Can we talk about remote learning for a minute?? So, we've been doing this since March. Which means that every teacher & school staff member is now an expert in what works/doesn't work far above every single district bureaucrat or politician anywhere. They have ZERO experience.

So...what are we seeing?? (Keep in mind I teach 1st-3rd)

1) Whole group lessons should be kept to a minimum. Some community building, announcements, maybe a quick read aloud. That's it. Small groups & 1:1 instruction is far more effective.
2) Less is more. Teaching through a screen presents unique problems. Tech issues, not being able to see student work in real time...Teaching ONE concept thoroughly with practice is so much better than more complicated work.
3) Reduce Screen time. I mean, duh. But seriously on this one. Doing RL should not mean staring at a screen all day. Quick, targeted lessons in small group/1:1 settings, then allow choice in follow-ups to practice. And the indep work MUST be work than can be done without help!
4) I'll repeat this one: Less is more. Shorter school days, more breaks, targeted small group/indiv lessons works best. The push for RL to mimic the pre-pandemic in-person school day is absolutely ridiculous.
5) Grading must change. We all know this. Depending on the needs of the kids & the abilities of the families to support learning. We need to stop punishing families who for whatever reason, cannot hold their child's hand through the school day.
6) Flexibility. Like for real. For families, for staff.
7) Consistency. And at the same time consistent routines, trying to minimize disruptions to schedules (um, like going Hybrid, closing due to outbreaks, opening again, forcing weird "simultaneous" instruction.) Just no.
8) Focus on relationships. We hear this often and it's true. Our dist leadership says this and then forces us into positions that break trust. Not having flexibility, watching kids and families break under the strain of a far too long school day with far too much screen time.
9) This has been said MANY times before, but kids are not falling behind, they are surviving a pandemic. Families need supports to get through this (like, safe, affordable/free childcare &/or pay families subsidies so they do not have to work!)
10) Quality over Quantity. For real, when I have time to design quality, targeted, individualized lessons kids learn so much in a quick lesson. We need TIME to do this. Time to really prep. Everything is different. We are revamping everything.

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The outrage is not that she fit better. The outrage is that she stated very firmly on national television with no caveat, that there are no conditions not improved by exercise. Many people with viral sequelae have been saying for years that exercise has made them more disabled 1/


And the new draft NICE guidelines for ME/CFS which often has a viral onset specifically say that ME/CFS patients shouldn't do graded exercise. Clare is fully aware of this but still made a sweeping and very firm statement that all conditions are improved by exercise. This 2/

was an active dismissal of the lived experience of hundreds of thousands of patients with viral sequelae. Yes, exercise does help so many conditions. Yes, a very small number of people with an ME/CFS diagnosis are helped by exercise. But the vast majority of people with ME, a 3/

a quintessential post-viral condition, are made worse by exercise. Many have been left wheelchair dependent of bedbound by graded exercise therapy when they could walk before. To dismiss the lived experience of these patients with such a sweeping statement is unethical and 4/

unsafe. Clare has every right to her lived experience. But she can't, and you can't justifiably speak out on favour of listening to lived experience but cherry pick the lived experiences you are going to listen to. Why are the lived experiences of most people with ME dismissed?
You asked. So here are my thoughts on how osteopathic medical students should respond to the NBOME.

(thread)


Look, even before the Step 2 CS cancellation, my DMs and email were flooded with messages from osteopathic medical students who are fed up with the NBOME.

There is *real* anger toward this organization. Honestly, more than I even heard about from MD students and the NBME.

The question is, will that sentiment translate into action?

Amorphous anger on social media is easy to ignore. But if that anger gets channeled into organized efforts to facilitate change, then improvements are possible.

This much should be clear: begging the NBOME to reconsider their Level 2-PE exam is a waste of your time.

Best case scenario, you’ll get another “town hall” meeting, a handful of platitudes, and some thoughtful beard stroking before being told that they’re keeping the exam.

Instead of complaining to the NBOME, here are a few things that are more likely to bring about real change.

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So the cryptocurrency industry has basically two products, one which is relatively benign and doesn't have product market fit, and one which is malignant and does. The industry has a weird superposition of understanding this fact and (strategically?) not understanding it.


The benign product is sovereign programmable money, which is historically a niche interest of folks with a relatively clustered set of beliefs about the state, the literary merit of Snow Crash, and the utility of gold to the modern economy.

This product has narrow appeal and, accordingly, is worth about as much as everything else on a 486 sitting in someone's basement is worth.

The other product is investment scams, which have approximately the best product market fit of anything produced by humans. In no age, in no country, in no city, at no level of sophistication do people consistently say "Actually I would prefer not to get money for nothing."

This product needs the exchanges like they need oxygen, because the value of it is directly tied to having payment rails to move real currency into the ecosystem and some jurisdictional and regulatory legerdemain to stay one step ahead of the banhammer.