What seems like a gazillion years ago (but actually about a decade), I found myself fully involved with the concept of the Amazon Alexa. I could imagine the value of a low cost, always available screen-less device in every classroom. In a series of remarkable events, I found myself as a speaker at the first ever Project Voice that happened to take place in my hometown many years ago. From that, I talked regularly with people in the voice industry- they picked my brain and I asked for more things. I felt like a pioneer, and with pioneering, I was pushed back on regarding privacy concerns (which were also my concerns), I was trolled because of the name Alexa (as if I had named the device), but I also made countless connections of quality people. Looking back, it was a beautiful time to be an educator who felt she had more purpose outside the four walls of her school building. In that period of time I was recognized as an Alexa Champion (still unbelievable) and I had a podcast called Voice in Education.

Being on the ground floor of voice devices felt like I was part of something promising. I’ve always considered myself an educator looking towards what education “could” be, and this seemed like a step towards it. I got involved with Open Voice Network, working to create graphics and lesson plans for ethical use of voice for educational purposes. Then I watched as the heads of Alexa and Google Assistant left their positions. I saw what felt like an unraveling of potential.

I didn’t realize what was coming until artificial intelligence and ChatGPT boldly made the voice devices look like what typewriters seemed to the computer.

I left it all behind, using my Alexa when cooking, when driving, but less and less about anything of substance, because…well, AI capabilities seemed to supersede much of what voice could do. (And yes, I do know about Alexa + now).

Cue the last five months… I have spent the majority of my time considering how best to care for my father with Alzheimer’s. I reached out to a few Alexa people from my past to ask them questions on how to best use the device in this regard, but I received no answers. I set up an Alexa in Dad’s room at the memory care facility. In his last days, we used it often to play music by Eddie Arnold. I also would drop in when I couldn’t sleep at night to see if he was sleeping or wandering that evening. For the last three weeks of his life, when he had 24/7 care, I would not only drop in when I couldn’t be there, but caregivers could call me or the floor nurse directly from the device if they needed help or there was a change.

While my relationship with Alexa has changed over the years, I will forever be grateful for this simple device that allowed me to have a bit more peace for the last few weeks. I am also reminded that robust isn’t always better. Simplicity can be purposeful. Tucking my dad back into bed virtually will always be a good memory for me — in terms of Alexa and as a daughter.

Thank You, Amazon Alexa. was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

Now that the immediate pressure has eased, and the sweet song of summer vacation is growing louder, I want to offer a different kind of thought — an exciting one, I promise! This precious lull, this in-between time, is actually the perfect opportunity to explore something that could revolutionize your teaching next year: Artificial Intelligence (AI) powered learning solutions.

I know, I know. The words “artificial intelligence” might conjure images of futuristic robots or complex coding. But in the realm of education, AI is rapidly evolving into a powerful helper, capable of supporting the diverse learning needs of your students in ways you might not have imagined.

Think about those innovative teaching strategies you’ve been wanting to try. Perhaps you’re eager to incorporate more personalized learning, dive deeper into project-based assessments, or foster stronger collaborative skills in your classroom. The challenge, as always, is finding the time and resources to make these ambitions a reality during the daily demands of teaching.

This is where AI can step in and become your invaluable partner. Imagine tools that could:

Personalized Learning Pathways

AI algorithms can analyze student performance and identify areas where they need extra support or more challenging material. This allows you to differentiate instruction more effectively, ensuring every student is learning at their optimal pace and in a way that resonates with their individual needs. For example, an AI-powered platform like CheckForU could provide the immediate feedback you need after teaching a new concept by showing you the learning gaps in a quick and actionable way.

Provide Instant Feedback and Assessment

Forget endless hours of grading! AI can automate the assessment of certain types of assignments, providing students with immediate feedback that helps them learn from their mistakes in real-time. This frees up your time to focus on more nuanced aspects of student work and to provide more targeted individual support. CheckForU pushes you towards thinking of AI tools as a way to embrace Assessment for Learning (AfL) strategies.

Curate and Organize Resources

Feeling overwhelmed by the sheer volume of educational materials available online? AI can help you filter and organize relevant resources based on specific learning objectives or student interests, saving you valuable time in lesson planning. Imagine an AI assistant that can quickly find engaging videos, articles, or interactive simulations related to your current topic. Where are good places to look for AI resources? Some of my favorite are Common Sense Education, Edsurge AI Directory, ISTE AI Resource Hub, Teacher AI Network.

