (focus, effort, persistence) Collaboration and communication […]

“Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning.” (Grant Wiggins) However, feedback doesn’t create learning by itself. Learning happens when students reflect on, act upon, and integrate feedback into their actions. That matches the message that I frequently share, “teachers don’t cause student […]