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Unlike a traditional history class, in which students are asked to master a single narrative, usually established by a textbook, Reisman’s lessons asked students to “interrogate, and then reconcile, the historical accounts in multiple texts in order to arrive at their own conclusions.” 

Reisman also evaluated student arguments on a scale beginning at the lowest level of analysis—judgment of historical actors by modern standards with no evidence—to judgments with minimal evidence and no regard for context, to judgments containing an awareness of context and perspective though limited in awareness of complexity, to, finally, awareness of one’s own historical subjectivity that encouraged resistance to hasty judgments.  This highest level demonstrated metacognition; these students had developed an awareness of their own thinking.

The fifty-minute periods were organized in a consistent, predictable structure (an important element of learning, Reisman maintains), with the teacher typically devoting ten minutes to introducing or reinforcing background information through lecturing, use of video, or textbook questions followed by thirty minutes of document work, individually or in groups.  The background presentation was designed to prepare students for the documents to come, and often to set up “straw men” that the documents could challenge.  The document work was organized around an essential question (for example, “Why did the Homestead strike of 1892 turn violent?”), and included documents offering conflicting interpretations.  Questions in the handouts were designed to direct student attention toward interrogation of the validity of the documents.  The final ten minutes were taken up with whole-class discussion, during which, Reisman hoped, students would engage in historical argument, making claims supported by specific evidence from the background material and documents. 

the introduction of historical thinking skills does not require the dismantling of chronological approaches to history.  Instead, they are integrated into the chronology-based curriculum already in place.

Reisman also noted another critical but unmeasured factor:  the role of the teacher.  It was crucial for teachers to model the thinking they asked of their students, often by putting a document up on a screen and “thinking aloud” as she read the document and reasoned her way through it, demonstrating, in the process, specific use of the various skills.  In this way, she could make metacognition concrete.  Teachers’ mastery of their subject varied, however, as did their skill in guiding a discussion.  Most of the teachers who participated in the study did not question documents sufficiently or “stabilize content knowledge” by correcting misconceptions.  Reisman pointed out the crucial role of guiding discussions, for example, to interrupt for clarification or to push student thinking toward greater rigor.  Instructional methods that permit students to explore a topic without teacher intervention run the risk of leaving errors and misconceptions—“opportunities in the search for understanding”—unexplored.

“One said, ‘In college you have to teach yourself more than half the content on your own,’” Ms. Toll said. That is very different from what is required in high school, she said, “and that sort of led to the whole concept of self-directed learning.”

For much of the day, each classroom is split in two, with one teacher working more traditionally with half of the students while a second teacher supervises students wearing noise-cancelling headphones and working on their own on laptops.

Mr. Cuban said he was particularly impressed with the way that Summit schools asked students to set goals for themselves.

But he added that he thought the impact of online teaching tools depended on how they were implemented and that the ultimate test, for both Summit and for Achievement First, would be what happens to college graduation rates.

the team came to believe that Achievement First students were not sufficiently engaged in school. The expeditions, also borrowed from Summit, are intended to spark passions and inspire long-term ambitions.

Achievement First’s Greenfield model also emphasizes setting goals. Twice a week students meet with a teacher, referred to as a “goal coach,” to go over their progress in different areas and set goals for the week.

Twice a week, students participate in what the network calls “circles” — a structure borrowed from the social-emotional curriculum of another charter network, Valor Collegiate Academies, in Nashville.

Mr. Samouha said that one of the surprising discoveries in his team’s interviews with alumni who had dropped out of college was that, in some cases, their parents had actually encouraged them to drop out, because they didn’t like seeing them struggle and didn’t know that such difficulties were normal and surmountable. He said the Greenfield team traced that back to the network having not made the parents full partners in their children’s schooling.

So in the Greenfield model, parent-teacher conferences are student-led, and attended by the members of a student’s “dream team,” which includes parents or other caregivers, as well as other mentors, like older siblings, pastors, coaches or family friends.

“We’re not going to solve this through a weekly parent seminar on challenges your child will face in college,” Mr. Samouha said. “We’re going to solve it by literally building an experience where parents are at the table with teachers and students.”

The network’s ultimate goal is to raise its college completion rate to 75 percent, and it says among its more recent classes about half of graduates are on track to finish college.

