High expectations refers to an effort to maintain the same high educational standards for all students in a class or school. It is based on the belief that with time and appropriate supports, all students can learn; all brains can grow and change. Educators who teach with high expectations ensure that all students have the supports needed to achieve at equally high levels.
Education consultant and ASCD author Carol Ann Tomlinson advocates for educators to “teach up”—to plan differentiated instruction that provides equitable access to “high ceilings” of learning and scaffolding that enables
Teachers can take a step back and create lessons that put student explorations at the center of learning.
From full-fledged lesson plans and virtual field trips to expansive digital archives and opportunities for professional learning, museums have so much to offer beyond the in-person experience.
When students have a teacher for more than one year, they benefit academically and behaviorally, a new working paper shows.
When students begin to plan, monitor, and evaluate their learning, they develop self-regulation and can set more ambitious goals.
With the increased self-sufficiency necessitated by virtual education, educators and parents can help students learn and manage their goals more effectively by directly teaching study skills.
In response to the significant decrease in student motivation during the past two challenging years, many educators have chosen to explore different means to promote engagement – including rewards.
Teachers and students can get off to a good start by determining their values and setting expectations for each other as a group.
Students who are doing well—but could be doing much better—benefit from feedback that encourages self-monitoring.
Explaining the criteria for successful learning at the surface, deep, and transfer levels puts students in a better position to meet benchmarks.