Support Collaborative Projects

AI tools can facilitate group work by helping to assign roles based on student strengths, track individual contributions, and even provide feedback on team dynamics. This can make collaborative learning more effective and equitable. Tools like SchoolAI, Canva, or School360 can offer collaborative tools.

Offer Accessibility Support

AI can power tools that provide real-time transcription, translation, and text-to-speech functionalities, making learning more accessible for students with diverse needs. Check out Otter.ai, Speechify, or Wordly for examples.

The beauty of exploring AI now, during this quieter period, is that you have the mental space to research different platforms, try out free trials, and envision how these tools could seamlessly integrate into your classroom next year. You can attend online demos, read reviews from other educators, and really consider which solutions align best with your pedagogical goals and the unique needs of your students. Consider what your current classroom pain points are and use the last few weeks of school to look for AI solutions.

Don’t feel pressured to become an AI expert overnight. Start small. Identify one or two learning strategies you’re passionate about and explore AI tools that specifically support those areas. The goal isn’t to replace your invaluable teaching skills, but to come alongside them, to free you from some of the more time-consuming tasks so you can focus on what you do best: inspiring and connecting with your students.

So, as you savor these well-deserved moments of “rest,” consider adding “explore AI for education” to your summer to-do list. You might just discover a game-changing ally that will make next school year easier. The future of education is evolving, and you can be at the forefront of that evolution, empowered by the intelligent tools designed to support the teaching and learning in your classroom.

Breathe Deep, Teachers! The Testing Dust Is About To Settle — Now Let’s Talk AI for YOU! was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

We’ve all been there…the lesson ends, you’ve delivered what you thought was a stellar explanation, and yet, a sea of blank stares greets your “Any questions?” How do you truly know if your students are learning? The answer lies in the concept of informed instruction, driven by the strategic use of formative assessment tools.

What is Informed Instruction?

Informed instruction means teaching based on real-time data about student understanding. It’s moving away from the “teach and hope” model and embracing a dynamic, responsive approach. Formative assessments are the key to unlocking this data. They are not high-stakes tests, but rather ongoing, low-stakes methods to gauge student comprehension during the learning process.

The Research Speaks Volumes:

Research consistently demonstrates the profound impact of formative assessment on student achievement. Here’s a glimpse:

• Black & Wiliam (1998): Their seminal review highlighted that formative assessment significantly improves student learning, with effect sizes that are among the largest reported for educational interventions. They emphasized the importance of providing descriptive feedback and actively involving students in their learning.
• Dylan Wiliam’s work with others: Building upon Black and Wiliam’s research, Wiliam emphasizes the “five key strategies” of formative assessment: clarifying learning intentions, engineering effective discussions, providing feedback that moves learners forward, activating students as instructional resources for one another, and activating students as owners of their own learning.
• John Hattie’s “Visible Learning”: Hattie’s meta-analysis reinforces the power of feedback and self-reported grades, both of which are integral to effective formative assessment.

These studies consistently point to the fact that when teachers understand where their students are in their learning journey, they can tailor instruction to meet their specific needs, leading to significant gains in student achievement.

Benefits of Informed Instruction:

1. Targeted Instruction: Formative assessments reveal areas where students are struggling, allowing teachers to provide targeted support and reteach concepts.
2. Increased Student Engagement: When students see that their learning is being monitored and addressed, they become more invested in the process.
3. Improved Student Self-Efficacy: Regular feedback helps students understand their strengths and weaknesses, fostering a growth mindset.
4. Data-Driven Decision Making: Teachers can use assessment data to adjust their lesson plans and teaching strategies in real-time.
5. Reduced Learning Gaps: By identifying and addressing misconceptions early on, teachers can prevent students from falling behind.

Why Aren’t All Teachers Teaching in an Informed Manner?

Despite the clear benefits, many teachers struggle to implement effective formative assessment practices. Some common barriers include:

• Time Constraints: Teachers often feel overwhelmed with curriculum demands and lack the time to design and implement meaningful formative assessments.
• Lack of Training: Many teachers haven’t received adequate training in formative assessment strategies.
• Assessment Overload: The focus on high-stakes testing can overshadow the importance of formative assessment.
• Fear of Data: Some teachers may feel uncomfortable with analyzing and interpreting assessment data.
• Limited Resources: access to digital tools, and other resources can be a limiting factor.
• Old habits: Breaking away from traditional teaching methods can be difficult.

