Smorgasbord: Collective Memory and Vouchers

“Diverse teste dal naturale.” by Denon, Vivant (1747-1825) is licensed under CC0 1.0

Social structure affects collective memory; or, why fake news is such a big problem

“memory convergence is more likely to occur within social groups than between them — an important finding in light of survey data suggesting that 62% of US adults get their news from social media, where group membership is often obvious and reinforced”

How Facebook fake news and friends are warping your memory

http://www.nature.com/news/how-facebook-fake-news-and-friends-are-warping-your-memory-1.21596?WT.mc_id=TWT_NatureNews

So we need to counter groupthink

“a certain amount of contrarianism can go a long way”

There really was a liberal media bubble https://fivethirtyeight.com/features/there-really-was-a-liberal-media-bubble/?utm_source=pocket&utm_medium=email&utm_campaign=pockethits

Another method of fighting groupthink: When diverse groups interact, everybody ends up smarter and healthier

“The researchers conclude that society would be better off if governments promoted more interaction between groups. They point to public housing and school districting policies as ways to encourage such mixing.”

When diverse groups interact, everybody ends up smarter and healthier

https://qz.com/939404/economists-have-measured-the-benefits-of-diversity-to-education-health-and-public-investment/

People who don’t have regular interactions with others who are different are the most afraid of others who are different

How a Sleepy German Suburb Explains Europe’s Rising Far-Right Movements

https://www.nytimes.com/2017/03/20/world/europe/how-a-sleepy-german-suburb-explains-europes-rising-far-right-movements.html?_r=0

Does diversity strain—or develop—solidarity?

“You might argue that this just goes to show that diversity strains solidarity. Or you might argue that, because we need solidarity, we must learn to recognize America in other accents, other complexions, other kitchen aromas.”

Why does Donald Trump demonize cities?

https://www.washingtonpost.com/posteverything/wp/2017/03/17/why-does-donald-trump-demonize-cities/?utm_term=.d7f92e837c62

Reading failure cuts across subgroups

“These staggering numbers of failed reading proficiency underscore our nation’s massive collective failure to effectively teach literacy and build verbal proficiency across all races. It also shatters the accepted truth that racism is the sole or even primary cause of low proficiency rates among all Americans.”

White kids can’t read, either (and other unacknowledged truths)
https://edexcellence.net/articles/white-kids-cant-read-either-and-other-unacknowledged-truths

Shakespeare received a classical education. Maybe that’s what fueled his creative mastery.

Daisy Christodoulou examines the type of curriculum and pedagogy Shakespeare would have been exposed to. Perhaps drilling and memorization centered on a core body of knowledge are not such horrifying things, after all.

Shakespeare and creative education
https://thewingtoheaven.wordpress.com/2017/03/11/shakespeare-and-creative-education/

Just as privatization has ensured that dentistry remains separate from a larger system that would better serve all students, privatizing schools. . .

“Private organized dentistry protects the marketplace for care and the power of private practitioners to provide it but that leaves a lot of people out.”

Why Dentistry Is Separate From Medicine

https://www.theatlantic.com/health/archive/2017/03/why-dentistry-is-separated-from-medicine/518979/?utm_source=atltw

Unreal. But oh so real

Corey Stewart advocates for Confederate flags, statues at Roanoke rally

Corey Stewart Advocates for Confederate Flags and Statues at Roanoke Rally

http://www.roanoke.com/news/politics/roanoke/corey-stewart-advocates-for-confederate-flags-statues-at-roanoke-rally/article_d1befc53-4d30-5f96-a754-8c1767e6c15a.html

Time to drop the term ‘microaggressions’?

“The scientific evidence for microaggressions is weak and we should drop the term, argues review author.”

“Lilienfeld also suggests we all consider putting aside the word microaggression in favour of “perceived racial slight’”

The scientific evidence for microaggressions is weak and we should drop the term, argues review author

https://digest.bps.org.uk/2017/03/16/the-scientific-evidence-for-microaggressions-is-weak-and-we-should-drop-the-term-argues-review-author/

Physical infrastructure requires long-term vision

“Basic physical infrastructure is like that. It requires long-term vision and patient capital — think horizons of 10 years or more, rather than two or three. In return, investments in basic infrastructure will pay steady, reliable returns until the sun explodes. And the spillovers from those investments in terms of economic growth and social justice for everyone in a community are routinely extraordinary.”