Now, students will participate in a jigsaw activity. Below are three articles about three different student populations that have been affected by the war in Ukraine. Assign each student, or have them choose, one of the articles to become an “expert” in. Make sure there are about an even number of students reading each article.

5. What are some of the fears or challenges teachers themselves are facing because of the war?6. You’ve read one of three articles about what education is like for a specific group of students. What role is school serving for the group you read about? Is there anything more schools could be doing to support these young people? If so, what and why?

What role can schools serve, even during war? How important do you think education is in a time like this? Do you believe educators should teach about what is happening in Ukraine? How do you think they should handle this sensitive subject?

Many teachers answered our call in mid-March to tell us how they were addressing the war in their classrooms. Here are some responses that show the many ways, large and small, that educators have sought to help their students understand the conflict and its roots, the plight of the Ukrainian people, the role of the United States and more. They have been edited for length and clarity.

I was shocked at how hungrily they soaked up the information, especially once Russia officially invaded Ukraine. These 10-, 11- and 12-year-olds wanted to learn more about what was happening in their world in the “right way” — via vetted news sources, exactly as you mentioned. After each episode, we discussed positives that we heard, we shared “wonders” (the things that we want to find more information on), and we shared one word to summarize the new information.

That day, my students’ remarks on the Russian invasion of Ukraine fit into five categories: empathy for the people of Ukraine, fear of World War III, criticism of Putin, criticism of memes that treat the invasion as a joke, and geopolitical curiosity.

Students then created infographics on Canva to illustrate their learning. Synthesizing that learning into smaller, digestible data bites helped them to make sense of such large, challenging concepts. Here are four examples of their work.

When discussing the conflict between Russia and Ukraine, that consisted of orienting everyone to where this conflict is happening geographically and what cities and countries are involved. We spoke about the history of NATO, key leaders, the concept of trade and supply chains — basically defining the common vocabulary and giving everyone the same tools for discussion.

That’s how I realized that my students needed to talk about the Russian invasion of Ukraine. As a result, I took the following steps the next day, with positive results.

As part of a larger project on the theme of “nostalgia,” students were asked to think of a family recipe that made them nostalgic. But we also talked about the food that brings us comfort no matter where we find ourselves. To help students connect to the Ukrainian people, we talked about the comforts of borscht with information from this article about a chef who is leading a drive to recognize the soup as a Ukrainian cultural heritage.

Teaching about Russia and Ukraine this spring encompassed history, vocabulary, maps, graphs, and photo analysis. We began with a brainstorm about what students had heard about what was happening with Ukraine and Russia. Then students moved on to define terms like Soviet Union, Cold War and NATO, and worked together to combine their definitions into one “best definition.” This vocabulary work set them up to read the Times article about what was happening in Ukraine as Russia invaded, annotating in the

Part of what has made the coverage of the war in Ukraine compelling is my students seeing visual inversions of their own lives. There’s a photo of a grandmother, but she’s holding an assault rifle. There are teenagers, not much older than they are, running drills. There’s a teacher, but instead of trying to manage a class, she’s barely managing to hold it together.

What do you notice about how the person is framed in the photograph?What is the posture? Where is their gaze?Imagine what they might be thinking as they gaze out of the frame.

This is an excellent piece to use when considering primary and secondary audiences, purpose, appeals, and overall effectiveness. It is also a story we can track to see if the speech moves anyone in Congress to change their position on the type of support to provide Ukraine.

Does the American government favor any countries over other countries? What is the policy that guides the American government when dealing with other countries?How does the American government handle disagreements with other countries?Which countries are American allies, or friends?Which are America’s traditional enemies? How is this determined? Does that history matter?

How does President Biden “create the enemy?” Why should America follow this course of action? What is he suggesting will happen if America does not? What does America stand to gain from this plan? Are potential losses discussed?Note patterns in rhetorical appeals, diction, values and themes. What assumptions does President Biden make about the American character or national identity? In what ways do American mythologies seem to bolster a “single story” of foreign policy?

Begins.” Students took notes on the use of ethos, pathos and logos in the construction of the podcast. They also responded to the importance of having free and independent journalists report on the war.

“We Lived Happily During the War,” “Dulce et Decorum Est” and “Dancing.”

E.I.H.R. cultivates partnerships among educators globally to create materials and deliver training based on best practices in Holocaust and human rights education. Together we deliver content and strategies for teaching conflict history and prevention, and sustainable peace. They have been building resources for teachers about Ukraine since Feb. 24, including this webinar on Understanding the Crisis in Ukraine from March 19.

