Mobilising students as givers and receivers of peer feedback transforms it from something they simply receive to something they own and understand.

This Micro Move is a celebration of some of the ways educators have made Heat Maps work not only better for their learners and their context, but also as part of a suite of strategies and tools for learning. 

What might be different if the anchor chart was in every student’s hands? Literally!

Using student self-assessment to support learning strategy progress.

It’s that simple—and that powerful. Reflection helps students make sense of what they’re learning, recognise their progress, and take more control over their next steps.

It’s that simple—and that powerful. Reflection helps students make sense of what they’re learning, recognise their progress, and take more control over their next steps.

This Quality Learning Talk Continuum can support teachers making decisions about what to focus on next as they move to dialogic talk in their learning design.

If you’ve ever had a student ask, “Why are we even learning this?”—you’re not alone. And the truth is, it’s a fair question.

Too often, students see not knowing as failure. They freeze, give up, or wait passively for help. But uncertainty is not the enemy of learning — it’s the gateway to it.

Is your learning environment always in 'go-go-go' mode? As educators, we can feel the pressure to ‘get through the curriculum,’ ‘fit in...

Teachers and students often work together to create community agreements—sometimes called classroom norms, essential agreements, learning...

Many educators learn by seeing the actions and thinking of others and many educators describe time as the biggest barrier to realising...

Heat Maps support students and teachers to monitor and measure progress. Our first Micro Move on Heat Maps has been our most popular...

I say ‘goal’, you say… (fill the blank) Did goal SETTING come to mind?  We see and hear about a lot of goal setting in schools.  Goal...

As classroom teachers we are thrilled with ourselves when learning is ‘just-right hard’ or in the learning sweet spot. ‘Just-right hard’...

It makes sense that to support quality partner talk there needs to be something to talk about. In their analysis of forms of...

What are some sources of evidence your students have access to? Are they able to use that source of evidence to describe what they have...

Close your eyes and picture yourself in your classroom or learning space. Where are you standing or sitting?  What are you doing?  I did...

Much of the work we do as educators we do formatively.  That is, we are informed by information we receive about our impact on student...

Any factor that causes an educator to have higher expectations for some of their students and lower expectations for others is bound to...