In this episode of Building the Bridge, we interview Mike Anderson, an award-winning educator, author, and education consultant.
Get the Voices of Education Right in Your Inbox
In this episode of Building the Bridge, we interview Mike Anderson, an award-winning educator, author, and education consultant.
In this episode, we welcome author Danielle Nuhfer, and we learn that the buildup of small practices of mindfulness can have a tremendous impact over time.
In this season two premiere of Mind the Gap, Tom Sherrington, and Emma Turner discuss whole-brain learning with author Nimish Lad.
In her latest article, Tamara Fyke discusses how educators and parents can support and guide the next generation by using SEL as prevention and intervention.
On this episode, Dr. Vikki Katz shares insights from a recent research report on the levels of technology access and internet connectivity in U.S. households.
Cultivating an environment where students can risk failure is a critical foundation, but if a project is boring, it’s not going to move the needle on their motivation or the STEM gap.
Robert Iskander examines personally identifiable information (PII) as a clear and present danger to every school and every district.
For years I have been telling teachers and writing books espousing the idea that if you make your learning engaging enough through student driven learning.
In this episode of Author Chats, Jeffrey Benson discusses social-emotional learning themes in his book Improve Every Lesson Plan with SEL.
edCircuit conducts a Skype interview with Michelle Herczog, president of the National Council for the Social Studies. Herczog talks about the importance of this subject area, the latest NAEP results in social studies, and the C3 Framework for Social Studies Standards.
by Jennifer GreenOver the last two weeks, teachers in Baltimore have worked tirelessly to support their students, their schools and their community. I have two words for them: thank you.Ashley Smith, a fourth grade teacher at Lakeland Elementary/Middle School in Southwest Baltimore, used her classroom as a safe harbor where her students could openly express their reactions to the Baltimore riots through their writing. “I knew the students would be coming into class… with a lot of questions about what had taken place,” she told ABC News. Ashley relied on her skills as an educator to encourage an open, healthy dialogue among her students. She not only gave them a space to share their feelings by writing essays, but also established an open communication channel between peers. It was through this channel that her students’ discussed the power of peaceful protests and the tragedies that often result from violent uprisings.Read the rest of the story on the Huffington Post.
Last week’s events in Baltimore did not start the race discussions and teachable moments for the students and faculty at Washington Latin PCS in Washington, D.C., they continued them. The community, lead by Head of School Martha Cutts, has been facing the issue of race head on using its “classical education for the modern world” as its foundation.
by Leila Meyer
N ationally, eighth graders’ average scores on the NAEP U.S. history, geography, and civics assessments showed no significant change in 2014, compared to 2010—the last assessment year. However, several student groups have made gains. In 2014, eighteen percent of eighth-graders performed at or above the Proficient level in U.S. history, 27 percent performed at or above the Proficient level in geography, and 23 percent performed at or above the Proficient level in civics. Students performing at or above the Proficient level on NAEP assessments demonstrate solid academic performance and competency over challenging subject matter. See the results at The Nation’s Report Card.
by Elissa Nadworny
by Mike Anderson
D r. Jenny Rankin illustrates why data used with high-stakes consequences should always be made “over-the-counter” (embedding guidance for users) to best ensure the data is understood, analyzed appropriately, and used effectively. Look for an upcoming op-ed from Dr. Rankin on edCircuit.
by Jillian GordonAs the flowers start to bloom and it begins to look a little greener outside, many teachers are feeling the weight of winter stress lifting off of them. But the opposite is happening to high school seniors across the country who are in the midst of making a tough decision: where, and if, they should go to college.I teach agricultural science, an elective course at my school. I am lucky that the students in my room walk in each day because they made the choice to be there, and for the most part, this allows me to connect with these students in a way that is more difficult in the core class environment. I get to know them, their families and their siblings. Because of this connection, it is really important for me to talk to my students about their plans for after graduation.Read the rest of the story at PBS Newshour.