Google Fiber Was Doomed From the Start

https://backchannel.com/google-fiber-was-doomed-from-the-start-a5cdfacdd7f2#.4f3cndu4d

Empiricism and Vouchers

“Post Trump and De Vos, I see plenty of commentators and researchers reporting “vouchers don’t raise test scores” and virtually no “vouchers increase parental satisfaction.” Is that empiricism? In isolation, maybe. In terms of reflecting the broader spirit of science, not so much. It is also not humility.”

http://marginalrevolution.com/marginalrevolution/2017/03/empiricism-and-humility.html

Marilyn Rhames on why she wants vouchers as a parent

http://educationpost.org/when-the-only-real-choice-is-private-my-unlikely-attraction-to-school-vouchers/

Smorgasbord: Segregation

A wonderfully reported piece on segregated schools in Baltimore is this week’s must read.

There is a key thread that weaves throughout it: public schools have become associated with private property — and property owners don’t want “those kids” to affect their property values.

As one parent of color put it: “You can put it as a financial issue so you don’t have to talk about it as a racial issue and a social issue.”

Let’s start talking about the real issue, folks.

http://data.baltimoresun.com/news/bridging-the-divide/

The issue is that white property owning parents resist efforts to integrate schools by race or class.

“Sheff advocates and critics alike point to a critical flaw that has hampered its progress: resistance from the leafy New England suburbs that surround the capital city.”

http://www.courant.com/education/hc-sheff-open-choice-charters-day-3-20170314-story.html

And here’s a key problem with property ownership and race, while we’re on the subject

“At no point in American history has a majority of black Americans owned their own homes”

Selfie of white joggers in African American neighborhood sets off debate, and quest for understanding – LA Times http://www.latimes.com/local/lanow/la-me-leimert-park-20170208-story.html

And while we’re discussing segregation, you know what also is divided? Sleeping conditions.

“sleeping conditions remain sharply divided along racial and socioeconomic lines”

The Night Shift | New Republic

https://newrepublic.com/article/140960/true-cause-sleeplessness-epidemic-book-review-wild-nights-benjamin-reiss

No, really. We’ve all heard of the “achievement gap.” Do you know about the sleep gap?

I’m no scientist, but sure seems like there could be a correlation there. . .

https://www.theatlantic.com/politics/archive/2015/10/the-black-white-sleep-gap/454311/

Leaving civil rights to the states is a recipe for bullying

Arne Duncan makes a strong argument on the need for federal protections of civil rights.

“Leaving enforcement of civil rights laws to states will breed chaos, undermine the education of millions of children, and subject students of every age to abuse, neglect, indifference and outright racism, sexism, and anti-immigrant hostility.”

http://getschooled.blog.myajc.com/2017/03/12/arne-duncan-trump-devos-should-preserve-office-of-civil-rights-to-safeguard-students/

Sociology needs to get more involved in policy decision-making

“It may be true that these lessons on identity and community don’t lend themselves immediately to policy white papers and five-point plans. But a deeper understanding of them sure could help policy makers.”

https://mobile.nytimes.com/2017/03/17/upshot/what-if-sociologists-had-as-much-influence-as-economists.html?smid=tw-upshotnyt&smtyp=cur&referer=https://t.co/wclDZ2XQzk

The tragedy of poor learning spaces

I can’t think of any better way to capture the tragedy of how we dismiss the importance of learning environment for our kids than the following sentence:

“More than 100 special needs students who’ve been learning out of trailer classrooms for the past 16 years are finally moving into a permanent school building this fall, city officials said Monday.”

https://www.dnainfo.com/new-york/20170314/woodside/ps-151-ps-255-tcus-trailer-classrooms-doe?utm_source=Master+Mailing+List&utm_campaign=e5de8e79d4-EMAIL_CAMPAIGN_2017_03_15&utm_medium=email&utm_term=0_23e3b96952-e5de8e79d4-75749801

Reclaiming the meaning of St. Paddy’s

“Yesterday’s alien is today’s workmate; yesterday’s pariah is today’s patriot.”