What Shifts Need to Happen?

To foster a culture of informed instruction, we need to:

• Prioritize Professional Development: Provide teachers with ongoing training and support in formative assessment strategies.
• Embrace Technology: Utilize digital tools and platforms that streamline the collection and analysis of assessment data.
• Foster Collaboration: Encourage teachers to share best practices and collaborate on the development of effective formative assessments.
• Shift the Focus from Summative to Formative: Emphasize the importance of ongoing assessment for learning, rather than just assessment of learning.
• Create a Culture of Feedback: Encourage teachers to provide timely and meaningful feedback to students.
• Provide adequate planning time: Teachers need time to build and implement formative assessments.
• Reduce the focus on standardized tests: while standardized tests have a place, the emphasis should shift to the day to day learning.

Informed instruction, powered by formative assessment, is not just a buzzword; it’s a fundamental shift in how we approach teaching and learning. By embracing this approach, we can empower students to become active participants in their own learning journey and unlock their full potential.

Beyond the Guesswork: The Power of Informed Instruction Through Formative Assessment was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

AI generated image of girl using laptop

I am a firm believer that fifth grade is a great time to teach digital citizenship, and now more specifically the ethics of AI. These students have heard about others making bad choices using technology, but many have yet to fall into the “bad choices” category except in the concept of online/real world balance. This lesson has a fifth grader in mind, but can be used for any scholars with a few adjustments.

It is said that a picture is worth a thousand words, and for this lesson, we will start there. Visuals are often easier for students to find discrepancies than text is- it is why we like doing “find the hidden object” puzzles and “what’s different” picture comparisons. Here is a lesson plan idea on how to help students think visually about artificial intelligence:

The Lesson: AI Image Interpretation & Discernment

Objective: Students will analyze AI-generated images, differentiate between realistic and fabricated elements, and understand the limitations and potential biases of AI.

Materials:

1. AI image generator (accessible via teacher account and projected or shown on individual student devices with supervision). Consider platforms like Canva, Craiyon, Adobe Express, Bing Image Creator, MagicSchool AI. If you are the one creating the images, you can use any platform, but it’s best to introduce your students to platforms that are also safe for them to access.
2. Pre-generated AI images (mix of realistic and obviously fabricated/surreal).

Optional: Real photographs for comparison.

Procedure:

Introduction (10 minutes):

Begin by discussing what AI is in simple terms. Explain that AI can create images based on text prompts. Ask students:

• Can AI create anything?
• Can it always be trusted?”
• Introduce the idea of “discernment” — the ability to judge well.

Image Generation (15 minutes):

As a class, create a few text prompts together. Examples:

• “A realistic picture of a classroom with students learning.”
• “A cat flying through space wearing a crown.”
• “A dog riding a bicycle in a medieval castle.”

Generate images using the chosen AI tool.

Important: Pre-generate a wider selection of images, including some with subtle errors (e.g., extra fingers, distorted objects) and some with obvious fabrications.

Image Analysis (20 minutes):

Present the pre-generated images to the students. Divide students into small groups. Provide each group with a way to record findings.

Instruct students to:

• Observe each image carefully.
• Identify what looks realistic and what looks strange or impossible.
• Discuss why they think certain elements are fabricated.
• Record their observations and conclusions.

Ask questions like:

• “What clues tell you this might not be real?”
• “Does this image tell a true story?”
• “Could this image be used to trick someone?”

Discussion and Reflection (15 minutes):

Bring the class back together for a discussion. Share group observations and conclusions.

Discuss the limitations of AI image generators:

• AI can create convincing images, but it doesn’t always understand reality.
• AI can make mistakes and generate inaccurate information.
• AI models are trained on data, which can contain biases.

Introduce real photographs of the same subjects, to compare with the AI generated images. Emphasize the importance of verifying information from multiple sources.

Critical Thinking and Discernment Goals:

• Analyzing inconsistencies: Students learn to spot inconsistencies and anomalies in AI-generated images, developing their critical observation skills.
• Understanding limitations: They grasp that AI is a tool with limitations, not a flawless source of truth.
• Identifying bias: Discussions about the data AI is trained on can lead to an understanding of potential biases.
• Promoting media literacy: This activity encourages students to question the information they see and hear, a crucial skill in the digital age.
• Ethical implications: By considering how AI images can be used, students begin to think about the ethical implications of AI technology.

