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in title, tags, annotations or urlChronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views
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in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
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Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
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A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
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Maintaining a focus on concrete representations of mathematical concepts during remote learning. - The Learner's Way - 5 views
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In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.
Technology Teaching Resources with Brittany Washburn: Sub Plans for the Elementary Computer Lab - 6 views
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Whether you're out sick or have a planned day out of the computer lab, writing sub plans is time consuming and often stressful. Technology teachers have a unique set of challenges to consider when deciding what to leave for a sub. This blog post will hopefully give you some solid ideas and peace of mind for the next time you need to be out. I have this other blog post about Technology Tools for Sub Plans with ideas and tools to help your sub be more comfortable using technology. Today's post is going to assume you have a substitute who is not comfortable using or teaching technology. You can skip right to idea #3 if your substitute cannot use any technology. All of the images are linked to the resource if you're interested. Just click or tap to learn more.
Columbia Marching Band Shuts Itself Down Over 'Offensive Behavior' - The New York Times - 14 views
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“sexual misconduct, assault, theft, racism and injury to individuals and the Columbia community as a whole.”
Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views
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Attention is reciprocal.
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The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
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importance of having students share their strengths and values with you at the beginning of a semester
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Distracted Minds: Why You Should Teach Like a Poet - 4 views
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Routine is a great deadener of attention.
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When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
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same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
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Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views
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was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
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Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
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Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
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Taking a Reflective Stance - The Learner's Way - 7 views
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To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.
Encouraging Persistence - The Learner's Way - 5 views
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"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?
Cognitive Load Theory - UKEdChat - 6 views
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We all get overloaded from time to time, especially toward the end of a term when your todo list turns from being measured by points to metres. We all have our own capacity to deal with the issues at hand, and the ideas behind Cognitive Load Theory (CLT) attempt to maximise our bandwidth while streamlining the signals. The origins of the theory go back to the 1980s when a plethora of digital innovations changed how presentations were done in the business world. This trickled down in the following decades into how teachers presented ideas, moving away from blackboard and Over-Head Projectors to digitalised PowerPoint presentations. As with any new innovation, form overcame function, and for a period in the early noughties, I swear it must have been the law to cram as many animations and sound effects into every PowerPoint, and reading every word from the screen aloud was mandatory.
Financial Times - 1 views
Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 11 views
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These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Collections - The Learner's Way - 4 views
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This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.
Are we there yet? Are we there? - The Learner's Way - 6 views
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This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".
Might now be the time rethink our curriculum? - The Learner's Way - 17 views
COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
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This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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Classical Test Theory and Music Testing - Oxford Handbooks - 2 views
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applications of classical test theory to K-12 music education assessment are considered
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ransition from classical test theory to modern test theory is explored.
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During this period, measurement was viewed as a mechanism by which human traits could be identified and individuals compared
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