So excited to announce the submission of my latest book, Designing Learning That Sticks. Even more excited to share an excerpt from the forward by Dr John Hattie! If you read my first book, Let's Stop Teaching And Start Designing Learning, you'll find this new book combines cognitive science along with a deeper dive into designing the best learning possible for who is in the room. Feel free to visit letsquitteaching.com for news, posts, AI tools and other updates. Share with any teacher or school leader you know!

We have to make sure learners know the goal of TODAY'S learning.

I've been working on something new, and I'd love your help testing it! We all know PLCs and collaborative teams have tremendous potential. But too often, meetings become more about completing agendas and documentation than actually improving learning. What if your PLC had its own AI-powered facilitator to help change that? That's the idea behind my newest tool, PLC/Collaborative Team Studio. I've designed it to help educators have more purposeful conversations, make better instructional decisions, and turn those decisions into meaningful action. And here's the best part: You don't even need a traditional PLC team to use it! Whether you're a singleton teacher, an elementary grade-level team, a middle or high school content team, or a group of teachers across different subjects, the Studio adapts to your needs. What can it do? 1. Facilitate your meetings through guided questions and purposeful conversations. 2. Support singleton teachers with individual planning and evidence-based reflection. 3. Plan upcoming learning by unpacking standards, developing learning targets and success criteria, and designing engaging tasks. 4. Examine student work and assessment results to identify patterns, misconceptions, and next instructional steps. 5. Design interventions, scaffolds, extensions, and reassessments based on what learners need. 6. Develop and calibrate assessments around shared expectations for proficiency. 7. Investigate problems of practice and evaluate the impact of instructional changes. 8. Support spoken or typed participation, depending on available platform features. 9. Generate meeting agendas, minutes, decisions, action steps, and follow-up agendas. 10. Complete your school's required PLC documentation using an uploaded form. 11. Continue previous work by revisiting meeting records, commitments, and evidence. Rather than overwhelming teachers with options, the Studio begins with three simple choices: Plan upcoming learning, Examine evidence and decide what's next, or Continue previous work. Want to help me test it? I'm inviting educators to try PLC/Collaborative Team Studio using their Google Workspace for Education accounts. You can test it independently or with your entire collaborative team. I'm especially interested in feedback from classroom teachers, instructional coaches, and school leaders. Please follow your district's student-data and AI policies, but know that Google Workspace for educators is COPPA and FERPA compliant and secure. Interested? Just reply! I'll share how to get started. I've always believed the value of a PLC isn't measured by how often teachers meet. It's measured by what teachers learn together and how that learning changes what happens in classrooms. I'm hoping this tool helps make more of that happen.

All the educators and leaders in the PLC process... Working on an AI tool that will: 1. Facilitate your meetings 2. Work with singleton teachers as well as collaborative teams 3. Will produce agenda and minutes as well as any other documentation required by your school 4. Use voice mode to speak to during the meeting or manually type. Anyone willing to try it out and provide some feedback? Let me know!

Tier 1 comes first. It is THE priority if you want to see improvements in: Achievement Scores Growth Learning Morale Behaviors Don't pour time, money or resources into 2 & 3 until you KNOW that 1 is what it needs to be. It is 1, then 2 and 3 for a reason after all.

Need... Standards Understanding? Learning Targets? Scaffolds? Feedback? Engaging Tasks? Success Criteria? Task Choices? Writing Tasks? Vocab Activities? Openers? Closers? Basically ANYTHING to design learning for the room? AT NO COST Go HERE 👇👇👇 docs.google.com/presentation…

We always chase engagement. Here's how to get 86% sustained engagement... Incorporate at least 3 of these qualities into your tasks designed to produce evidence of learning. We've got to design for engagement to happen. Not just try to entertain our way to it.

Did learning happen? Students... -completed a warm-up drill over skills -copied notes from a presentation -filled in an organizer -listened to a lecture -did a worksheet (digital or paper) -answered some questions -sat quietly -turned in assignment Did learning happen? 🤔

A simple theory of learning: Know/Use/Own. Know: Learners first build knowledge and understanding. Use: Then, they learn to use that learning independently, over time, and in new situations. Own: Eventually, they learn to evaluate their progress, use feedback, choose strategies, and decide what to do next. Each one builds on the previous. We design. We provide instruction. They learn. They know. They use. They own.

Hear me out... Some kids at school have nothing at home. I mean NOTHING. Maybe that's why they come to school with the behaviors they do. They have nothing to lose. What if we gave them something to care about. Somewhere to belong, be supported, be challenged, be praised, be _________. Give them something they would be afraid to lose. They just might surprise us.

Adults in Schools, It's Friday. Make sure each of your kids hears a positive word about them from you today before leaving. They might not hear another one until they come back on Monday. It cost us nothing. But to them, it could be everything.

School & district leaders, You have 2 questions to answer everyday. If you don't have an answer for one of these today, what got in the way?

"Evaluative judgment helps teachers learn from those moments. It gives us a way to examine what happens when professional knowledge meets the learner in front of us and decide what, if anything, should change because of it." Quoting from my draft of book I'm writing about how we as educators learn to make decisions about the learning in the room.

Pop quiz! For each statement, label it Teaching/Activity Occured= TAO Possible Learning Evidence= PLE Strong Learning Evidence= SLE GO! 1. The teacher explained the content clearly. 2. Learners completed the assignment. 3. Learners were engaged the entire period. 4. Learners answered correctly with teacher assistance. 5. Learners can explain their thinking in their own words. 6. Learners can perform the skill independently. 7. Learners can recognize and correct an error. 8. Learners remember the learning later. 9. Learners can apply the learning in a different situation. 10. Learners copied notes from the board.

Gonna open up this can of worms on here Hot take on education... 100% of the problems we face in schools are adult created and cultivated. BUT ... 100% of those problems can be solved with adult creativity and commitment.

Book update: Turned in final edits to the copywriter. Looking forward to sharing the work! In the meantime here is an excerpt from the foreward by Dr. John Hattie

For learning to occur at the highest effectiveness & efficiency, we MUST intentionally design for it to happen. Otherwise, we just will keep on teaching, settling for the learning we get, and wonder why we aren't seeing improvement. Learning IS the job. Design for it.

AI is forcing the adults at school to change. It did us a favor. Read more HERE 👇👇👇 letsquitteaching.com/ai-is-f…