A New Political Party
If you have any doubts about whether or not education debate turns the political spectrum into a giant Ouroborean worm disappearing into its own innards, consider this.Here's a quote from a website devoted to a particular issue:Americans need to understand that sacrifice and a hard work ethic are the motherhood of invention and success. If you are not successful or not happy with your lot in life,
Mansplaining Reformy Stuff
Listen, honey, I know it's all very confusing and there's a lot to take in. But don't worry your pretty little head about it. Let me explain the whole what they like to call narrative of school reform.Back in my day, schools were great. You learned what you needed to learn and as soon as you got out, you were ready to get a job. It wasn't easy-- nosirree-- but we weren't afraid of hard work. I put
Reality Impaired Assessment & Joyce Foundation
Over at Education Week: Teacher, Liana Heitin has rewritten a press release from the Joyce Foundation (if you don't know that name, more shortly) for general consumption. The lede is there in the title: Teachers May Need to Deepen Assessment Practices for Common Core.
The article spins off the work of Olivia Lozano and Gabriela Cardenas, two teachers at the UCLA Lab School in Los Angeles. This teaching team has spent ten years exploring the wonders of formative assessment. ome of the handy specifics they have landed on include talking to the students one-on-one or in small groups, asking open-ended questions, and recording all the stuff they find out (copious notes) in a binder. Also, they like to call themselves "teacher researchers."
"More than just a buzzword among savvy educators, formative assessment is the ongoing process of collecting data on what students know or don't know, and changing instruction accordingly." First, hats off to the copywriter at Joyce, who has apparently stepped up from his previous job as a
The article spins off the work of Olivia Lozano and Gabriela Cardenas, two teachers at the UCLA Lab School in Los Angeles. This teaching team has spent ten years exploring the wonders of formative assessment. ome of the handy specifics they have landed on include talking to the students one-on-one or in small groups, asking open-ended questions, and recording all the stuff they find out (copious notes) in a binder. Also, they like to call themselves "teacher researchers."
"More than just a buzzword among savvy educators, formative assessment is the ongoing process of collecting data on what students know or don't know, and changing instruction accordingly." First, hats off to the copywriter at Joyce, who has apparently stepped up from his previous job as a