Kids who work closely with parents or teachers do well, she says. "But basically letting a child educate himself, that's not going to be a good educational experience." The computer, she says, can't do it alone.

Trump has said he was personally moved by the shooting — and by the persistent and impassioned calls for action from some of the teenage survivors as well as parents of the victims — and elevated the issue of school safety in his administration. He has called for raising the minimum age for purchasing an AR-15 or similar-style rifles from 18 to 21 years old.

The administration will start working with states to provide “rigorous firearms training” to teachers and other school personnel who volunteer to be armed, said Andrew Bremberg, director of the White House Domestic Policy Council. The White House has not proposed offering states new funding for this training.

Lastly, the administration wants to better integrate mental health, primary care and family services programs, and the president has ordered a full audit and review of the FBI tip line, he said. The FBI has said it ignored a warning that 19-year-old Nikolas Cruz might attack a school just weeks before he allegedly carried out the rampage in Parkland.

While some gun-control advocates welcomed the move, others argued that it would be better for Congress to pass legislation banning the devices. Federal officials had in years past concluded that they could not legally regulate bump stocks, and the new move to do so is likely to be met with lawsuits from manufacturers of the devices. The NRA does not oppose regulating bump stocks under existing law, but it does object to new legislation.

Among the phrases often deployed: “Go back to where you came from” or “Go back to Mexico” or “Go back behind the wall” — all derivatives of Trump’s July 2019 tweet telling four congresswomen of color that they should “go back” to the “totally broken and crime infested places from which they came.”

If the teacher’s alleged comments set a toxic example, Woods is hoping she and her classmates sent the opposite message.“I am glad we did the sit-in,” she said. “I wanted to teach the younger class that we all got a little fighter inside us. They give me hope that they will continue to call adults out and stand up for what they believe in. The students will always strike back.

Last month, Democratic Gov. Gavin Newsom announced that California would begin setting aside 10% of its COVID-19 vaccine doses to inoculate teachers, day care workers and other school employees in order to speed up a return to in-person learning.

Getting teachers vaccinated, he said, would not only keep them safe but would also reduce disruption for families by helping schools avoid the “Ping-Pong effect” of going between in-person or remote learning.

The proposal prompted a series of discussions between the district and the legislature, which resulted in the district’s interim superintendent’s announcing a plan to reopen for middle and high school students on Feb. 8, with the timing of the vaccine playing a key role.

One 12th-grade student in Kabul said the decision had stamped out her last bit of hope that she could achieve her dream of becoming a lawyer.

“Education was the only way to give us some hope in these times of despair, and it was the only right we hoped for, and it has been taken away,” the student, Zahra Rohani, 15, said.

On Monday, the Ministry of Education had announced that all schools, including girls’ high schools, would reopen on Wednesday at the start of the spring semester. The following day, a Ministry of Education spokesman released a video congratulating all students on the return to class.

Mehrin Ekhtiari, a 15-year-old student in 10th grade, said she and her classmates were shocked when a teacher announced the news to the classroom on Wednesday morning.

“My hope was revived after eight months of waiting,” she said, adding later that the announcement had “dashed all my dreams.”

In recent months, the Taliban had also come under mounting pressure to permit girls to attend high school from international donors, aid from which has helped keep Afghanistan from plunging further into a humanitarian catastrophe set off by the collapse of the former government and Western sanctions that crippled the country’s banking system.

. He attributed the decision to a lack of a religious uniform for girls and the lack of female teachers for girls, among other issues.

Many principals and teachers said they only received the new instructions from the ministry after students had already arrived for classes Wednesday.

The move came a little more than a week before a pledging conference where the United Nations had hoped donor countries would commit millions of dollars in badly needed aid, as Afghanistan grapples with an economic collapse that has left over half of the population without sufficient food to eat. It is unclear whether donors will be willing to contribute following the Taliban’s abrupt reversal on the key commitment of girl’s education.

The Taliban on Wednesday abruptly reversed their decision to allow girls’ high schools to reopen this week, saying that they would remain closed until officials draw up a plan for them to reopen in accordance with Islamic law.

When schools reopened in September for grades seven through 12, Taliban officials told only male students to report for their studies, saying that girls would be allowed to return after security improved and enough female teachers could be found to keep classes fully segregated by sex.

