The Lead Learner is the Learning Leader
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The Lead Learner is the Learning Leader
Improving schools by helping leaders bridge the gap between theory and practice.
Curated by Mel Riddile
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Classroom walkthroughs are negatively associated with student achievement unless...

Classroom walkthroughs are negatively associated with student achievement unless... | The Lead Learner is the Learning Leader | Scoop.it
Actually, a new study shows that the opposite may be true, says Daniel Willingham; it depends on teachers’ perceptions.
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Mel Riddile's curator insight, April 11, 2014 10:06 AM

"...time spent on instructional leadership was not associated with student learning outcomes. But once “instructional leadership” was made more fine-grained, the picture changed.


Time spent coaching teachers — especially in math — was associated with better student outcomes. So was time spent evaluating teachers and curriculum.


But informal classroom walkthroughs — the most common activity — were negatively associated with student achievement. This was especially true in high schools.

Tony Palmeri's curator insight, October 24, 2015 5:55 PM

I scooped this article because I have recently experienced a new administrator who is much more visible and who visits my classroom frequently. But the author reports that more frequent classroom walkthroughs actually is negatively associated with student achievement. This is especially the case if these visits are not opportunities to provide meaningful feedback. Time spent coaching teachers is an activity that has benefit. 

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Teachers told to use 'not yet' in place of 'fail' when grading - Growth #Mindset

Teachers told to use 'not yet' in place of 'fail' when grading - Growth #Mindset | The Lead Learner is the Learning Leader | Scoop.it
The Royal Society of Arts says teachers should stop using the word "failure" and remove "visible signs of poverty" to raise children's motivation levels and cut bad behaviour
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What Can I Say to Promote a Growth Mindset?

What Can I Say to Promote a Growth Mindset? | The Lead Learner is the Learning Leader | Scoop.it
Love this #GrowthMindset #Attitude pic.twitter.com/OWu0jGPuYF
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How The Brain Decides Which Memories To Hold On To

How The Brain Decides Which Memories To Hold On To | The Lead Learner is the Learning Leader | Scoop.it
4 factors that contribute to your mind remembering one event over another.
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Carol Dweck on Performance Assessment

Carol Dweck on Performance Assessment | The Lead Learner is the Learning Leader | Scoop.it
When students have a growth mindset they are motivated to learn. Watch as psychologist Carol Dweck describes the growth mindset and ways to nurture it. Ms. Dweck references the Envision Education videos on Deeper Learning.
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Mel Riddile's curator insight, April 15, 2014 11:22 AM

Growth Mindsets:

  1. Contribute to the motivation to learn
  2. Encourage students to embrace challenges not avoid them
  3. Develop self-discipline and perseverance
  4. We believe in you! Set high standards and assure students that we will support them in achieving those standards. We set very high standards but we are committed to helping you reach and exceed them (support)
  5. Send the message that "you can join the ranks of the 'best and brightest' through work and effort on challenging tasks
  6. Encourage students to take 'ownership', which is a critical factor
  7. When students make choices and have a big 'why' their motivation increases
  8. Ikea Effect - the longer students work on a challenge, the more committed they are to the project
  9. Help students understand that intelligence is not something you were born with, but something you create
  10. Continual growth and improvement over time is the central focus of learning
  11. Help students understand that they can contribute
  12. Cause students to believe that they belong here


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The Road To Success Failure Goes Through Failure

The Road To Success Failure Goes Through Failure | The Lead Learner is the Learning Leader | Scoop.it

“Hold lightly to goals and firmly to intentions.” - Pixar co-founder, Ed Catmull


In an interview with BuzzFeed, Pixar co-founder, Ed Catmull, discusses his new book, Creativity Inc. , and says reframing the concept of failure is the only sure way to find success.