https://www.nytimes.com/2017/03/16/opinion/green-beer-and-rank-hypocrisy.html?action=click&contentCollection=Opinion&module=Trending&version=Full&region=Marginalia&pgtype=article&_r=0

Smorgasbord: Stepping Sleepily Forward into Sunday

“Basket of food” by Italian, Naples via The Metropolitan Museum of Art

School infrastructure sucks, according to civil engineers

http://blogs.edweek.org/edweek/District_Dossier/2017/03/Schools_get_a_D_Plus_in%20_Civil_Engineers_Infrastructure_Report.html?override=web

A school in Seoul with transformable classrooms

Architecture that allows spaces to be adapted in schools is a small step in the right direction. Control of one’s environment and space could support the productivity and motivation of both kids and adults. While the article also mentions the incorporation of greater natural light, it doesn’t mention other critical factors of school design such as air quality, noise reduction (perhaps the hanging cushions help?), or greenery.

https://www.fastcodesign.com/3067217/this-schools-shape-shifting-walls-let-it-adapt-throughout-the-day

Could AI Replace Student Testing? – Motherboard

“we now have a realistic alternative to standardized testing ‘at our fingertips.’”

https://motherboard.vice.com/en_us/article/could-ai-replace-student-testing

America’s strength comes from diversity

“much of the strength and creativity of America, and modernity generally, stems from diversity. And the answers to a host of problems we face may lie in more mixing, not less.”

What Biracial People Know https://nyti.ms/2lqKYXE

I also make the argument that diversity is essential to the stability of democracy.

http://hechingerreport.org/opinion-diversity-schools-critical-democracy/

John King lays out what makes a school successful for all kids

“The question, I think, for all of us is, ‘How do we ensure that these strong features of successful schools are in place in all schools?’ We also need to focus on the reality that schools that draw socioeconomically diverse student populations are not only likely to get stronger academic outcomes but also are able to prepare students for the diverse workforce and civic society of which they will be a part.

Not to say you can’t have a successful school with concentrated poverty — certainly there are such schools, and I was privileged to be principal of one. But it is significantly more challenging, and I think there are real advantages to working toward schools that reflect the diversity we value.”

https://www.the74million.org/article/74-interview-john-king-on-his-year-as-ed-secretary-the-trump-administration-his-new-role-at-ed-trust

Bureaucracy shouldn’t be a dirty word in education

“turning bureaucracy into a dirty word in education is probably a distraction from … key questions rather than a fair description of the work of school administrators”

https://www.the74million.org/article/analysis-charter-schools-spend-more-on-administration-but-it-might-not-be-bad-for-kids

Assume the best in students

“The bottom line is that when students test us, they want us to pass the test.”

http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Assuming-the-Best.aspx

School diversity as a means to build shared values and understanding

I’ve written here before about why I believe we need our schools to reflect the broader diversity of our society from the lens of fighting prejudice.

I also believe that nourishing diversity in our schools serves a civic purpose: building shared values and understanding. This is what can allow our democratic republic to flourish.

My attempt to voice is this has been published on The Hechinger Report; I would greatly appreciate it if you read it, and will be interested in your thoughts.

http://hechingerreport.org/opinion-diversity-schools-critical-democracy/

 

Living in tune with nature isn’t about being happy

Let me be clear: I’m totally on board with the “get out into nature more” bandwagon, and I’m thrilled to see increasing research showing how much being out in nature contributes to well-being and health.

But in this interview on Wired with the writer of The Nature Fix, Florence Williams, something stood out to me as problematic in how we often approach this natural buzz:

“We don’t recognize how happy nature makes us.”

I think we need some clarity around terms. If by “nature” we simply mean “green living things,” then sure, it makes us feel good. But if we mean “nature” as in the wilderness and the brutal forces therein, then happiness may be a quixotic cause.

Living in tune with nature means having humility and respect, which comes from an appreciation for the often volatile and seemingly senseless danger and risks that are inherent in living in nature. In other words, it’s not just about something we can “get” from nature, in a transactional way, but also about recognizing and assuming our proper place within the cosmos.

That’s a point, alas, I don’t expect many people will buy into, so I understand why we focus on the transactional benefits of nature.

So while we’re on the subject, let’s talk about our children. We want them to be healthy and happy, right?

