Hi teachers and parents 👋 I have complied a short list of useful online maths tools and virtual manipulatives to assist you with distance learning. I have included the curriculum area and suggested what class group they would be most suitable for. See below! #mathschat #edchatie

This website allows you to create a graph. Useful for 5th/6th class. Children can create pie charts, bar charts, etc. adding in their own data and designing and labelling the X and Y axis themselves. Charts are easily

Online protractor. Useful for 5th/6th class. The teacher can use screen sharing to how to use a protractor. Children who do not have a protractor at home can use this to measure angles.

Exploring area and perimeter. Useful for 4th - 6th class. Tasks can be set to create shapes of a specific area/perimeter. There is also a game that can be used for formative

Interactive geo-board. Useful for 1st - 6th class for exploring perimeter and area and the characteristics of shapes. Images can be saved easily to be shared with the teacher via email, screen share etc.

1) 🚨BREAKING: Parents file lawsuit against Villa Duchesne High School for "intentional racial discrimination" against white students, and using "coercion, intimidation, and threats" to indoctrinate students into Critical Race Theory.

2) Students were told that all white people are racist because they're white, and that black students should "be free from discipline regardless of their behavior."

3) Plaintiff's daughter was subjected to "verbal attacks, and physical threats, social ostracism, false imprisonment, permanent damage to her reputation, and severe and continuing emotional and psychiatric injury."

4) In October a student claimed that the Plaintiff's daughter had stood up in class, pointed to a black student and said "Black Lives Do NOT Matter!"

However, the class where this vent allegedly took place was videotaped, and upon review no such event had occurred.

5) Following the accusations, the plaintiff's daughter was "subject to enormous social ridicule and threats of personal violence."

During a meeting, the principal and a faculty member allowed a black student to aggressively verbally berate the daughter, without intervention.

SCOOP: San Diego Unified School District tells white teachers they are guilty of “spirit murdering” black children and should undergo “antiracist therapy for White educators.”

I've obtained explosive whistleblower documents from the training session. Let's dig in. 🧵

This summer, San Diego Unified hired critical race theorist Bettina Love for a district-wide training on "[challenging] the oppressive practices that live within ... school organizations." The district forbade recordings, but my whistleblower took screenshots and detailed notes.

According to the whistleblower notes, Love began by saying that "racism runs deep" in America and that blacks alone "know who America really is." Love claimed that public schools "don't see [blacks] as human," perpetuate “anti-Blackness,” and "spirit murder babies."

The concept of “spirit murder” is at the heart of Love’s teachings. Love writes that public schools are guilty of “the spirit murdering of Black and Brown children,” defines as “a death that is built on racism and intended to reduce, humiliate, and destroy people of color.”

During the presentation, Love argued that “Whiteness reproduces poverty, failing schools, high unemployment, school closings, and trauma for people of color.” She insisted that “white educators must take responsibility” because they uphold “white supremacy culture.”

The problem that the ‘lets-shut-schools-for-a-couple-of-weeks-crowd’ ignore is that its much easier to shut schools than to open them. Therefore, the probability is that once schools are shut, they will be shut for months on end, just like last time.

In other words, they are engaging in wishful thinking. The probability is that schools will be shut for months on end whilst online teaching provision will likely be patchy/minimal/inadequate/non-existent like it was last time & educational inequalities will continue to widen.

We’ve learned nothing from the schools shutting for 6 months last yr. Once those schools are shut, they will be shut for months. Online learning will continue to be inadequate, meanwhile big-mouthed Twitter users with no skin in the game will continue to opine on the subject.

The average Twitter user is more likely to be parent to a cat than to a human child. No skin in the game & it shows, quite frankly. The online learning that is available for parents is inadequate & it will be left to parents to utilise their own resources, again.

