My educational jurisdiction is adamant about universal adaptations –  the idea that not only students with IEP’s but any, repeat that with more emphasis ANY student, can access these to show their knowledge.  Rebecca Blouwolff outlines the goals of “all … Continue reading →

I’m always working on providing formative feedback for my students. For that reason I rarely announce a structure ‘quiz’ but choose to see how well kids are doing with a “pop check in“. And in another change from the start … Continue reading →

Meeting Expectations…You demonstrate knowledge & use of some current unit concepts & language structures and some evidence of previous learning. You make errors that sometimes detract, but your work is generally understandable. You tend to stick to the basic vocabulary … Continue reading →

Okay I needed an activity. I wanted to provide choice but reinforce key structures. Often if we have students ‘use’ something we are worried that it is being done correctly. How could I encourage creativity but ensure the structures were … Continue reading →

I’ve written before about my use of what I call “Sketch and Share” – a way to combine visuals with sentences to practice a particular structure (and avoid the dreaded worksheet). My Year 1’s (Grade 9) have just finished using … Continue reading →

So welcome to my class – I know you may not have been here before – and I know already you have asked me about how hard I ‘mark’ and if there is a final and more. You’ve even asked … Continue reading →

It’s almost my first day…and I am excited to see my students again. I enjoy the first day – especially since I made the decision to NOT spend any time reading the syllabus (or outline as I call it). I … Continue reading →