As Williams points out so well in the interview, our kids are the ones suffering the most from our lack of attunement to nature (however one defines it):

“I think our institutions need to take [incorporating nature into urban infrastructure] on, especially schools. Where I live, only 10 percent of kids get the recommended recess time. Which is appalling, because we know that kids need this time to run around and have exploratory free play in order to just pay attention later in the day.

. . . If you have kids, the most important thing you can do is get your kids outside enough to develop their love for nature. You will be giving them a gift they will have their entire lives.”

And while we’re at it, let’s help them gain a requisite humility and respect for the forces beyond our ken.

https://www.wired.com/2017/03/spend-5-percent-day-outside/

Conceptual vs. Procedural Math at Mastery charters

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“Maths” by Chris de Kok is licensed under CC BY 2.0

There was an interesting recent the74 piece on a Philadelphia charter organization, Mastery, which takes low performing schools and works to “turn them around.”

 

Embedded within this article is the implication that a shift to a focus on the teaching of conceptual math, rather than “rote” procedural teaching, led to a swift downturn in math scores.

“So this year, the network began reintroducing teaching techniques that had been a staple at Mastery schools for years, while seeking a middle ground between no excuses and restorative practices. It’s a ‘journey of trying to find out what’s the right mix,’ Gordon said.

Specifically, the network is reintroducing procedural math instruction, which focuses on rote instruction like memorization and repetition.”

It seems worth digging into this supposition a bit more.

Is Mastery’s downturn in math scores due to the failure of conceptual math in general as a pedagogical approach? Or is it a failure of the network to attract and train teachers who can teach this type of math more effectively?

Or is it a failure in the assessments that were used as a reference? Or was it that conceptual math takes longer to “stick” and pay dividends? Or was it a failure of the curriculum they used to move in a more conceptual direction? . . .

http://the74million.org/article/at-philadelphias-mastery-charter-network-culture-is-key-to-turning-around-failing-schools

Smörgåsbord: Our prehistoric minds face the technological wilderness

“A Brook in the Forest” by Gustave Courbet. Courtesy of The MET.

Innovation is truly generated from infrastructure, standards, and contexts that are incrementally shaped by bureaucracies. Sorry, Steve Jobs idolizers.

https://aeon.co/essays/most-of-the-time-innovators-don-t-move-fast-and-break-things

What are the consequences of children interacting daily with AI voice assistants like Alexa or Google Home?

“There can be a lot of unintended consequences to interactions with these devices that mimic conversation,” said Kate Darling, an MIT professor who studies how humans interact with robots. “We don’t know what all of them are yet.”

I think the fears about transference of how kids talk to robots to humans is overblown here — after all, we all talk to our pets as kids but that doesn’t seem to taint our interactions with other humans. But definitely worth considering how these devices could potentially provide linguistic training and refinement of questioning as an educative tool.

https://www.washingtonpost.com/local/how-millions-of-kids-are-being-shaped-by-know-it-all-voice-assistants/2017/03/01/c0a644c4-ef1c-11e6-b4ff-ac2cf509efe5_story.html

Direct instruction in a “circle time” game could help promote self-control in children.

Researchers noted that “there could be educational implications to their results: ‘the irony may be that in devising strategies for parenting and schooling geared to a world of rapid technological change while neglecting the importance of traditional cultural practices, we may be contributing to a deterioration of young people’s attentive and inhibitive resources, thus promoting impulses toward instant gratification’.”

https://digest.bps.org.uk/2017/03/03/circle-time-rituals-help-children-beat-the-marshmallow-test-of-self-control/

According to an evolutionary psychologist, high school poses “an unprecedented social challenge to our prehistoric minds.”

Could just as easily switch the word parent to teacher here: “the things that the parent thinks that the child should be concerned with (preparing for a career and developing important life skills) and the things that the child is emotionally driven to actually be concerned with (being popular and having fun) are often at odds.”

https://qz.com/705770/an-evolutionary-psychologist-explains-why-you-will-always-be-haunted-by-high-school/

“indigenous people were gardeners and stewards of biodiversity.” Compare to us.

https://www.theatlantic.com/science/archive/2017/03/its-now-clear-that-ancient-humans-helped-enrich-the-amazon/518439/

A little wildness and diversity can go a long way.

