Remove Academic Standards Remove Assessment Remove Classroom
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My Students Can’t Meet Academic Standards Because the School Model No Longer Fits Them

Edsurge

Given the prevalence of these diverse brains, why do we continue to structure our classrooms and schools in ways that make it so hard for these kids? Working around these needs or hoping children will adapt isn’t something we can continue to do if we truly want all students to flourish.

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Three Tips for Centering Teachers—Not Tools—in Generative AI Innovation

Digital Promise

“We found that the teacher who was the most effective using AI was the most experienced teacher, had the best relationship with his students, was the most calm and was running a solid classroom,” recalls Desai, The Calculus Project’s director of school and district support and a former math teacher.

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Ensuring Equity for English Learners (ELs)

Catlin Tucker

Therefore, it is essential to assess their language abilities and design instruction that meets their needs. This ensures they are exposed to grade-level academic content while developing their English language skills. ELs need instruction tailored to their language proficiency level.

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To Close the Math Achievement Gap, We Must Recognize What Students Bring to the Classroom

Edsurge

Picture the following: A student volunteers to answer a math question in an elementary school classroom. The teacher has also set up a classroom that nurtures curiosity and questioning that leads to learning. As she struggles to answer the question, two other students begin to whisper questions in her ear.

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An Expanded Definition of Student Success

Digital Promise

In a recent presentation to the League of Innovative Schools Assessment working group, Erin and Eric shared the Cortex platform and described the academic growth and progress they have seen among their students since the platform’s implementation.

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Key questions that unleash powerful PLCs

eSchool News

With todays clear academic standards, PLCs no longer need to spend precious time deciding what to teach. Instead, they can focus on other questions, starting with, Where are we going in students learning journeys? But this doesn’t happen by accident. It requires intentional structure and leadership.

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Can “playful assessments” tell us whether maker education works?

The Hechinger Report

With scarcely a month left in the school year, why was it worth spending time making videos rather than covering the next academic standard? Plus, evidence-based assessments could improve the overall quality of project-based learning by helping educators tailor projects to specific skills and vet a lesson’s overall effectiveness.