We’re keeping close tabs on national news around the Every Student Succeeds Act as well as ESSA news from the eight most populous states in the union: CA, TX, FL, NY, IL, PA, OH, and GA. Our hope is that these brief updates will help
Contributed by Yong Zhao
Originally published on ZhaoLearning.com
Last year when my son graduated from college, I asked the question “can you stay out of my basement?” as I believe an important outcome of education is the ability to live out of one’s parent’s basement, that is,
This post was originally published on Finding Common Ground
To “unwrap” or not to “unwrap”? – Actually, there is no question.
In addition to the voluminous numbers of standards teachers must impart to their students each year, there is the added challenge of really understanding what the
An issue for some time in education has been how to best prepare both ourselves and our students for high stakes testing. How can we take the “surprise” out of test results? It stands to reason that if we know what we are being tested
The Common Core does a pretty good job of laying out some key cognitive skills students need to be ready for career or college.
But here’s the bold claim I’ll spend this post supporting: if you aim at the Common Core goals alone, emphasizing the four
Read Part One of this series.
As you can see in the diagram, I think it’s impossible to even approach the intent of the Common Core without ensuring frequent and high-quality reading, writing, and speaking. Each of these elements is something we must get better at
Before I introduce what I’ve come to call the “non-freaked out approach” to Common Core literacy intruction (pictured above), let me first do a bit of work introducing how I came to rest in these five essential practices. Keep in mind that, throughout all of
The Common Core State Standards (CCSS) movement requires teachers to shift their instructional practices in several significant ways, which in turn necessitates practice and intentionality. Some of these key shifts include embedding language development across the curriculum; an increase in oral language and multiple opportunities
Contributed by Monica Neagoy
Teaching Operations in a Technological World—An Enigma?
Do you ever wonder why we spend so much time on teaching computational algorithms, memorizing number facts, and checking for correct answers, in a world full of technological tools that compute faster, more efficiently, and more accurately
I respect Jim Burke a lot. Here's why:
He's a prolific author of helpful books for teachers, and, get this: he still teaches;
He's a co-author on the high school edition of They Say / I Say (I partially explain my obsession with this book here, here, and here);
In addition to