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Scoop.it!
"When Stanford Professor Lee Shulman was first enmeshed in the research that led to Board certification of teachers by NBPTS, I asked him – in a hotel bathroom, of all places – what interesting findings were turning up about great teachers as compared to the rest. He replied: 'Well, you might not find this such a big deal, but a big indicator is the degree to which a teacher accurately describes what happens in her classroom.'"
Beth Dichter's insight:
In this post Grant Wiggins shares his experience as a teacher. Specifically he lets us know that he discovered his "blind spots" when watching videos of his teaching and and noticing behavior that had gone unnoticed. He states "a surprisingly high number of teachers...are guilty of noticing only what they expect and wish to see and hear rather than what is really there to see and hear." After a bit more discussion Wiggins shares eleven teaching strategies for spotting blindspots in your classroom. A few are listed below. Additional information is available for the ones listed as well as eight strategies that are not posted below. * Look beyond the obvious. * Don't get caught watching. * Assess formatively every few seconds. 
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Focuses on effective assessment for learning.
I taught a lesson on blind spots, highlighting the blind spot that we have physically due to our optic nerve, as well as the spiritual blind spot that we have at times. The eye is a fantastic organ and yet the mind can be deceived very easily. When this concept is applied to teaching, a highly effective teacher needs to be aware of the blind spots in his or her classroom.
Self-evaluation is key, as is keeping your eyes “off the ball,” as the article suggests. We need to train ourselves to look past the obvious, the routine assessments that we use formally and informally to gauge student understanding. The article offers several strategies that a teacher could purposefully adopt in the classroom schedule that will ensure a more realistic view of concept comprehension.