Key concepts from the interview:

  • Pixar’s success is the product of a deliberate attitude toward creativity and failure.
  • How do you make it safe for people to say what they think or that it’s safe for them to make mistakes/fail?
  • The answer: Reframe the concept of failure. 
    When you start something new, you will make mistakes, and if you don’t make mistakes you’re either copying yourself or copying someone else.”
  • Each failed concept brings the ultimate creation closer!
  • Each idea led them a bit closer to finding the better option.
  • This is key: when experimentation is seen as necessary and productive, not as a frustrating waste of time, people will enjoy their work, even when it is confounding them.”
  • “We are willing to adjust our goals as we learn, striving to get it right, not necessarily to get it right the first time. Because that, to my mind, is the only way to establish something else that is essential to creativity: a culture that protects the new.”
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Mel Riddile's curator insight, April 23, 2014 3:57 PM


Key Points for School Leaders

The fear of failure and subsequent reprisals keeps many of our staff members from taking risks.

Implementing new, college- and career-ready standards, new technology, integrating literacy into content areas, and using performance assessments all require significant learning and experimentation. After all, no one has ever implemented these standards.

School leaders must create a school culture in which it is okay to make a mistake.

How do we do that?

By "reframing" the concept of failure.

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2 Student Beliefs That Relate to Engagement and High Achievement

2 Student Beliefs That Relate to Engagement and High Achievement | The Lead Learner is the Learning Leader | Scoop.it
2 Student Beliefs That Can Change Everything

by Grant Wiggins


A recent Gallup Poll revealed that "among the 600,000 students who took the poll in 2013, those who strongly agreed with two simple statements were 30 times as likely as those who strongly disagreed with both to be emotionally engaged at school. Those two statements were:

1. My school is committed to building the strengths of each student.

2. I have at least one teacher who makes me excited about the future."

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Mel Riddile's curator insight, April 22, 2014 1:05 PM

Key points for school leaders:

  • Student engagement correlates highly with achievement!
  • A one-percentage-point increase in a school’s student engagement was associated with a six-point increase in reading achievement and an eight-point increase in math achievement scores.
  • Schools in which students were in the top quartile of average engagement results were 50% more likely to be above average in statewide reading achievement scores than schools in which students were in the bottom quartile of Gallup’s engagement database.
  • "The more you can do your work and gain helpful feedback on your work the more engaged you will be."
  • "“Motivation is at its highest when students are competent, have sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by others." - John Hattie, Visible Learning
  • "eight in 10 students who strongly agree that their school is committed to building the strengths of each student are engaged in school."
  • "the only hope for significant advancement of engagement and thus performance is to spend each day in a joyful, focused, and collaborative school."
The Bottom Line
"there are fundamental strategies schools can focus on to dramatically raise the likelihood that students will be emotionally engaged in the classroom on any given day."

Wiggins asks, "Instructional leaders, do you get this? Or is a lack of imagination and leadership causing you to passively accept a culture of impersonal “coverage” and test-prep paranoia instead of a culture devoted to engaged learning at worthy and personalized work?
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Why Do Some People Learn Faster? | Mindset

Why Do Some People Learn Faster? | Mindset | The Lead Learner is the Learning Leader | Scoop.it
Do we ignore mistakes, brushing them aside for the sake of our self-confidence? Or do we investigate the errors, seeking to learn from the snafus? The latter approach, suggests a series of studies, could make you learn faster.
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KWL: a 21st Century version

KWL: a 21st Century version | The Lead Learner is the Learning Leader | Scoop.it
One of the take aways from the Curriculum Mapping Institute this past week was that it brought an upgrade to THE trusted KWL (Know, What to Know and Learned) Chart to the forefront. It seems a no b...
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27 Ways Teachers Can Enhance Retention and Knowledge Transfer - Infographic

27 Ways Teachers Can Enhance Retention and Knowledge Transfer - Infographic | The Lead Learner is the Learning Leader | Scoop.it
The 27 Ways Teachers Can Enhance Retention and Knowledge Transfer Infographic refers to Gagne’s 9th and presents ways that teachers can ensure that their students can retain information and transfer their new knowledge or skill to different situations.
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Growth Mindset: Teaching Grit: Social and Emotional Truth

