Research: How Grades Disrupt Learning--overview of how grades interfere with learning and prevent students from uptaking feedback to improve learning. It includes an overview of Dialogic Assessment and suggests ways to include students in the assessment process.

Cognitive-Based Assessment--based on the research on how grades disrupt learning, I created a cognitive-based approach to assessment that essentially uses grades as feedback and better informs students and parents of students' strenghts and struggles.

Scaffolded Assessment--recent model I have developed that uses assessment to show the learning progression in order to assess where students are at in their learning and ensure they have the prerequisite skills needed for new learning.

50 Ways to Leave your Lecture--based on a ASCD presentation by Rick Smith (consciousteaching.com) this section is a google document Kim Wedman at Wild Rose School Division and I created and presented at the AISI Conference in 2013. It contains instructional strategies, from using movement, sound and abstract thinking to increase engagment. 

Power Writing Paragraphs--based on a resource I came across years ago, Power Writing is model for teaching structured paragraphs that can be differentiated by grade level or complexity. Each sentence is given a "power" which represents its job in the sentence--main idea, supporting detail, example, etc. The structure allows them to write at their developmental level, organize and connect ideas, add more detail and draw conclusions. Included on this page are examples and templates.

Brain-Based Vocabulary Building Strategies--this page looks at the brain structures involved in reading and building vocabulary and suggest strategies to leverage the brain functions to increase student vocabulary comprehension in reading and usage in writing.