Self Regulation- Why is matters and how to grow and show it.

Today’s complex world demands self-regulated thinkers and learners who can take responsibility for their lives, their work, and their ongoing learning. It requires individuals to monitor their own work and to incorporate feedback to develop and improve their work products.


In most traditional classrooms, educators structure students’ work for them, directing them in exactly what to do and monitoring compliance. To create opportunities for students to learn effectively and monitor their own progress, educators can instead work with them, guiding and empowering them in ways that help them take increasing responsibility for their own learning, both as individuals and in groups. In turn, this supports students’ ability to function in a 21st century workplace, where people are expected to work with minimal supervision, planning their own work, designing their own work products and incorporating feedback to improve the quality of those products.


Learning activities that give students the opportunity to acquire self-regulation skills must last long enough for students to have the opportunity to plan their work over time, and offer visibility into clear learning goals and success criteria that students can use to plan and monitor their own work. Educators can foster self-regulation skills by giving students working in groups responsibility for deciding who will do what and on what schedule. In the most successful learning activities, students receive feedback that is supportive of students’ progress toward clear learning goals, and they have the opportunity to act on that feedback to improve their work before it is considered final.


Self-regulation involves a range of skills that become increasingly sophisticated as they develop over time. At the beginning of a semester, students who are new to self-regulation may need more explicit guidance; over time, it can be a goal for educators to give students progressively more responsibility for their own learning


Find via the link below RUBRICS for analyzing learning design for opportunities to self regulate plus the big ideas underpinning this.



Also free courseware  built on the that provides on-demand training around the 21st Century Learning Design (21CLD)  approaches is available


Life Between The Numbers

Welcome to the recording of the “Life Between the Numbers: Data & Analytics to Advance Achievement & Equity” webinar 


Why this session matters


For many education leaders, creating actionable intelligence from data is a new skill.

In this 4th industrial revolution, the ability to make better decisions, faster decisions against a backdrop of complexity and ambiguity is now essential for leading transformation across schools and districts. …equally important is how we create the conditions where learning flourish’s and use data and analytics to validate these approaches.


In this webinar, Dr Phil Neufeld, executive director, information technology, Fresno Unified School District, , is joined by colleague Ryan Coe, Vice Principal in the Curriculum and Instruction Department with Dr. Maria Langworthy, director of worldwide education research, Microsoft Corporation

In this session Ryan Maria and Phil will detail the Fresno 2-year personalized learning initiative, a project which is now delivering statistically significant results.

The Team will cover the following:

The pedagogical model used to foster a collaborative learning culture anchored in student agency.

  • The impacts of this approach on thousands of students over two years.
  • The elements which work that anyone can leverage in their work.

Thank you for attending  This webcast is now on-demand, should you like to view it again. The PowerPoint presentation is available for download here.

Use the link below to enter the webcast at me.


The PowerPoint presentation is available for download here.

Get the report

Here is the link to the related report: Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative


Virtual School Review

Now here’s a great piece of research hot off the press.

This report presents the findings of an international review undertaken to inform the creation of an eHub Pilot Project or e-school with virtual classrooms to support Irish-medium post-primary schools participating in the Gaeltacht School Recognition Scheme. The e-Hub pilot project will connect a number of small Irish-medium schools or Irish-medium units in Gaeltacht areas so as to extend the range of curricular choices available to students, particularly at senior cycle, in these schools (Policy on Gaeltacht Education 2017-2022; p.21).
The report is divided into 5 sections as follows:
Section 1: Introduction
Section 2: Virtual Learning Case-studies
Section 3: Essentials of Good Online Learning
Section 4: Recommendations for Gaeltacht e-Hub
Section 5: Key Roles and Procedures.

irish pilot



A key aim of the Department of Education and Skills’ Policy on Gaeltacht Education 2017–2022 is to strengthen Irish-medium educational provision in post-primary schools in the Gaeltacht. The provision of a wide range of subject choices through the medium of Irish poses a challenge for post-primary schools due to a lack of availability of suitably qualified teachers with high levels of proficiency in Irish and the generally small size of schools in rural Gaeltacht language-planning areas. In seeking to address this challenge, the Policy identified the potential for the establishment of a pilot Irish-medium e-learning hub to extend the range of subject choices through Irish available to students in small post-primary Gaeltacht schools and Units (Aonaid).

Full report here

Share the tweet here


Listen to a recent podcast where I’m talking about Minecraft



Happiness & Education: The DNA of student agency?

Do worry! Be happy!  It matters more than you realize for individuals, schools, communities, societies and economies. We should all worry about happy in the context of a balanced diet of emotional states.


Below is a rambling curation of content pieces around the importance of positive affective states on learning.



Much has been written about the relationship between a happy, positive workplace and an effective, productive workforce. But the definition of happiness can be misunderstood – often it is seen as the presence of positive emotions and the absence of negative ones, which can lead to work cultures that pressure people into faking positive emotions. Research has shown this “faking” can result in long-term physical and emotional illness.

=We hear the call “We have to make sure all our kids are equipped for the jobs of the future, which means not just being able to work with computers but developing the analytical and coding skills to power our innovation economy,’” but, is this completely true?

