Terry Heick

Helping Students Fail: A Framework

Helping Students Fail: A Framework by Terry Heick Ed note: This post has been updated from a previous publishing As teachers, allowing students to see failure as a negative experience is one of the worst things we can do. Granted, this isn’t unique to education. The idea of risk-taking, failing, looking, leaping, try-try-again is ingrained […]

Stop Defining Learning By The Technology Used To Make It Happen

Stop Defining Learning By The Technology Used To Make It Happen by Terry Heick Come gather ’round people Wherever you roam And admit that the waters Around you have grown And accept it that soon You’ll be drenched to the bone. If your time to you Is worth savin’ Then you better start swimmin’ Or […]

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Start Small: A Wendell Berry Commencement Address

Start Small: A Wendell Berry Commencement Address by Terry Heick Almost every challenge, when closely examined, is first a challenge of scale. If you consider our own corner of the world, learning, the labels and language we use will confirm this theory. Take for example, “ed reform.” Learning is different than education. It is impossible to […]

This Is The Future And Reading Is Different Than You Remember

This Is The Future And Reading Is Different Than You Remember by Terry Heick If one thing changes, everything changes. Reading, for example—it has changed because writing has changed. Writing has changed because the barriers to and means of publishing have changed. Publishing has changed because technology changed, which itself changed because technology begets technology […]

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Why So Many Students Dislike Reading

Why So Many Students Dislike Reading by Terry Heick We tend to teach reading in a very industrial way in the United States. We focus on giving kids “tools” and “strategies” to “make” sense of a text. To “take it apart.” To look for the “author’s purpose”—to bounce back and forth between a main idea, […]
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This Is What Understanding Looks Like

This Is What Understanding Looks Like by Terry Heick Testing is a major challenge in education. Agreeing on what’s to be tested and how it’s to be administered and what data should be collected and shared and how we should respond to that data—this is all a matter of much debate. It’s also a big […]
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The Necessity Of Self-Criticism In Education

The Desperate Need For Self-Criticism in Education by Terry Heick To grow, teachers must be able to reflect critically on their own performance. Education is ‘actuated’ by teachers. It makes sense, then, that education should also be able to reflect critically on its own performance as well.  Currently this occurs through the comforting precision of analysis and […]

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Teaching Introverts Is Different

Teaching Introverts Is Different by Terry Heick As education seeks to improve itself, the focus has been on data, research, and curriculum. The stuff teachers use. There is precious little discussion on the human elements of learning unless you’re discussing isolated movements such as social-emotional learning or whole-child trends. While admirable, these “movements” are unfortunate […]

How To Make Learning Visible: A Spectrum

How To Make Learning Visible: A Spectrum by Terry Heick  What students say and do and create are products of thought processes that, more or less, are predictable–and of significant potential if we can make those processes visible. The idea of making learning visible isn’t new. This is an idea as old as conversation or writing–show […]

Why What Students Don’t Know Is More Important Than What They Do

Why What Students Don’t Know Is More Important Than What They Do by Terry Heick For me, my biggest takeaway from college was learning what I didn’t know. So many passionate, crazy-smart people–teachers and students–that modeled for me learning as I hadn’t seen it before. Entire courses on single ideas I wouldn’t have given a […]

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