Growth Mindset: Teaching Grit: Social and Emotional Truth | The Lead Learner is the Learning Leader | Scoop.it
What is grit? According to Angela Duckworth, Associate Professor of Psychology at University of Pennsylvania, "Grit is a disposition to pursue very long-term goals with passion and perseverance." The
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The Myth of Learning Styles

The Myth of Learning Styles | The Lead Learner is the Learning Leader | Scoop.it
For many years educators were under the false notion that there were learning styles, and recent research from Howard Gardner, John Hattie and Gregory Yates shows there isn't such thing as a learning style.
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Mel Riddile's curator insight, April 30, 2014 11:48 AM

Years ago I too bought into the idea of Learning Styles, but I learned through years of professional practice that, while students had learning preferences, those often changed with context. In addition, implementing learning styles in a classroom was impractical and ineffective. So, what I ended up doing was using what is now referred to as Universal Design for Learning (UDL), which calls for multiple forms of input and output.


For the best explanation of the topic read Dan Willingham's "The Myth of Learning Styles" http://www.changemag.org/Archives/Back%20Issues/September-October%202010/the-myth-of-learning-full.html

and "Why Learning Styles Don't Exist"

http://neurobollocks.wordpress.com/2013/05/23/why-learning-styles-dont-exist-by-daniel-willingham/


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Flipped peer observation leads to job-embedded teacher learning.

Flipped peer observation leads to job-embedded teacher learning. | The Lead Learner is the Learning Leader | Scoop.it

"Through teacher-driven observation, teachers engage peers in gathering and analyzing classroom data—data that speak to the unique context of their own classrooms. This approach has demonstrated potential to meaningfully improve instruction and student achievement.

Existing approaches to observation generally serve the observer. Teacher-driven observation flips this approach, placing the observed teacher as leader and primary learner in the observation process."

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Labeling students 'gifted' isn't helpful - working harder makes you smarter: Mindset

Labeling students 'gifted' isn't helpful - working harder makes you smarter: Mindset | The Lead Learner is the Learning Leader | Scoop.it
Headteacher John Tomsett explains why the concept of growth mindset is so important for achievement and the flaws in labeling students gifted and talented
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Understanding Talent: Mindset

This film was developed by sportscotland to help young athletes understand what 'talent' is and how you can get good at sport - it's more of a choice than yo...
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Carol Dweck on Struggle and Deeper Learning

Carol Dweck on Struggle and Deeper Learning | The Lead Learner is the Learning Leader | Scoop.it
Students who embrace struggle while learning and solving problems develop skills that others may not. Learn how Expeditionary Learning has incorporated struggle and the growth mindset into their school.
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Mel Riddile's curator insight, April 15, 2014 10:59 AM

Growth Mindsets:

  1. relate directly to 'Deeper Learning' and Expeditionary Learning
  2. orient the student to a focus on learning not knowing
  3. teach students that taking on challenging tasks helps the brain make new connection and, thus, they get smarter
  4. students embrace challenges because "work hard and get smart"
  5. learn that "easy is a waste of time"
  6. students are proud of tackling and resolving challenging problems
  7. instead of avoiding and covering up mistakes, students embrace them
  8. mistakes motivate and increase student interest
  9. students gain self-confidence by taking on challenges
  10. students develop a sense of purpose and a belief that they can make a difference


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3 Steps For Creating A Culture Of Learning

3 Steps For Creating A Culture Of Learning | The Lead Learner is the Learning Leader | Scoop.it
3 Steps For Creating A Culture Of Learning
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What feedback is and isn't

What feedback is and isn't | The Lead Learner is the Learning Leader | Scoop.it

The following is excerpted from an article by Grant Wiggins:


"The research is clear: good feedback is essential to learning at high levels." 


