Corey > Corey's Quotes

“When it comes to death, we know that laughter and tears are pretty much the same thing.”
― Sherman Alexie, The Absolutely True Diary of a Part-Time Indian

“Poverty doesn’t give you strength or teach you lessons about perseverance. No, poverty only teaches you how to be poor.”
― Sherman Alexie, The Absolutely True Diary of a Part-Time Indian

“Personalization. Instruction is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.Differentiation. Instruction is tailored to the learning preferences of different learners.Individualization. Instruction is paced to the learning needs of different learners.”
― Anonymous

“With the dizzying rate of change in technology and increasing competition driven by the globalization of markets and technology, we must not only be educated, we must constantly re-educate and reinvent ourselves. We must develop our minds and continually sharpen and invest in the development of our competencies to avoid becoming obsolete.”
― Stephen R. Covey, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change

“But the greatest opportunities and boundless accomplishments of the Knowledge Worker Age are reserved for those who master the art of “we.”
― Stephen R. Covey, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change

“Use the NETS·C to help others realize who technology coaches are, what they do, and why they are important to your organization.”
― Jo Williamson, National Educational Technology Standards for Coaches

“Exceeds level describes behaviors indicating that technology coaches are effectively practicing their coaching skills, leading planning for coaching efforts, producing coaching resources, and documenting evidence of their impact on student learning.”
― Jo Williamson, National Educational Technology Standards for Coaches

“As coaches, we have to resist the temptation to judge teachers. Instead, we must take a progress-minded approach that celebrates growth from both the students and teachers. Coaches who believe they know more than the teachers, are better trained, or care more about the students will always struggle to build relationships.”
― Diane R Sweeney, Student-Centered Coaching at the Secondary Level

“And when grades come up in my coaching conversations (and they always do), I find myself asking teachers what forms of student evidence will best establish whether or not the students reached the learning target. Odds are, the student evidence isn’t as neat and tidy as the columns in the grade book. We have to think differently about knowing what our students understand.”
― Diane R Sweeney, Student-Centered Coaching at the Secondary Level

“I believe that with today’s technology and resources at our disposal, through this process we can take hope out of schools and replace it with confident action.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“How did we get to the point where teachers hope for good results rather than plan for them?”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“Research shows that the average elementary teacher may ask as many as 348 questions a day (Sadker & Sadker, 1982), whereas the students may not ask any.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“Today, when our just-right targets are more conceptual, teachers need to employ thinking skills to unravel information that the student has organized and retained. Further, informal self-assessment and observation techniques add to the body of evidence necessary for the teacher to truly know a student’s level of performance and for the student to know his or her own level of performance in order to put forth the effort to improve.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“We tend to think that if a student is using a computer as part of an activity, then it’s automatically a good activity. After all, they’re using technology! But when we look at the results of that time spent at the computer, we really should be asking ourselves, how did this use of technology improve student learning?”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“I’ve come to believe that students would benefit more if we moved away from teaching them how to use technology and toward teaching them how to use technology to learn and think.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“So, what do we need to do to move from using technology to using technology to learn? It’s a pedagogical shift to go from designing activities with technology integrated for technology’s sake to designing learning experiences with technology integrated to promote innovation and thinking.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“When teachers grade by activities, it’s nearly impossible to unpack the resulting data to show where the student needs to make gains. However, when teachers score by deconstructing an activity score into different benchmarks in the grade book, patterns emerge and become useful for describing the learner’s performance, giving specific feedback about it, and making decisions about what to do next.”
― Jane E. Pollock, Improving Student Learning One Teacher at a Time

“Planning for transformational change requires those implementing the change and those participating in the change to think differently about the nature of the work that they are doing. In addition, the previous skills and habits of mind are no longer useful or relevant.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“we educators continue to remodel the kitchen, we're continuously surprised that the food does not taste any better.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“The paradox of education reform is this: The levers that are good at changing schools are often least associated with improving student learning. In other words, too often we remodel the kitchen when we would have had more impact if we had simply put some salt and pepper on the table.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Time and again, research shows little or no difference in student learning based on structure”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“What is the relationship between the cost of this sampling change—in terms of dollars, time, political chips, and other factors—and the expected results? Are there more direct, and more cost-effective, ways of addressing this issue?”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Ultimately, students—not only teachers—must be able to use standards to guide efforts toward achievement and mastery. Implementation of new standards must be done in a manner that ensures that they result in different experiences for students; curriculum, instruction, assessment, and rubrics should look different in a classroom where a new set of standards is being used to guide student learning.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Ultimately, neither the standards themselves nor the new accountability tests designed to measure student progress toward those standards will do anything to improve student learning. The leverage advantage of standards will only be realized if students—not only teachers—are empowered to use standards to guide their efforts.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“How are students empowered to self-assess and direct their efforts in developing skills associated with the standards?”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Our professional currency is understanding each learner's current level of understanding and the desired level of understanding, and using instructional strategies to close the gap between the current status and what might be.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Learning is a process of thinking about one's own thinking. To recognize this principle is to understand that the most profound questions that further learning are rarely asked on a test; they come from the learner.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“Contrary to conventional wisdom, Hattie found that influences associated with the home and the school have a less significant effect on student learning than the characteristics of the teacher, the quality of the curricula, and the quality of the teaching.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“The concept of the hinge point is critically important to frame conversations about what works in schools. It is the starting point for focusing discussion and consideration of practices that might not just leverage student learning but most effectively and efficiently leverage student learning.”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School

“The components associated with instructional strategies and conceptions of self were found to be, on average, eight times more effective at improving student learning than those practices associated with structure and sampling (Hattie, 2009, p. 244).”
― Tony Frontier, Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School