 The truth is, only a tiny percentage of people in the post-industrial world will ever end up working in software engineering, biotechnology or advanced manufacturing. Just as the behemoth machines of the industrial revolution made physical strength less necessary for humans, the information revolution frees us to complement, rather than compete with, the technical competence of computers. Many of the most important jobs of the future will require soft skills, not advanced algebra.

 Education is taking note.  A new campus for middle and high school students, which will be built in a rural area outside the metropolis of Chennai, India, is surrounded by farmland and bordered by the ocean, is designed to support the goal of cultivating happiness. Kurani was inspired by a long-running Harvard study that has tracked people over the last 80 years, which found that strong relationships are key to a happy life. But, for trailblazers, it hasn’t been an easy road to happiness!

Headteacher Anthony Seldon was widely criticised when he introduced the first “wellbeing curriculum” at Wellington College a decade agde ago. Wellbeing, it was felt, was antagonistic to academic achievement. And despite the success of the programme – Wellington soared up the league tables “quicker than any school in history” over the next nine years – Hunter reports that her colleagues were initially sceptical about her happiness programme

 So, how do you do it? Influential education expert Craig Kemp shared his top strategies and notes importantly, know the Statistics! – There are so many statistics out there about kids, happiness and well-being as it is a buzz right now. All of which are extremely important. Do research and openly share them. Research like this from the OECD and this from Common Sense Media are well-respected sources to use to inform your school’s digital well-being program. I also love this graphic showing what happens in an internet minute. It is a real eye-opener for teachers and parents to help them understand how to adapt their daily practices and strategies to suit the changing needs of their young ones.     (Huffington Post top 12 Education Blogs)

 And if you’re an Edweek member, you can find the 13 top tiups from one of the worlds happiest places- no, not Disneyland, Florida.   (note 2014)

So, is it good for learning? Apparently

“There is a large and growing body of research which indicates that people experiencing positive emotions perceive more options when trying to solve problems, solve more non-linear problems that require insight, [and they] collaborate better and generally perform better overall.” (Edutopia- How are happiness and learning connected)

Emma Seppala, the author of “The Happiness Track,” and science director of Stanford University’s Center for Compassion and Altruism Research and Education, has not lost hope. Dr. Seppala admits that yes, happiness can be a rare beast in our classrooms, but we can create and protect learning conditions in which happiness can flourish

And, guess what? It makes you smarter!

Researchers at Research Schools International partnered with administrators, teachers, and students at St Andrew’s Episcopal School and The Center for Transformative Teaching & Learning to study happiness and academic achievement. Read and find out what they discovered! (the Conversation

That’s it-do worry, be happy- it matters more than you realize.

PODCAST: Minecraft in Education – Moderator asks WHY IS IT SO BLOCKY??

Listen the podcast here:



Drew Perkins talks with Neal Manegold and Mark Sparvell of Minecraft Education about learning and technology and the use of Minecraft Education as a tool to prepare learners for the modern world.

Links & Resources Mentioned In This Episode:

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Need a RUBRIC for non-cognitive and cognitive skills ? I found some!



VALUE Rubrics

Below is a list of the VALUE Rubrics, organized by learning outcome. Click on an outcome to preview, download, and learn more about a particular rubric. For information on acceptable use of the VALUE rubrics, as well as how to reference and cite the rubrics, visit: How to Cite the VALUE Rubrics.

Follow the instructions to download all VALUE rubrics at no cost. All rubrics are offered via AAC&U’s Shopping Cart:

If you experience any difficulty downloading the rubrics, please contact

Intellectual and Practical Skills

Personal and Social Responsibility

Integrative and Applied Learning

Below is a link to the Japanese Translation of the VALUE Rubrics, organized by learning outcome:

Note: you may have to create a simple free account to access.

Reprinted with permission from “VALUE: Valid Assessment of Learning in Undergraduate Education.”  Copyright 2018 by the Association of American Colleges and Universities.

If you have questions about using the VALUE rubrics for educational purposes please email

People want to CREATE and be CREATIVE

A quick copy+paste of my curation and ruminations around CREATIVITY as a transformative asset for LIFE, LEARNING and WORKING.





The U.S. study, Creativity and Education: Why it Matters (Adobe), sheds light on the role of creativity in career success and the growing belief that creativity is not just a personality trait, but a learned skill.

85% said it was a critical skill for their career

78% wish they had more ability

82% wish they had more exposure at school.



I like these two credible references


Creativity as a transformative asset

A recent PricewaterhouseCoopers 2016 CEO Survey cited creativity as one of the key skills needed for employees today. Furthermore, CEOs have said creativity is the most challenging skill to recruit and retain in employees. Visionary business leaders know that in order to succeed in tomorrow’s economy, where productivity will be a given, they need to solve this problem by unlocking the creativity of their employees and then infusing that ingenuity into their company’s products, solutions, and business strategy


The Future of Work is Creative

We face global issues that require all of us to unleash our creative potential to solve problems, make new connections and generate ideas.

Creativity is not only the domain of artists and musicians. It is a process in which we all can engage and all need to encourage.