"Feedback is useful information about the effects of an action in light of a goal."


  1. Feedback is Not praise and Not advice
  2. Feedback focuses corrective measures and specific actions that the learner can take. 
  3. The purpose or what is expected is clear. Clarity promotes self-regulation. 
  4. Exemplars and models of both excellent and subpar work are provided. 
  5. The feedback is timely

Wiggins points out that, on standardized tests and final exams: there is NO feedback.
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"No correlation between the homework time and math scores."

"No correlation between the homework time and math scores." | The Lead Learner is the Learning Leader | Scoop.it
A preliminary analysis suggests that U.S. parents help more with 4th grade homework even though their children get less of it.


"A study led Sakiko Ikoma of Pennsylvania State University in University Park, drew upon newly available data from the 2011 TIMSS, which included 608,641 students and 49,429 teachers in 63 countries."

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Mel Riddile's curator insight, April 22, 2014 12:13 PM

Key Points for School Leaders:

  • more affluent parents were slightly more likely to help their children with homework
  • no correlation between teachers' years of experience and the amount of homework they assigned
  • "no correlation between the homework time and math scores
  • "In the United States, 4th grade teachers who participated in the study reported that they assigned an average of 19 minutes of math homework per night. By contrast, grade 4 teachers in other countries typically assigned 25 minutes of math homework per night."
  • 79 percent of U.S. 4th graders said their parents made sure that they set aside time for homework on a daily basis as compared to 70 percent of students worldwide. It is unclear why this was the case.


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More Than Half of Students 'Engaged' in School, Says Poll

More Than Half of Students 'Engaged' in School, Says Poll | The Lead Learner is the Learning Leader | Scoop.it
A new report from Gallup Education shows just how powerful schools and teachers can be in motivating students to take an active role in the classroom.
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Differentiation is more about Mindset than Strategies

Differentiation is more about Mindset than Strategies | The Lead Learner is the Learning Leader | Scoop.it

by Kimberly Kappler Hewitt 


"Differentiation is far more than a set of strategies to meet the differing needs of students. It is an approach based on certain beliefs about students (e.g., All students are capable and uniquely talented.) and certain values (e.g., leveraging students' strengths and interests instead of being stuck on students' deficits)."

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Teacher Collaboration: Reviewing Student Work

Teacher Collaboration: Reviewing Student Work | The Lead Learner is the Learning Leader | Scoop.it
Using your fellow teachers to analyze and improve your students' work. Discover a professional learning strategy that uses teacher groups to go over student projects and provide valuable input for improving lessons.
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Marcelo Triviño's curator insight, April 27, 2014 11:00 AM

Teaching and collaboration

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Homework and Student Stress: "many schools confuse rigor with load”

Homework and Student Stress: "many schools confuse rigor with load” | The Lead Learner is the Learning Leader | Scoop.it

Is more efficient homework possible? The angst-filled hallways of Washington area high schools could use some relief. If parents and students keep talking about it, that might happen.

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Take Notes by Hand to Remember Information for a Longer Time

Take Notes by Hand to Remember Information for a Longer Time | The Lead Learner is the Learning Leader | Scoop.it
It's conventional knowledge that writing notes by hand is better for learning than typing, but now there's science to back it up. Psychological researchers have found that students who hand-write notes remembering conceptual information over a longer period.
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Using Brain Research to Inform Teaching and Learning

Using Brain Research to Inform Teaching and Learning | The Lead Learner is the Learning Leader | Scoop.it

"The brain is constantly on the lookout for ways to improve by obtaining new knowledge and skills, even before birth. Unfortunately, retaining information can be challenging, simply because instructors and course designers do not always use methods that facilitate remembering."

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Mel Riddile's curator insight, May 1, 2014 9:01 AM

While these are "tips for e-learning", they apply to all learning and instruction.