BC EDUCATION
Saved by @CodyyyGardner

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.
You’ve also got the ‘cold-call’ using the mic. Just make sure you give students time to think about the answer: it’s quite intimidating when you know you’re being broadcast into people’s kitchens!
In school, I say ‘I should see 100% hands up’ when I ask a question. On Zoom, I’ve changed to ‘I should see a screen of little blue hands!’ Find that in the ‘manage participants’ bit.
Something that can also work quite well (with smallish groups) is a shared Google doc with a table. Put student names in one column. They write their answer in the other.
That way, you can pose questions and see the whole group writing answers in real time. It also puts them under a bit of pressure because they can see others writing.
It also gives you a break. In the first lockdown, I underestimated the intensity of Zoom teaching and started off with too much teacher talk. Make sure you stop for a sip of coffee.
Everyone loves a star chart (even my 6th formers). Very important that you’re praising kids for their effort while maintaining high standards. We all like to know our hard work is being noticed.
Important to say – and I can’t stress this enough – this is MUCH easier with small groups. When I teach groups of 30 on Zoom, I keep things very simple.
Hope that helps. Whatever you do, you’re an absolute hero: Zoom teaching is a lot more difficult than people think it is!

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Ovcharka
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OK I am going to be tackling this as surveillance/open source intel gathering exercise, because that is my background. I blew away 3 years of my life doing site acquisition/reconnaissance for a certain industry that shall remain unnamed and believe there is significant carryover.


This is NOT going to be zillow "here is how to google school districts and find walmart" we are not concerned with this malarkey, we are homeschooling and planting victory gardens and having gigantic happy families.

With that said, for my frog and frog-adjacent bros and sisters:

CHOICE SITES:

Zillow is obvious one, but there are many good sites like Billy Land, Classic Country Land, Landwatch, etc. and many of these specialize in owner financing (more on that later.) Do NOT treat these as authoritative sources - trust plat maps and parcel viewers.

TARGET IDENTIFICATION AND EVALUATION:

Okay, everyone knows how to google "raw land in x state" but there are other resources out there, including state Departments of Natural Resources, foreclosure auctions, etc. Finding the land you like is the easy part. Let's do a case study.

I'm going to target using an "off-grid but not" algorithm. This is a good piece in my book - middle of nowhere but still trekkable to civilization.

Note: visible power, power/fiber pedestal, utility corridor, nearby commercial enterprise(s), and utility pole shadows visible.
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The Reading Ape
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An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.


It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.

Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).

Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.

Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
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Product School
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Alex Griswold
Alex Griswold
@HashtagGriswold
The Google Doc where the San Francisco school board did it's research for deciding which historical figures to cancel is public, and it's hilariously bad

The best part is the "Notes" tab, where someone lays out why the stated reasons are complete BS.

Case in point: "Lowell High School must be renamed because the namesake was a racist."

Notes: "Yeeeah, no, it wasn't named after that guy at all."

(they voted to rename anyway)


Another example: "Paul Revere led the Penobscot Expedition, which led to the colonization of the Penobscot."

Notes: "What? No. The Penobscot expedition was fought against the British, in Penobscot Bay. The natives weren't involved."

(voted to rename anyway)


"Dianne Feinstein was responsible for evicting an entire Filipino neighborhood!"

Notes: "That happened in 1977. She wasn't mayor until a year later."

(voted to rename anyway)


"Abraham Lincoln executed 38 Dakota Indians!"

Notes: "The Minnesota governor was going to execute *300*. Lincoln intervened when he had no obligation to, and saved the vast majority of them."

(voted to rename anyway)
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Jemma Sherwood
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THREAD on the Ofqual consultation.

The exams situation is a fiasco on top of a debacle. Yes - loads of kids have missed out on schooling. That is bad. Yes - the provision across the system is the most unequal it has been in living memory. That is bad.

The solution proposed by the DfE and Ofqual is to get teachers to submit a grade that they think their students are “performing at”. Here there are a number of problems:

Problem 1: what does “performing at” a grade even mean? An exam grade is comparative - if someone has any particular grade all it tells you is where they are compared to their peers. There is NO SUCH THING as “grade 6 content” or “working at grade 6”.

This is as true in maths, where content is cumulative, as it is in something like English, where examination is much more subjective. If you ask teachers all across the country to grade, you will get substantial variability because objective criteria simply do not exist.

That’s not our fault, it’s not a training need, its not that we don’t know what we’re doing. It’s literally the way the system has been designed. You can’t train someone in a concept that does not exist.
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