NO MORE INSTRUCTIONAL CONFUSION, GUESSING, OR MIND-SHAME! Learning to Read is 1-2-3 (and free!): 1) Click on any word. 2) Try to read word in Pop-up. Can’t? Click word in Pop-up. 3) Repeat Step 2 as needed. Click on any word below and follow the steps: 1,2,3. to ice eye have know meow wolf pour fury idea heart acres […]
When a child is shame-averse to expressing what they are reading, they are, necessarily, less able to learn to read.
What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
No matter how we reenvision the future of work one thing should now be abundantly clear: there will be ever fewer opportunities for human beings who can only perform repetitive manual labor, remember factoids, or perform routine intellectual functions.
Buying the ‘right’ program and training teachers to use it is not only insufficient, it misorients a school system’s learning.
The science and economics behind #POTUS #SOTU call for National #PREK – @ezraklein analysis and #COTC resources
Research: mental health effects of feeling chronically improficient in the skill areas most important to success in school
Re: Making Sense of Teacher Professional Development / Misconceptions That Block Learning
“CHANGING TRAJECTORIES” is the final chapter of Phase I of COTC and includes our suggestions and tips for improving the learning trajectories of struggling readers.
What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.