“In an Urban Forestry & Urban Greening study of vacant lots in Cleveland, Ohio, where economic impoverishment and a declining population have left some 27,000 lots to go feral, the ecosystem services provided by inner-city lots far surpassed those of carefully-tended residential and suburban spaces.”

http://www.anthropocenemagazine.org/2017/03/the-value-of-vacant-lots/

Brains as ecosystems.

“Critically, these cases began with studying behaviors that the animals naturally do, not those that they had been trained to perform.”

https://www.theatlantic.com/science/archive/2017/02/how-brain-scientists-forgot-that-brains-have-owners/517599/

This is a great idea: quiz commenters on articles to ensure they have basic comprehension before they can comment.

“If everyone can agree that this is what the article says, then they have a much better basis for commenting on it.”

Not only could this ensure more level-headed commenting — but it could furthermore serve as a reinforcer of key details.

http://www.niemanlab.org/2017/03/this-site-is-taking-the-edge-off-rant-mode-by-making-readers-pass-a-quiz-before-commenting/

Respect to Mike Rowe for keeping up the call for CTE.

“If you want to make America great again, you’ve got to make work cool again,” he said.

https://www.the74million.org/article/dirty-jobs-star-mike-rowe-stumps-for-career-and-tech-ed-as-house-readies-for-new-cte-bill

Busing is always the conversation killer on the integration of schools. But Hartford demonstrates that busing can be beneficial.

http://www.csmonitor.com/EqualEd/2017/0225/Where-busing-works

An important reminder from Nikole Hannah-Jones what the word “public” means in the US — including both its dark side and it’s promise.

“as black Americans became part of the public, white Americans began to pull away.”

“schools, as segregated as many are, remain one of the few institutions where Americans of different classes and races mix. The vast multiracial, socioeconomically diverse defense of public schools that DeVos set off may show that we have not yet given up on the ideals of the public — and on ourselves.”

https://www.nytimes.com/2017/02/21/magazine/have-we-lost-sight-of-the-promise-of-public-schools.html

NY Teachers: Here’s a useful graph to share with students, courtesy of Achieve’s new report.

media-20170228

http://www.achieve.org/files/New%20York_2017.pdf

Success Academy’s Moskowitz gets called out by Politico

Suddenly, Moskowitz, one of the most vociferously and politically aggressive of education reformers, claims that “I … need to consider whether it is appropriate for me to use my position as the leader of a collection of public schools paid for with government funds to advocate politically.”

Hmm.

http://www.politico.com/states/new-york/city-hall/story/2017/02/success-staff-question-moskowitzs-ties-to-trump-109792

Though after some criticism from her own staff and from the exposure by that Politico article, it seems she suddenly re-discovered her voice.

http://www.nydailynews.com/new-york/success-academy-schools-support-transgender-students-article-1.2984127

Airplane wings that morph, inspired by birds

http://www.pbs.org/wgbh/nova/next/space/morphing-wings/

 

How Did New York Become So Segregated?

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How did New York end up so segregated? As part of my NY Policy Fellowship, I did a little bit of research to try and answer this question.

The Great Migrations

During WWI, industrial urban cities in the North actively recruited Southern black laborers due to labor shortages and war production demand. By the 1920s, Harlem housed 200,000 African Americans and became an epicenter of black literature, music, and visual arts. NYC’s black population expanded from 140,000 in 1910 to 660,000 by 1940. Only a quarter of that 1940 population were born in New York. Economic demand during and after WWII similarly spurred a large influx from southern states. By 1970, NYC’s black population was at 2,350,000, and Buffalo’s at 108,000. Meanwhile, “NYC’s Hispanic population increased by almost twenty times between 1940 and 2010, while its total non-Hispanic White population decreased by over 60% over the same time period.”

Redlining

After WWII, the Federal Housing Authority provided funding for homeownership for many white working class families. However, some banks would refuse to lend money to aspiring black homeowners. The practice of “redlining” refers to maps banks would keep of neighborhood racial demographics, which they would use to determine “bad investments.” Banks would then deny services to African American families, or selectively raise prices. This practice furthered racial segregation, and also guaranteed that many black neighborhoods were either underdeveloped or left in disrepair.

