Is the “maker movement” really new? How makerspaces are just another example of “what’s old is new,”
I’ve been having some trouble with the concept of “merit” lately… the more I hear it, the more I want to scream. (!) Really? You may be asking… what’s wrong with merit? Well, let’s start with a definition (via Google) mer·it (ˈmerət/) noun the quality of being particularly good or worthy, especially so as to deserve praise or […]
We are moving away from two different types of instruction… one for low-performing students based on test-taking and memorization of facts and one for high-performing students where students learn to analyze and critique their own thinking.
Here are some helpful resources for parents looking to advocate at the classroom, site or district level for quality programming for gifted kids.
We can make some great and positive changes if we implement the following recommendations…
Why we can’t talk about honors without understanding the concept of structural racism and how it plays out in our schools.
There is a relationship between gifted programs and systemic racism in our schools. It’s time parents and teachers stopped playing the blame game and worked together to create equitable and effective programs for exceptionally bright and talented students.
As an educator, I will never tire of learning how the brain works. To this end, I recently came across a video series. The video I’ve posted below is about neuroplasticity, which refers to the ways the brain changes in as a result of new thoughts, behaviors, feelings or experiences. Researchers are learning the brain has a lot more plasticity than we ever thought possible before.
As involved parents, we wrestle with new methods of instruction. We want to help, but may feel at a loss when confronted by new terminology, methodology and new teaching techniques. One of the biggest shifts in the new standards is more emphasis on critical thinking and problem solving. In addition, as our schools move away from tracked classroom, teachers are expected to provide differentiated instruction. What does GOOD differentiated instruction look like when teaching the new Common Core aligned math?
Next year will be the first year that SFUSD will implement a NEW course sequence aligned with the new Common Core State Standards in Math (CCSS-M). SFUSD Commissioner Rachel Norton identified a key question on parents minds, “Is the rigor students need going to be represented in the new course sequence?” This is a good question. Nonetheless, I believe there is a more important conversation going on.