They lead with religious and political faith, and I'd like you to lend from their methods of applying faith over fact, if you could.
Dear @Ofstednews
*Re: Teachers have passed the test the Government have failed*
My letter in response to @GavinWilliamson's request for parents to complain about online provision of learning during global pandemic. It might appeal to parents & #EduTwitter alike. THREAD⬇️
They lead with religious and political faith, and I'd like you to lend from their methods of applying faith over fact, if you could.
Priti Patel announces even more deaths than I was expecting: "Three hundred thousand, thirty four, nine hundred and seventy four thousand"
— Parody Boris Johnson (@BorisJohnson_MP) April 11, 2020
That's almost twelvty ten squidillion.#COVID19 #pritipatel pic.twitter.com/Jf7a5E7BfI
https://t.co/7ATgFHAsmr
https://t.co/B39SWLiynD
https://t.co/r2c3Hkf8cR
https://t.co/dimY4KQDT9
More from Education
** Schools have been getting ready for this: a thread **
In many ways, I don't blame folks who tweet things like this. The media coverage of the schools situation in Covid-19 rarely talks about the quiet, day-in-day-out work that schools have been doing these past 9 months. 1/
Instead, the coverage focused on the dramatic, last minute policy announcements by the government, or of dramatic stories of school closures, often accompanied by photos of socially distanced classrooms that those of us in schools this past term know are from a fantasy land. 2/
If that's all you see & hear, it's no wonder that you may not know what has actually been happening in schools to meet the challenges. So, if you'd like a glimpse behind the curtain, then read on. For this is something of what teachers & schools leaders have been up to. 3/
It started last March with trying to meet the challenges of lockdown, being thrown into the deep end, with only a few days' notice, to try to learn to teach remotely during the first lockdown. 4/
https://t.co/S39EWuap3b
I wrote a policy document for our staff the weekend before our training as we anticipated what was to come, a document I shared freely & widely as the education community across the land started to reach out to one another for ideas and support. 5/
https://t.co/m1QsxlPaV4
In many ways, I don't blame folks who tweet things like this. The media coverage of the schools situation in Covid-19 rarely talks about the quiet, day-in-day-out work that schools have been doing these past 9 months. 1/
Instead, the coverage focused on the dramatic, last minute policy announcements by the government, or of dramatic stories of school closures, often accompanied by photos of socially distanced classrooms that those of us in schools this past term know are from a fantasy land. 2/
If that's all you see & hear, it's no wonder that you may not know what has actually been happening in schools to meet the challenges. So, if you'd like a glimpse behind the curtain, then read on. For this is something of what teachers & schools leaders have been up to. 3/
It started last March with trying to meet the challenges of lockdown, being thrown into the deep end, with only a few days' notice, to try to learn to teach remotely during the first lockdown. 4/
https://t.co/S39EWuap3b
In Lurgan College today we are using our timely staff training day to hone our skills in the use of Google Classroom as we prepare to educate our pupils at home in the event of school closure in the future. #beprepared pic.twitter.com/E0LQkYqvBD
— Lurgan College (@LurganCollege) March 16, 2020
I wrote a policy document for our staff the weekend before our training as we anticipated what was to come, a document I shared freely & widely as the education community across the land started to reach out to one another for ideas and support. 5/
https://t.co/m1QsxlPaV4
When the university starts sending out teaching evaluation reminders, I tell all my classes about bias in teaching evals, with links to the evidence. Here's a version of the email I send, in case anyone else wants to poach from it.
1/16
When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16
"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.
3/16
However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16
But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16
1/16
When a teaching award is based solely on teaching evals and then only men get it. pic.twitter.com/szIBkCvTe9
— Dr. Marissa Kawehi (@MarissaKawehi) February 12, 2021
When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16
"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.
3/16
However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16
But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16
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Keep dwelling on this:
Further Examination of the Motif near PRRA Reveals Close Structural Similarity to the SEB Superantigen as well as Sequence Similarities to Neurotoxins and a Viral SAg.
The insertion PRRA together with 7 sequentially preceding residues & succeeding R685 (conserved in β-CoVs) form a motif, Y674QTQTNSPRRAR685, homologous to those of neurotoxins from Ophiophagus (cobra) and Bungarus genera, as well as neurotoxin-like regions from three RABV strains
(20) (Fig. 2D). We further noticed that the same segment bears close similarity to the HIV-1 glycoprotein gp120 SAg motif F164 to V174.
https://t.co/EwwJOSa8RK
In (B), the segment S680PPRAR685 including the PRRA insert and highly conserved cleavage site *R685* is shown in van der Waals representation (black labels) and nearby CDR residues of the TCRVβ domain are labeled in blue/white
https://t.co/BsY8BAIzDa
Sequence Identity %
https://t.co/BsY8BAIzDa
Y674 - QTQTNSPRRA - R685
Similar to neurotoxins from Ophiophagus (cobra) & Bungarus genera & neurotoxin-like regions from three RABV strains
T678 - NSPRRA- R685
Superantigenic core, consistently aligned against bacterial or viral SAgs
Further Examination of the Motif near PRRA Reveals Close Structural Similarity to the SEB Superantigen as well as Sequence Similarities to Neurotoxins and a Viral SAg.
The insertion PRRA together with 7 sequentially preceding residues & succeeding R685 (conserved in β-CoVs) form a motif, Y674QTQTNSPRRAR685, homologous to those of neurotoxins from Ophiophagus (cobra) and Bungarus genera, as well as neurotoxin-like regions from three RABV strains
(20) (Fig. 2D). We further noticed that the same segment bears close similarity to the HIV-1 glycoprotein gp120 SAg motif F164 to V174.
https://t.co/EwwJOSa8RK
In (B), the segment S680PPRAR685 including the PRRA insert and highly conserved cleavage site *R685* is shown in van der Waals representation (black labels) and nearby CDR residues of the TCRVβ domain are labeled in blue/white
https://t.co/BsY8BAIzDa
Sequence Identity %
https://t.co/BsY8BAIzDa
Y674 - QTQTNSPRRA - R685
Similar to neurotoxins from Ophiophagus (cobra) & Bungarus genera & neurotoxin-like regions from three RABV strains
T678 - NSPRRA- R685
Superantigenic core, consistently aligned against bacterial or viral SAgs