Important Considerations:

• Supervision: Carefully monitor students’ use of AI tools.
• Age-appropriate content: Ensure that the text prompts and generated images are appropriate for fifth-grade students.
• Accessibility: Choose AI tools that are accessible and user-friendly.
• Focus on the process: Emphasize the process of critical thinking and analysis, rather than just the final product.

By integrating AI image generators into the classroom in a thoughtful and structured way, we can empower our students to become informed and discerning digital citizens. This lesson provides a foundation for understanding the capabilities and limitations of AI, fostering critical thinking skills that will serve them well in the future. This lesson opens the door to conversations about bias in written text created by AI and the value students place on that text as correct. For instance, if they copy and paste text from a generator into a homework assignment they need to consider that the written content might have its own kind of 6-finger hidden messages.

The First Steps in Teaching 4th-8th Graders about AI Discrepancies was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

Generative AI is here, and it’s not going away. Instead of fearing its presence, let’s empower our K-12 students to use it responsibly and effectively. As educators, we can guide them towards leveraging these tools for learning, creativity, and, most importantly, critical thinking. Here’s how to integrate safe and free generative AI into your classroom:

1. AI as a Research Assistant (But with a Critical Eye):

• Actionable Tip: Use AI tools like ChatGPT or Bard to generate summaries of complex topics.
• Critical Thinking Twist: Don’t just accept the AI’s output. Ask students to:

Verify Sources: “Where did the AI get this information? Can we find other sources to confirm?”

Identify Bias: “Does the AI present a balanced view? What perspectives might be missing?”

Fact-Check: “Are the facts presented accurate? Can we find evidence to support or refute them?”

Compare and Contrast: Use multiple AI tools to generate summaries of the same topic and compare the results. Discuss the differences and potential biases.

• Safety: Emphasize the importance of not sharing personal information with AI tools.

2. AI for Creative Writing and Storytelling (With a Focus on Originality):

• Actionable Tip: Use AI to generate story prompts, character descriptions, or even different writing styles.
• Critical Thinking Twist:

Analyze AI-Generated Text: “What are the strengths and weaknesses of the AI’s writing? How can we improve it?”

Use AI as a Starting Point: “Don’t just copy and paste. Use the AI’s output as inspiration for your own original work.”

Explore Different Perspectives: “Ask the AI to write a story from a different character’s point of view. How does that change the narrative?”

Focus on Ethical Storytelling: Discuss the ethics of using AI to create stories, especially in regards to copyright and plagiarism.

• Safety: Remind students that AI-generated content might contain inaccuracies or biases.

3. AI for Language Learning (With an Emphasis on Context):

• Actionable Tip: Use AI to generate vocabulary lists, grammar exercises, or even translate simple phrases.
• Critical Thinking Twist:

How well do the various AI platforms handle multiple languages. Do you see discrepancies in equity regarding AI depending on the language a person speaks?

Analyze AI Translations: “Are the translations accurate? What are the nuances of the language that the AI might be missing?”

Focus on Human Interaction: stress that AI is a tool, and that interacting with real humans that are fluent in the language is vital. Notice how mechanical voices often miss the pronunciations of a language.

• Safety: Advise students to double-check translations with reliable sources.

When thinking about using AI in the classroom, there are many conversations you can have with your students to prepare them to think critically about usage. Emphasize responsible AI use, including ethical considerations, copyright, and plagiarism. Provide clear instructions and monitor student use of AI tools. Foster a classroom environment where students can ask questions and discuss their experiences with AI. Generative AI is rapidly evolving, so stay informed and adapt your teaching strategies accordingly. By integrating generative AI into the classroom with a focus on critical thinking, we can empower our students to become informed and responsible users of this powerful technology. Let’s embrace the future of learning together!

Unleashing AI’s Potential: Generative AI in the K-12 Classroom (With a Critical Thinking Twist!) was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

In an era of school choice, more statewide school voucher options, declining enrollment, and the threat of reduced monetary support, schools have to strive even harder to make it.

Many superintendents are feeling the squeeze on their districts, and it has never been more important to have clearly defined goals and a firm foundation in today’s schools. While goals are often defined at the district level, building level administrators have great influence on not only making district goals, but setting their school apart with their own school-wide goals.