Later, Taliban officials insisted that Afghan girls and women would be able to go back to school in March, and many Western officials seized on that promise as a deadline that would have repercussions for the Taliban’s efforts to eventually secure international recognition and the lifting of at least some sanctions.

“I’m deeply troubled by multiple reports that the Taliban are not allowing girls above grade 6 to return to school,” tweeted Ian McCary, the chief of mission for U.S. Embassy Kabul, currently operating out of Doha, Qatar. “This is very disappointing & contradicts many Taliban assurances & statements.”

At one girls’ private high school in Kabul, more female students had arrived for classes Wednesday morning compared to previous years, the school’s principal said in an interview.

“They came to my office, crying,” said the principal,

The decision “doesn’t make sense at all, and it has no logic,” the principal added, noting that the new government has had over seven months to design a new uniform and address the teacher shortage.

Since seizing power, the Taliban have been reckoning with the need for consistent policies while struggling to tread a delicate line that satisfies their more moderate members, their hard-line base and the international community.

The sudden reversal on the girls’ secondary schools seemed to validate existing concerns among Western donors that, despite assurances, they are dealing with much the same Taliban as the 1990s.

“The Taliban have been solidifying their position and becoming hard-line on a lot of issues,” Mr. Bahiss said.

In recent months, the new government has issued restrictions on local media and cracked down on peaceful protests. Taliban officials have also issued new restrictions on women, including a ban on traveling farther than 45 miles in a taxi unless they are accompanied by a male chaperone.

“You can’t exercise your other rights if you can’t leave your house to attend your job or attend education classes,” Ms. Barr said. “It’s a really alarming sign of what may be to come, it’s likely to herald further crackdowns on women.”

The result of smart blended learning is richer and deeper interactions between teachers and students (and between students themselves) than in traditional classrooms. Integrating technology and teaching allows students to fully master content and skills, and at the pace that’s right for them.

how Finland does it: rather than “trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis,” as we do, they ensure high-quality teaching from the beginning, allowing only top students to enroll in teacher-training programs, which are themselves far more demanding than such programs in America. A virtuous cycle is thus initiated: better-prepared, better-trained teachers can be given more autonomy, leading to more satisfied teachers who are also more likely to stay on.

Ripley made the canny choice to enlist “field agents” who could penetrate other countries’ schools far more fully than she: three American students, each studying abroad for a year.

yet another difference between the schools in top-performing countries and those in the United States. In Tom’s hometown high school, Ripley observes, sports were “the core culture.” Four local reporters show up to each football game. In Wroclaw, “sports simply did not figure into the school day; why would they? Plenty of kids played pickup soccer or basketball games on their own after school, but there was no confusion about what school was for — or what mattered to kids’ life chances.”

“In Korea, the hamster wheel created as many problems as it solved.” Still, if she had to choose between “the hamster wheel and the moon bounce that characterized many schools in the United States,” she would reluctantly pick the hamster wheel: “It was relentless and excessive, yes, but it also felt more honest. Kids in hamster-wheel countries knew what it felt like to grapple with complex ideas and think outside their comfort zone; they understood the value of persistence. They knew what it felt like to fail, work harder and do better. They were prepared for the modern world.” Not so American students, who are eased through high school only to discover, too late, that they lack the knowledge and skill to compete in the global economy.

Poland, a country that has scaled the heights of international test-score rankings in record time by following the formula common to Finland and South Korea: well-trained teachers, a rigorous curriculum and a challenging exam required of all graduating seniors

Ripley explains why: Historically, Americans “hadn’t needed a very rigorous education, and they hadn’t gotten it. Wealth had made rigor optional.” But now, she points out, “everything had changed. In an automated, global economy, kids needed to be driven; they need to know how to adapt, since they would be doing it all their lives. They needed a culture of rigor.”

The question is whether the startling perspective provided by this masterly book can also generate the will to make changes. For all our griping about American education, Ripley notes, we’ve got the schools we want.

"This is a warning, this is only the beginning," the attacker said, according to a statement from Bobigny district prosecutor's office.

France remains under a state of emergency following last month's Islamist extremists attacks that left 130 people dead in Paris.

ISIS claimed responsibility for the attacks

Francois Hollande vowed to destroy the terror group and intensify an international military campaign against ISIS territory in Syria and Iraq.