Six on Schools: Daniel T. Willingham: Are You a Visual or an Auditory Learner? It Doesn’t Matter; The Best Resources On...

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 Six on Schools: Daniel T. Willingham: Are You a Visual or an Auditory Learner? It Doesn’t Matter; The Best Resources On...

Daniel T. Willingham: Are You a Visual or an Auditory Learner? It Doesn’t Matter

"One mental strategy may be much better suited than another to a particular task."

Opinion | Are You a Visual or an Auditory Learner? It Doesn’t Matter

Opinion | Are You a Visual or an Auditory Learner? It Doesn’t Matter One mental strategy may be much better suited than another to a particular task.

The Best Resources On Developing A Sense Of Community In The Classroom

The Best Resources On Developing A Sense Of Community In The Classroom

The Best Resources On Developing A Sense Of Community In The Classroom Several studies have been published over the past month related to the idea of how individual members of a group...

DeVos has awarded $399 million in federal grants to expand and support charter schools across the country.

"EDUCATION DOLES OUT CHARTER SCHOOL GRANTS: DeVos has awarded $399 million in federal grants to expand and support charter schools across the country.

— Eight states received $313.4 million over five years to “support approximately 300 new, replicating, and expanding public charter schools.” The grants were made to state education agencies in Arkansas, Arizona, Colorado, Delaware, Michigan, New York and North Carolina. Bluum, Inc., a nonprofit that provides financial advising to charter schools, received a grant on behalf of Idaho. Charter schools in those areas may apply for a piece of their state’s funding.

— The department also awarded $29.5 million to 32 charter school developers, none high-profile charter operators. Nine recipients plan to use the funding to launch new charter schools in Hawaii, Missouri, Alabama, North Carolina, Michigan and Maine. The rest of the grantees plan to expand existing charter schools.

— Four groups received grants totaling $39.9 million to help charter schools enhance their credit and tap into private-sector capital to pay for the cost of new school buildings or renovations. Charter schools often lack access to public funding for infrastructure projects, which the grant program was created to address. The grants were awarded to the Center for Community Self-Help, the Charter Schools Development Corporation, the Local Initiatives Support Corporation and the Nonprofit Finance Fund.

— The last bucket of funding, totaling $16.2 million, was directed to eight recipients tasked with supporting the charter school sector. The list includes some of the most prominent charter school advocacy groups, like the National Alliance for Public Charter Schools and the National Association of Charter School Authorizers. As we reported earlier this week, the alliance plans to use its funding to create a national center that will help charter schools acquire and renovate their facilities."

Education Dept. overstated endorsements of for-profit college accreditor

Education Dept. overstated endorsements of for-profit college accreditor Trump administration doles out charter school grants — DeVos wraps up ‘Rethink School’ tour in New Orleans

Have Common Core standards changed what teachers think and do?

"So, have Common Core standards changed what teachers think and do?

Since 2010, nearly all states have adopted the Common Core standards or a modified version. Surely, those state policymakers and federal officials who championed these standards believed that adopting these reform-driven standards would lead eventually to improved academic performance for all students (see here, here, and here).

In the back-and-forth over the politics of these standards, it was easy for these policymakers to lose the critical, no, essential, connection between adopting a policy and implementing it. Any adopted policy aimed at changing students is put into practice by teachers. They are the classroom gatekeepers to the “what” and “how” of learning. Civic and business leaders and academic experts who push such reforms have had to learn this simple fact again and again. ..."

https://larrycuban.wordpress.com/2018/10/05/have-the-common-core-standards-changed-what-teachers-think-and-do/

 Schools’ reading lists biased against authors & characters of color: report - NY Daily News

Schools’ reading lists biased against authors & characters of color: report - NY Daily News

Schools’ reading lists biased against authors & characters of color: rep... Ben Chapman The city schools’ reading lists show a bias against authors and characters of color, a new report charges.

"When We Were Fearsome" by Joanna Penn Cooper

View this email on a browser Forward to a friend                                         October 5, 2018   When We Were Fearsome   Joanna Penn Cooper

Are atoms made of lots of circles? is the first thing my small son says when he wakes up. My mind swims around, trying to remember if molecules are bigger than atoms. In models of atoms, when they show what they look like, there are lots of circles, I say. The new chair of women’s studies at my alma mater is a man. He writes me without using my professional title to ask what I’ve been up to since graduation. His work, the letter says, has been mentioned on NPR.  Quarks? I think, imagining electrons swimming in circles around neutrons.  Before bed, I tell my son a story about when he was a small bear living with his bear family in a remote part of the forest. I describe the white snow, the black branches, the brightness of the cardinal on a top branch who greets him when he leaves his cottage. This is meant to be lulling. Bears hibernate in winter, he says. Do you want to be hibernating? I say. No! he is seized by a narrative impulse, his little body trembles with it. Tell how I could turn into a polar bear when I was cold and into a fearsome desert bear when I got hot! Tell how surprised everyone was. I tell all about it, the fearsomeness and the changing fur. How he once sat there half-polar and half-desert bear, sipping hot cocoa with marshmallows by the cozy fire.  In the morning, I leave my son at school. I am dissatisfied with how they greet him. The teachers do not know of his powers. His fearsome magic. Have a good day, I say, kissing his crown. Have a good Friday at home, he says, following me to the door. Have a good shopping trip. At home I straighten my bed, turn it down, and slip back in. I lie very still, with pillow levees on either side of my body. My son is safe at school... I think. Most likely safe at school… I try not to think about what the ER doctor said, what machine guns do to human organs. I only tremble a little bit.  A molecule, an atom, a particle, a quark, I think. A mourning dove calls, and it is lulling. Particle was the word that I forgot.  This is what I’ve been up to since graduation.                Copyright © 2018 Joanna Penn Cooper. Used with permission of the author. About This Poem   “There is nothing like having an inquisitive five-year-old to make a person realize the limits of her scientific knowledge, and there is nothing like staying up too late reading about our society’s violence to make her forget the facts she does know. (In fact, I believe nuclei was the word I meant in this poem and not neutrons.) The past couple of years have been especially trying for many of us. My hope is that being a poetic witness to my own attempts to make sense of life during this time is one form of resistance, one way of reaching toward solidarity.” —Joanna Penn Cooper   Joanna Penn Cooper is the author of The Itinerant Girl's Guide to Self-Hypnosis (Brooklyn Arts Press, 2014) and What Is a Domicile (Noctuary Press, 2014). Cooper works as a freelance editor and teaches flash memoir and lyric essay for Creative Nonfiction. She lives in Durham, North Carolina.