A good administrative leader has the ability to rally the schoolhouse to meet these ongoing scares head on. As a teacher of pre-service teachers, I could often get a pulse on which schools are on shifting sand due to administrators. I also knew which schools student teachers hope to get a job at because of the culture in those schools.

It is important for schools to be telling their story, because someone in the community is already doing so. Getting the correct message out there and doing it in a big way is needed. Schools really need to start working on their branding- Touting their uniqueness, sharing their wins, recognizing their accomplishments, and telling the public what matters inside that schoolhouse.

It’s also imperative that each school leader work on their discrepancies, build trust with their school families, and engage with the community. As an administrator, it is no longer just about doing a good job inside your 4 walls, you must also sell your school to those around you. There was a big pushback against teachers using social media to share their stories, but I think with some scaffolding and training, your teachers can become your best storytellers to the community. Create a school culture that says “we want your child here!”

There was a time when I created a social media hashtag to share not only what was happening in my own classroom, but also the amazing work of my peers. You can share your story and still protect the personal identifiable information of each student. Your “every day” interactions shared publicly can lead people to your door if your school culture is right. I have been told many times, “we visited your school because your social media made us want to do so.”

Define your own narrative. What’s the story you want to weave for the rest of the school year? How does your community know what your immediate goals are for your school? What tools are in place to help you reach those goals? What training have your teachers received to get there? What are you doing to celebrate the small victories with others? Let the joy of your school day bubble over into the community.

Don’t let school choice become a stumbling block for your school, meet it head on. Have this conversation with your faculty and staff. Start your storytelling so that parents will want their children to be in the next chapter.

Standing Out as a School was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

• Help teachers to see the value of edtech by finding their specific reason for using technology in the classroom.
• Introduce teachers to the 4 C’s of technology integration.

• Help teachers find their own value in edtech. What reasons resonate with them?

• Help teachers to consider how their classroom landscape works with their educational technology goals.
• Help teachers in dealing with off-task behaviors
• Being an approachable tech coach.

Coaching Teachers Towards Intentional Tech Integration was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

The majority of teachers in today’s workplace were not taught how to implement personalized learning. Even in today’s teacher prep courses, the traditional concept of teaching to the middle is the most pervasive approach.

There are barriers to a personalized learning classroom as well. Pacing guides, seat time, learning cultures, grade-based learning, class size, and teacher preparation can all be a stumbling block to meeting the individual student’s needs. So how can teachers start embracing personalized learning incrementally?

• Use formative assessments for learning purposes. Get your students accustomed to regularly taking a formative assessment checkpoint to show them how they are comprehending the material they just learned. As soon as you have taught a new concept, check for understanding. Make these checkpoints low stakes, not associated with a grade, and use it to inform your teaching, but also to help your students become self-regulated learners.
• Know what you students interests are and tap into those interests when they are learning. When students are learning research skills, allow them to research things that interest them. When students are writing creatively, allow them to choose the topic’s details. Create in-routes for you to know your students likes and dislikes. Whether it be via a Google form inquiry or chatting in class, look for ways to attach your learning goals to your student’s interests.
• Give options. You need students to do research on Native Americans? Ask what they would like to research- homes, food, clothing, transportation? Then create groups based on this. Everyone wants to learn about homes? Ask what their second choice would be… giving students agency in learning creates more opportunity for engagement.
• Drop the canned responses in feedback. 2 meaningful feedback remarks that will grow and empower your learner are better than 9 “great sentence!” “Needs work.” remarks.
• Plan ahead! Teachers dislike wasted academic time. If you want to differentiate instruction based on learning gaps, have a clear plan for small groups before you see where the gaps are and who is in the groups. Your scaffolding of next step personalized learning creates a more seamless workflow.
• Realize the first year is the hardest to move towards personalized learning. Once you collect resources for next step learning, you will have them for future students.
• Have open dialogue with parents. When my daughter was in third grade, she was struggling in math. At the end of year parent-teacher conference, the teacher shared that this gap would potentially cause her greater issues ahead. That summer she went to math camp with the same teacher to fill that gap. Perhaps for you, it means talking with parents and giving them resources to support the student. Depending on the age of the student, it could also mean sharing your concerns directly with the learner.
• One of the hardest parts of personalized learning is the always moving targets and a finite amount of instructional time. Deciding how you will address continued gaps is important.

