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"The ultimate goal of teaching is to do just that - teach, not stand up in the front of the room and talk. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job. The problem is, we rely on these tests to measure understanding, and then we move on. Few of us take the time to address weaknesses and misunderstandings after the tests have been graded, and by that time it's too late for students to be interested. This means we need to rethink how we approach assessment during class. The most effective way to test student understanding is to do it while the lesson's still going on. Asking students to fill out a questionnaire and then correcting misunderstandings during the next class period won't work because students have already moved on. You've got to take advantage of the moment. If you hope to spend the majority of your time getting through to students, and not just talking, then understanding must be measured and dealt with as soon as the first frown appears on a face. "

"I think that "Is MY Professional Development Up-To-Date?" is the first question which you need to ask yourselves! You can ONLY give BEST and QUALITY courses when knowing about the latest knowledge in a 21st Century Education. But ===> HOW TO know this? Life Long Learning!

"Admit it: you only read the list of the six levels of the Taxonomy, not the whole book that explains each level and the rationale behind the Taxonomy. Not to worry, you are not alone: this is true for most educators. But that efficiency comes with a price. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy."

"Having integrated coding into my math classes, many teachers have asked me how to get started.  I am happy to help.  In talking to many teachers and parents, it seems there is considerable misunderstanding of how coding really fits the elementary school classroom.  Hopefully these points can help us out and generate discussion."

"Missteps, mess-ups and misunderstandings hurt. And yet, they offer an opportunity to learn and grow. Talks on how we can learn from our mistakes." "

"After its launch the iPad quickly became the darling of the K-12 education community. Schools and teachers quickly saw the opportunities that it afforded students and jumped to get them into their hands. Fast forward a few years and it seems that a lot of schools have relegated the iPad to a supporting role or ditched them entirely. As mentioned elsewhere this is primarily due to a lack of clear vision, a misunderstanding of what the iPad is and an imiginative, uninspiring curriculum. While the iPad may no longer be the technology de jour in certain circles it is impossible to ignore what a compelling device the iPad is. So, why is the iPad still the best choice for schools, teachers and students."

"Perceptions of people and events are very much dependent upon who you are and what your experience has been. Events in Ferguson and Baltimore, among others, highlight our misunderstandings of each other, and how the same facts can be interpreted entirely differently. What's worse, people of color and underrepresented groups are defined by journalists covering these events, who themselves don't reflect the ethnic composition of our country as a whole. Recent studies have proven that stories can change perceptions and even make people more tolerant. Rather than wait to be defined by others, it's important that students learn to create understanding by sharing their story, their worldview, their concerns, and their triumphs with others. Groups like Youth Radio and Cause Beautiful are empowering teens in poor and minority-majority neighborhoods to become multimedia journalists. Kids in these programs learn how to tell and share their own stories with a local or national audience. No matter your class demographics or grade level, ELA and social studies teachers should integrate similar projects in their own classrooms, because every student will benefit from learning to craft a compelling visual story backed by persuasive facts and ideas."

There is growing interest from schools in the Maker Movement and Maker Education but with this have come some subtle misunderstandings about what it is all about. For one the modern maker movement is all about the mindset of the maker rather than developing a set of specific skills for making. The second confusion stems from a belief that the maker movement is all about the tools and the makerspace and that as such it involves large budgets.

"The phrase "artificial Intelligence" was coined by pointy-heads at MIT in 1955. Back then, it referred to an obscure field of computer science devoted to then-hypothetical programs that could engage in tasks that "require high-level mental processes such as: perceptual learning, memory organization, and critical reasoning." Fast-forward to 2023: While AI has been a murmur in tech circles for the last few years, those conversations really get loud until the commercial release of products like Chat GPT and DALL-e. Now everyone is talking about AI, everywhere you go-hyping it, demonizing it, fearing it-but most of all, misunderstanding it. This is partly because it's a complex subject-we don't even agree on what "intelligence" is, let alone "artificial intelligence"-but another reason so many are getting AI wrong essentially comes down to that familiar villain capitalism. With the explosion in popular interest, advertisers and marketers are using terms like "AI," "AI-powered," and "artificial intelligence" as a selling point so much, they're beginning to lose what little meaning they once had."

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