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This is a spectacular posting that could be used with ES or MS students (or possibly HS students, too) to explore square roots.

Admittedly, peer grading is not the same as grading by an expert who really knows the material. But it is better than nothing! In fact, done conscientiously, using a well designed rubric, it's a lot better than you might think, particularly when the results are compared with grading by an instructor who has a large number of assignments to grade in a limited amount of time! In some studies, students were observed to learn better when they were asked to actively assess their answers and those of their peers according to the instructor's rubric. In particular, students who self-graded using a rubric outperformed students who were graded by instructors.

Some interesting consumer math points that apply to us all -- teachers, students, and broader community.  How can we help our students (and our own minds!) grasp these points?

The great challenge for journalists is also the challenge for educators. We do need to look for the new ways to learn and share and reach each of our students. We cannot afford to teach the same old stuff in the same old way and expect that to be sufficient for our new students in this new time. Thanks to Bo A. for the lead to this article.

While focused on teaching reading to elementary students, the points raised here apply also to mathematics teaching ... reducing everything to a single way and a single answer is stifling, minimizing, and counterproductive.

I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.

Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?

Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).

A collection of truly insightful musings on assessment, whether you teach math or something else.

Chris, I definitely think this process for assessment could be utilized in other disciplines quite easily. The idea of student ownership is a huge factor for motivating students. The parent involvement seems to be a positive aspect, too. Thank you so much for keeping us all aware of innovative practices happening in education. Karen Anderson

Over the past five years — at the request of concerned independent school educators, and with funding from independent schools and a grant from the National Institute of Mental Health — we've conducted extensive research on the experiences of African-American students in independent schools.

Last year's report and conversation around the need for affinity group dialogue with the administrative team included statistics and plenty of personal and national stories pointing to the importance of addressing race/culture and learning, particularly as it relates to a discussion around whiteness and the culture of "niceness" within our schools. This article is 8 years old and not much has changed at many schools. Thanks for reading it! Please pass along to your team colleagues if you can?

Why is the change in this area so slow?

A surface-level report that might compel some students to look much deeper.

If you want to generate teams and groups randomly (and quickly), you can't go wrong with this easy-to-use tool. Copy & paste the names of your students in one box, choose team names (optional), the number of teams you want to generate, choose your output format (HTML or Excel format), and click Generate Teams! If you don't like the teams, click Generate Teams! again. Very simple to use. And fast!

This is a great Act 1, in Dan Meyer terminology, for introducing exponential functions. It's 40ish seconds long & totally accessible for ES, MS, & HS students.

I wonder how we could use this in classrooms where we're attempting to teach our students to be open to new ideas and perspectives.

This relatively new site from Discovery has some great resources for integrating STEM into the curriculum. It also gives students a look into future career paths.