Micro Shifts Towards Personalized Learning was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

As a former Director of Instructional Technology, I know that choosing the right tools to support classroom learning is essential. There are a few things I would consider for this next school year:

• Do your teachers have access to edtech tools to fully embrace the 4 C’s of Tech Integration? What are your school’s options for edtech tools that allow students the opportunity for creation, connection, curation, and consumption for learning purposes? If teachers have access to at least one tool in each of the four categories, they have the ability to plan any type of tech-rich lesson.

• Are you being forward thinking in your role? How are you encouraging teachers to safely use AI in the classroom as a way to not only create efficiencies for teachers, but also help students to see AI tools as a jumping off place for their learning.

• What pedagogy goals does your Director of Curriculum have for the 25–26 school year? Have you looked for tools that might support those goals forward? If there is a desire for more small group instruction, how can you, as a CTO, support that goal?

• Do your teachers know what technology tools are available to them? Create a curated list of edtech tools that your district is already paying for. Allow the list to be tagged to give teachers easy access to understanding which disciplines might best be supported by these tools. As time allows, create some instructional videos that model or explain how those tools support classroom learning.

• Use this school year to check your usage rates for the tools you are currently using. Is there another tool out there that might be a better fit for your teachers? Plan how you will support the change in tools for teachers, so that the switch is less burdensome on users.

• Be a dreamer. What is it that edtech could do for your school that it isn’t currently doing well. How can you implement changes to truly use technology for transformational learning. Who in your school is doing that well? Ask to showcase these teachers and how they use technology on the next PD day. Sometimes teachers aren’t aware of what they can do, show them.

• Be mindful of student privacy laws. Read the student privacy documents of the tools you use or are considering. Don’t just assume they are ok. AI can help you navigate these tiresome documents. Have AI analyze vendor documents and look for key things that matter for your school.

• Be approachable and negotiate during budget time. Strive to show the value of technology integration. You are most likely the most informed person on what edtech integration could do for your school. Offer ideas and suggestions. Stay on the cutting edge of emerging technology. Help educators to understand the pedagogy and classroom setup shifts needed to best use technology as a support to classroom learning.

Planning for 2025–2026 EdTech Budgets was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.

One of the greatest gifts we can give students, is teaching them how they learn. In seventh grade, Ms. Bowman was my science teacher. She was a no-nonsense type of teacher who not only loved her subject matter, but she loved efficiencies as well. Ms. Bowman taught us how to write in a “Bowmanesque” form of short-hand because every word coming out of her mouth during a lecture was intended to be written into our science journals.

While I don’t believe the regurgitation of facts was the best way to teach science, I do believe Ms. Bowman was the first teacher I had who strived to teach me how to study. 2–3 days before a test, I started looking at my notes and having my parents quiz me after studying. Some nights, after not being able to answer 4 questions in a row, my parents would hand me my science notebook and say, “go back up there and study some more, you don’t know it yet.” And they were right.

While I had no problem copying down notes word for word, I always struggled with memorization. That’s something I know about myself as a learner. I find myself asking, how do I help my own students know themselves? What types of reflective opportunities are placed in my classroom that lead my students to become better learners?

Things that can help:

• Clear expectations. Learning outcomes written on the board seem so useless at times, but it often gives students a map towards what is ahead and what areas need focused on.
• A learning rubric. What if before you started a unit, you students received a rubric that allowed them to evaluate how they were doing during the learning process?
• Assign a K-W-L chart for students to fill out when assigning reading.
• Interview students throughout the learning process to see if they can explain their learning in their own words.
• Create low-stakes formative assessment opportunities that allow students to see where their own gaps are.
• Create an evaluation form where a student can evaluate themselves regarding their knowledge before a summative assessment.
• Give students opportunities to ask for more help in a way that feels safe.
• Talk to students about how best to study for tests. If your test is mainly application questions about the information they have learned, show them how to think critically about specific learning outcomes that they will be tested on.

Ms. Bowman’s shorthand tips for taking notes often show up when when I am hurried during note taking. How can I lead my students to become reflective as a learner when it matters most?

Leading Students to Become Reflective Learners was originally published in VoiceEDU on Medium, where people are continuing the conversation by highlighting and responding to this story.