One of the biggest mistakes that I see schools making with all processes --- but especially PLC and RTI work --- is overcomplicating things for classroom teachers.

Just because something is philosophically beautiful doesn't mean that we can ask teachers to do it.

When we overcomplicate processes (think unpacking standards, writing learning progressions, making common assessments), we overwhelm teachers and leave them questioning the value of the work we are asking them to do.

#SheeshChat

Here's a website worth sharing:

https://www.visiblelearningmetax.com/

It connects to the most current rankings from John Hattie's research on the influences that have the "potential to considerably accelerate student achievement" all the way down to the influences that are "likely to have a negative impact on student achievement."

What I wonder is how frequently teachers use sources like this to choose the practices that they invest time and energy into.

Here's an interesting question: How deliberate are your efforts to build relevance into your daily lessons?

Kids ask, "Why are we learning this?" all the time --- and I know we answer that question informally.

But are we taking intentional steps to build relevance?

Research says we aren't --- and I wonder what implications that has for student engagement and motivation.

#EduTooter
#WorthAsking