Educational inequalities will widen into a chasm. It will be a disaster for children, especially primary school-aged children, & for what? Where is the evidence that school closures minimised the spread of C-19? But the average Twitter user need not worry, their cat will be fine

I’ve compiled 6 tips for the move online based on @AccessTCD & @SchoolofEdTCD research. During #schoolclosures last year we surveyed 1000+ students and 700+ teachers about their experience of #onlinelearning. Although it's difficult to be back here, we have learned so much. (1/N)

1. Prioritise student & staff wellbeing. Connection before content. Everyone is dealing with different circumstances at home often unbeknownst to others. Check-in with students and colleagues. (2/N)

2. A whole-school approach is needed when moving teaching and learning online. Our research suggests that schools who used a whole school approach had higher engagement from students and higher collaboration among teachers. (3/N)

3. Research suggests providing live or recorded lessons for students is important for high student engagement. Connect with each other, students don’t want double the amount of homework, they want to learn from their enthusiastic teachers and see the face behind the screen. (4/N)

4. Teacher feedback means the world to students. It helps them to improve, motivates them to keep up engagement and strengthens student/ teacher relationships. Assign a meaningful amount of work to students that you have the time to respond to. (5/N)

50 Common Mistakes most developers make while starting out

A thread🧵👇

⚡️1. Focusing on completing courses instead of coding (or completing projects) .

⚡️2. Skipping the fundamentals.

⚡️3. Not joining a developer community.

⚡️4. Not creating projects from scratch.

⚡️5. Skipping Data Structures.

⚡️6. Not reading the documentation.

⚡️7. Trying to learn everything in one day.

⚡️8. Blindly following the tutorial and not extending the code or making their own version of code.

⚡️9. Not asking for help when needed.

⚡️10. Never commenting the code (In required places).

⚡️11. Endlessly Planning instead of Building.

⚡️12. Learning different technologies instead of mastering one.

⚡️13. Not reading stuff (books/articles/documentation).

⚡️14. Not maintaining a balance between programming and not programming.

⚡️15. Not finishing what they started

⚡️16. Not building stuff they care about.

⚡️17. Getting overwhelmed by others' progress/headstart

⚡️18. Not knowing when to quite and start over.

⚡️19. Not practising enough.

⚡️20. Endlessly buying Udemy courses.

@MattHancock says yet again that “Schools are safe”, because children are at low risk of serious disease.
With current v high disease prevalence (maybe 1 in 20 or 30 in #London ,#1in50 elsewhere) MORE children will catch #coronavirus & MORE children will become very ill. 1/8🧵

In itself that’s not good. There are some v sick kids around the country right now & because they often present differently they may not be diagnosed so quickly. Often with gastrointestinal & joint symptoms & odd rashes. Parents & educators may not be aware of this. 2/8

Families, especially those in large multigenerational or BAME households are already at increased risk of severe #COVID19.
#Teachers & #earlyyears staff in JAN 21 STILL have virtually no #PPE. There will be many over 50s & others who are CV/CEV. This is not good. 3/8

The families of <18s are at increased risk. We know that.
I’ll keep showing this 👇because Gvmt keep ignoring it.
And the lack of adequate & appropriate #PPE puts all staff in these settings AND their families at increased risk.
This is not good. 4/8

So the “Schools are safe” mantra which is repeated over & over again can ONLY be based on the risk to children of severe disease VS the risk of them missing school.
NOTHING OR NO ONE ELSE.
In the midst of a deadly pandemic this is as bizarre as it is callous & ignorant. 5/8

Most Helpful GitHub Repositories for JavaScript Developers

A Thread🧵👇

⚡️30-Days-Of-JavaScript

As the name suggests learn JavaScript in 30

⚡️ es6-cheatsheet

A cheatsheet containing ES2015 [ES6] tips, tricks, best practices and code snippet examples for your day to day

⚡️ The Algorithms - JavaScript

All algorithms implemented in

⚡️ 33-js-concepts

33 Concepts Every JavaScript Developer Should

If we do go back to Zoom teaching, a few little things that helped me with my 6th form classes. A thread…

If you can, have a little chat before the ‘proper learning’ takes place. Goes some way to keeping the good vibes that make teaching so enjoyable.

I tend to use PowerPoint and share slides. Usually, one slide of explanation followed by one slide of practice. Keep it short and simple. Short tasks keep the pace of the lesson and keep kids on their toes.

The big challenge with remote learning is checks for understanding. How do I know they’re focussed? How do I know what they know?

Obviously, you’ve got the chat box, which is particularly good for one-sentence answers or letter answers to multiple choice or true/false statements on your slides.

