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Middle school students are more concerned with content relevance than with credibility.

They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.

Dimensions of Critical Evaluation

Speak Up 2013 flipped learning findings include: One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.         16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.    45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.  37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use. While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential. 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.   75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.

few schools provide systematic, long-term, programs to help teachers master their craft. Pre-service training is brief, mentoring is spotty, one-time workshops abound. Independent schools have often made a virtue of giving teachers a classroom and wishing them well—autonomy to the able, too often "sink or swim."

The goal must be to provide ongoing professional development that moves an entire faculty forward, consistent with the school's vision and core values.

New teachers, whether experienced or not, participate in a three-year program—yes, three years—of thoughtfully scaffolded skills matched to the school's chosen direction for teaching and learning. Some topics reinforce the school's traditional strengths; others reflect the major strains of innovation

A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.

Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.

Making loves the process and allows the teacher to move fluidly between levels and subjects. When I designed a middle school level Forces and Motion unit, NGSS MS-PS2 dovetails nicely with CCSS Mathmatical Practice.

To prepare a one-size-fits-all (or most) session does everyone a disservice.

the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them.

Before fine-tuning content for a particular session, I start out with a Google Form and a list of suggested topics (e.g. Google for Research, Nearpod, Kahoot, Student Projects with iPad, Workflow with eBackpack) that I perceive to be campus or department needs.

So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept.

At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of: Designing and/or creating a tangible product, performance or event Solving a real-world problem (may be simulated or fully authentic) Investigating a topic or issue to develop an answer to an open-ended question

We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem."

It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.

Neuroscience has shown that multitasking — the process of doing more than one thing at the same time — doesn’t exist.

Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.

Spin the conversation forward and ask what you can do to help.Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps."Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,"

If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.

Don't be shy to ask your child's teacher to explain what a certain educational word means.

To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.

noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.

When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.

Week One

begin the school organizing/clean-out process by decluttering binders, folders, and notebooks

Week Two