Educational Links 4/30/19

18 Inconvenient Truths About Assessment

https://www.teachthought.com/pedagogy/the-inconvenient-truths-about-assessment/?fbclid=IwAR1Ow-dlfzJ6PYG7Dq0xQExSGxIzFFbZybsQRoLI6JUh2BkMIKXkoktlxq4

How Grading Reform Helps High Achieving Students

https://wegrowteachers.com/14-questions-every-teacher-should-ask-themselves-about-that-lesson-plan/?fbclid=IwAR3AbdX6aMji_u4ccJdmUhnhNG_mbFmPw1H8_DJFxJF1MWvav7A_nETwvVc

Why Adults Should Listen, Learn, Trust, and Expect More From Kids

https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids?fbclid=IwAR1a4wNxBKkt4C-Dg0YTPoZo_Z7GmSxbFu4NYV9IVxlEs2E-MPr95Kwnza8

Where There’s a Will There’s a Way…But Only If You’re Good at Problem Solving

http://www.raepica.com/2019/04/good-at-problem-solving/?fbclid=IwAR3eSBjuRvZmxyTuFPg-84-BJIBfGm_4gTC-Zya1IPZasU2uTLHGdnACrSo

A less noisy classroom equals a better learning environment

https://www.educationdive.com/news/a-less-noisy-classroom-equals-a-better-learning-environment/552358/?fbclid=IwAR2m5CzbBoZOJcApXTOnmsr_gq8sL9QFBxZYOceits1heoEv6jtr5WB0guE

ONE WAY I’M PROMOTING “TRANSFER OF LEARNING” WITH MY STUDENTS – HANDOUT & VIDEOS INCLUDED

http://larryferlazzo.edublogs.org/2019/04/29/one-way-im-promoting-transfer-of-learning-with-my-students-handout-videos-included/?fbclid=IwAR3_dG10-0Q3-8OylFYn6dxymAIbsf4WA3LVmGD8LqIh-AHtPA_ufxoRfr8

14 Questions Every Teacher Should Ask Themselves About That Lesson Plan

https://wegrowteachers.com/14-questions-every-teacher-should-ask-themselves-about-that-lesson-plan/?fbclid=IwAR3AbdX6aMji_u4ccJdmUhnhNG_mbFmPw1H8_DJFxJF1MWvav7A_nETwvVc

Typical plans focus too much on fragmented day-to-day lessons and activities on discrete topics instead of deriving coherent plans ‘backward’ from long-term performance. The result is the beast called “coverage.” More subtly, many plans focus far too much on what the teacher and students will be doing instead of mapping out a plan for causing specific results and changes in ability, attitude, and behavior. A surprising number of plans do not make student engagement a central design consideration. And most plans do not explicitly design in a plan B many plans have no Plan B when Plan A doesn’t work. And even larger number do not plan mindful of predictable misconceptions and rough spots.