Given increasingly fast and bite-sized nature of information production, distribution, and consumption it is becoming increasingly important for people do develop some special skills to employ when being hit with fake news. One way to develop the skills needed to deal with fake news is to learn how it is created and the tricks it employs and a great way to do that is to create fake news. Here is an article about some teachers who who have their students write fake news stories so they can better detect it.
Do you need time and support to plan units that your kids will engage in and care about?
My students have Chromebooks, now what?
Struggling to reach your at-risk kids?
Develop your skills in supporting students with social-emotional and cognitive learning needs in this session: Structures, Systems, and Routines to Create a Calm Classroom out of Life’s Chaos
Join us on November 20 & 21st at the EPS Academy at Cascade Middle School to get exactly what you need; and earn up to fourteen clock hours doing it!
Here is an interesting article that discusses the role of self-assessment in the classroom in general and specifically addresses how it can help the busy teacher of history make room for rigorous writing tasks.
On the Home Page for EPS Math, you will find our Unit Plans (K-5) from our Scope and Sequence, 3 Act Task libraries, and a brand new Number Routine resource folder. If you scroll down just a bit farther, you also will find you have access to supplementary resources from LearnZillion. There are full units and lesson plans (K-8) in English and Spanish. There are also summative assessments for the LearnZillion units. And if you are looking for ways to intervene for students that are struggling in math, you might want to check out the Math Instructional Videos link.
The Math Instructional Videos are based on standards from grades 2-8, and are broken down into the critical math areas for each grade level. These videos can be assigned to individual students, small groups, or an entire class. The teacher can display the video, or students can access from their device. One of the great things about these videos is that teachers have access to all grades. For example, a fifth grade teacher in the middle of a multiplication unit, might have students that are performing lower in the progression of multiplication than fifth grade standard. That teacher can use 4th, 3rd or even 2nd grade instructional videos to intervene based on student need.
These LearnZillion supplements are provided for you to enhance our core EPS K-5 math curriculum.
Here’s a question that I love asking fellow educators:
What is something that you believe to be true about teaching and learning that you don’t think anyone else at the table will agree with?
The responses that I’ve heard have been captivating. Sometimes what is shared ends up saying us more about the person’s perceptions of their peers’ opinions, and we all end up learning that we are less alone than we suspected. Hearing a colleague share a controversial belief in a safe and trusting environment tells so much more than hearing beliefs or experiences that you have in common – it breaks the echo chamber of our own thinking. Try asking this question at lunch, in a PLC, or wherever you head to on a Friday afternoon. You might learn something fascinating.
Since this is my blog post, I’ll share one of my own potentially controversial beliefs about teaching and learning:
Our students are under-assessed.
This might seem self-interested coming from someone who works in a district assessment department, but the idea has more to do with time in classrooms than numbers on spreadsheets. Between SBA, the new WCAS, i-Ready, and Panorama, we’ve never had more digital tools for measuring student learning to layer onto our existing techniques. With so many stakeholders in education with very specific purposes, we need a broad range of assessments to meet the needs of students, teachers, families, school leaders, and state officials.
To the extent that we treat assessments as a have-to rather than a get-to, it’s easy to focus on evaluation and labeling of kids, rather than opportunities to better match our teaching to their learning. We need assessments “to inform decisions that both support and verify learning” (Chappuis, Commodore, and Stiggins, 2010). We leave students under-assessed but over-evaluated when we don’t act on the information we collect. Every assessment is an opportunity to allow students to guide our own professional learning. We just need to take them up on it.
Register now for the November 20 & 21 EPS Academy!
EPS Learning Academy sessions are designed to deepen and refine practice around core areas of work. Learning design sessions will provide teachers with strategies for designing personalized learning experiences for students as well as supported work time for unit planning. Also included in the academy are sessions on Social Emotional Learning, Number Routines, Seesaw, and Chromebooks in the Classroom.
You won’t want to miss the EPS Un-Conference on November 21st!
At this participant driven event, you will have the opportunity to dig into learning that is meaningful to you. When you arrive, propose any topic you wish! Topics from participant suggestions will be used and turned into Un-conference sessions. Depending on the suggestions, topics could range from social emotional learning to technology to math, and anywhere in-between! There will be several educators at the Un-conference who are willing and ready to lead sessions. You can come and lead, or just add to your learning, your choice. Looking forward to collaborating with you at the EPS Un-Conference!
EPS Academy is a voluntary professional development opportunity. 14 clock hours will be offered.