It's 2021! Time for a crash course in four terms that I often see mixed up when people talk about testing: sensitivity, specificity, positive predictive value, negative predictive value.

These terms help us talk about how accurate a test is, but from different viewpoints. 1/

Viewpoint 1 is about the status of the person taking the test. Are they infected, or not infected? How good is the test at identifying these people? That's sensitivity/specificity. 2/

A test that is very *sensitive* will be very good at accurately identifying people who are infected.

A test that is very *specific* will be very good at accurately ruling out infection in people who are not infected. 3/

Viewpoint 2 is about the result of the test itself. It says positive or negative (or detected or not detected). How much can those results be trusted? Did the positive or negative actually "predict" the situation correctly? 4/

A test that has a high *positive predictive value* means you can really trust a positive. Most of the positives that come out do really mean that person is infected. 5/

While it left very little time for personal processing, I'm proud that our leadership team worked for hours last night to prepare guidance for staff today. These are a few of the points. (LPS educators, your building teams have shared/will be sharing more specifics!)

Name what happened. The events of January 6, 2021 were violent and unlawful. This is not an opportunity for exploring "both sides."

Follow your students' lead. They will tell you how much or how little they want to process. Always make allowance for individuals who differ from their peers; make space for those who aren't ready to talk or those who want to continue talking.

Acknowledge this was a traumatic event. We all react differently to trauma. Individuals process in different ways, and there is no one correct way to respond; therefore, it is important to acknowledge individual reactions and feelings.

Be aware of your own reactions to events. Children of all ages take their cues from the adults around them. Staff members should seek support for themselves to process events if needed.

Today, January 3, 2021, the portals for taking applications for a new crop of teachers will go live. That begins a new process to fill our schools with qualified and competent tutors who will teach our children in basic classes and senior secondary schools across Kwara State.

It is an enormous task that we do not take for granted. It a task for which our administration will be judged — coming after we painfully nullified a process that had thrown up some 2,414 teachers.

Without mincing words, no patriotic person should defend the nullified process. It was egregiously faulty. Political interests had a field day dictating which individual got a place in our classrooms with scanty regard for merit.

So bad was it that they overshot the legal approvals to engage just 1,100. I do not dispute that a few great hands survived the process. My heart bleeds that those ones were caught in our decision to start the process anew. However, such great hands were exceptions.

A vast majority got the jobs because they knew somebody who knew somebody that knew somebody on Ahmadu Bello Way. Those affected knew this to be true. We couldn’t in good conscience allow that to stand, particularly after we initially gave everyone a chance to prove their worth.

Front-end developer roadmap for 2021 🧵👇🏼

I started my web development journey exactly one year ago i,e. January 2020 and it's been a year since I'm in learning phase

In this thread I'll be covering

- All you need to learn about front-end development
- Tools and technologies
- Skills you need to learn
- Resources

First things first, you need an editor to write code. There are plethora of editors out there like atom, VS code, sublime etc

I recommend you to start with VS code. Why?👇🏼

🔹Many built-in features
🔹It's fast
🔹Large community
🔹IntelliSense code completion and debugging

Don't want to download an editor due to memory issue or something else?

Don't worry we have lots of online editors

Now you're all set to write code and create beautiful websites

A typical website can be divide into three phases

- HTML 🧱
- CSS 🎨
- JavaScript ⚙️

How many people know they're autistic, so far.
These are the studies from various countries and teams.
England & Scotland data taken from the official school records.
The problem is, not everyone knows they're autistic.
The tests & assessments tend to find white males/

/because that's what they were expecting to find, many decades ago.
It simply never occurred to people that autism might 'look' different in e.g. females, BAME communities, older people, males who don't present in typically male ways, etc./

I suspect we are nowhere near finding most of the females.
Why do I suspect this? From conversation with diagnostic professionals who are updating their info and having 'oh heck!' moments.
From parents struggling to get their daughters diagnosed, whereas the son was easy/

/...from the number of autistic females I've encountered over the last decades who had gone 'under the radar' for so many years until someone finally had that 'aha!' moment.
And so many with identical presentations who are still struggling to get diagnosed/

Being clear that many diagnostic teams are fabulous.
It's simply a reality that the tools they were given were designed to pick white men.
Let's look at some examples:/