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Eric Kalenze My 9th graders blew off my suggestion that they do the practice, review, and prepare for our first test. They failed it and were asking for retakes before the period was even over. They also had no concept of "failing a class" since there's never been a consequence before.

Back in the top 100 Amazon best sellers in Elementary Math. (I'll have only a few copies w/ me at rED/Toronto to give out, so get your copy now!) Nidhi Sachdeva, PhD Zach Groshell Amanda VanDerHeyden Beanie Robert Craigen Erica Sandberg Mike Malione

Oo. Such a shocker, coming from the 'education is all about children's joy' guy. Had quite enough of him after hearing his thoughts on homework years ago. See erickalenze.wordpress.com/2017/03/04/pra… if interested. So predictable and boring.

Whoa.

Automaticity with basic math facts frees students to do more complex math.

"The old strategies aren’t necessarily working. We should be very concerned about the latest Nation’s Report Card in mathematics..." Maybe the "old strategies" are the ones foisted on schools by reformers over past 3 decades? the74million.org/article/improv… Anna Stokke Mike Sullivan🇺🇸🇺🇦🇮🇱

Mental-health lessons not only don't work, in some cases they're making things worse. theguardian.com/commentisfree/…

+1

#rEDTO25 We are getting so close to it. We still have some tickets left, don't wait to get yours. The line-up is insane. Jamie Metsala 🇨🇦 Anna Stokke Zach Groshell Spirit of Math Schools Inc. Paul W Bennett Dr. Jim Heal Jim Hewitt Meg Lee Jim Christopher Barry Garelick eventbrite.ca/e/researched-c…

The largest education experiment ever run is one that most teachers and even many education professors do not know about. Why? It is an intriguing story 🧵

+1, forever and ever.

I keep promising my math colleagues that laws like MN'S READ Act (which mandated me & all literacy Ts to do dozens of hours of training this year) will be coming for them next. ...and as much as I may have differed with my own training's execution, I have to say I'm quite glad.

disappointingly, this article frames the issue of comprehension instruction as EITHER strategies OR knowledge. Try interactive reading – questioning, responding to and supporting students as text is read.

As my 'Education Is Upside-Down' includes a chapter called 'Building Skyscrapers On Sand', this from Blake Harvard rings with me.

Hear, hear, Frederick M. Hess!

CONGRATULATIONS to researchED Canada, Nidhi Sachdeva, PhD, Paul W Bennett, and their entire team for an AMAZING conference yesterday. If you want to keep the enthusiasm going, we'll have a BIG announcement tomorrow. WATCH THIS SPACE...

Having a PhD in education doesn't make you an expert in teaching. In fact, in many cases it's the opposite.

Great thread, AB, and I can relate. The only time I actually ever mention the term is after we've finished unit final exams and the kids say, 'That was actually easy!' Me: 'Interesting. Would you mind me sharing a few things about why that might be...?' :)

It’s ok to give students the grades they have earned. (education has too much feel-goodism.)

Nearly everything in education is a case of correct/overcorrect. School discipline is no different. The issue, however, should be whose interest we prioritize: the disruptive kid? Or the two dozen others whose learning time is disrupted?