Urban Redevelopment and Highways

Robert Moses engineered passage and amendment to the 1942 Hampton-Mitchell Bill (enacted as the Urban Redevelopment Companies Law), which allowed the displacement of communities (typically low income) by private developers. The NY State Court of Appeals, in a 1949 case, Dorsey v. Stuyvesant Town Corp., later upheld the right of private property owners to discriminate by race. The court ruled: “It is well settled that the landlord of a private apartment or dwelling house may, without violating any provision of the Federal or State Constitutions, select tenants of its own choice because of race, color, creed or religion … Clearly, housing accommodation is not a recognized civil right.”

In a trend-setting development, Moses built the first highway through a crowded urban center, the Cross Bronx Expressway. This development, like the Stuyvesant development on the Lower East Side of Manhattan, resulted in the displacement of lower-income families and reinforced segregation.

Other cities in New York followed suit, with the Skyway in Buffalo and the I-81 in Syracuse similarly stranding low-income families in noisy, polluted inner cities, while creating swift escape routes for suburban commuters. Coupled with strict zoning rules and the lack of affordable housing and public transportation options in many suburban areas, poorer families found it difficult to gain the means either to leave or improve their high poverty neighborhoods.

Loss of Industrial Jobs

While the Fair Housing Act of 1968 made redlining practices illegal, the stagnation of the economy in the 1970s, coupled with deindustrialization, spurred the flight of white and middle class families to suburbs, leaving behind inner city neighborhoods with few employment opportunities and resources. According to EdBuild, twenty nine of the country’s 50 most extremely segregated school districts are in the Rust Belt, with New York State number 6 on that list.

Fruitless Fights for Integration

In the 1950s and 60s, a Reverend in Brooklyn, Milton Galamison, fought for integration, first as chair for the Education Chapter of the NAACP, then as founder of the Parent’s Workshop for Equality in New York City Schools. His group “presented a series of integration proposals to the New York City Board of Education, none of which were implemented.” In 1964, Galamison led a group of civil rights organizations to boycott NYC public schools, but he did not gain the support of the teacher’s union and later lost the support of national civil rights groups. In the late 60s, he began fighting for community control of schools, creating tension with the teacher’s union, the Al Shanker-led UFT. This tension came to a head in Ocean-Hill Brownsville in 1968. Tensions between labor rights and community control advocates, as well as between advocates of integration and of black separatism, created fissures in liberal thought that shifted key narratives and perceptions of public education. As Dana Goldstein notes in her book, Teacher Wars, “Ocean Hill-Brownsville created rifts between teacher unions and black civil rights groups, as well as between liberal elites and the union.” These rifts and tensions continue to reverberate today, especially via the critique of teachers unions and traditional district schools offered by parental choice and charter school advocates.

NYC has never been under a desegregation order. There were a few efforts made to increase diversity through an open enrollment program or by shifting zone lines, but the fiscal crisis of the 1970s and subsequent white flight ended any further efforts until very recently.

In 2014, State Commissioner John King and Board of Regents Chancellor Merryl Tisch initiated the Socioeconomic Integration Pilot Program (SIPP), providing grant funding to school districts that sought to integrate student populations by socioeconomic status. A number of school districts are now implementing programs, including Manhattan District 1.

Beyond Race & Class: Special Education Segregation

From 1894 through the mid 1900s in New York state, increasing attention was paid to the identification and specialized support for students with disabilities due to legislation. In 1967, a “handicapped child” was definedas an individual who ‘because of mental, physical or emotional reasons, cannot be educated in regular classes but can benefit by special services and programs.’ This definition summarized state policy, which since the early years of the century had favored removing handicapped children from regular classrooms and schools, and placing them in ‘special classes,’ home teaching, or private schools.” The policy of segregation and outsourcing of support began shifting in the 1960s. Federal legislation, culminating in the 1990 IDEA act, pushed states towards inclusion in a “least restrictive setting,” and NCLB in 2001 introduced school accountability for educating students with disabilities. However, in an IBO report as of 2013, 25% of students identified with a disability continue to be educated in separate, “self-contained” programs. The outcomes for self-contained students are not positive, while some research seems to suggest that including students with disabilities in general education classrooms has more positive outcomes for them, while not harming the outcomes of general education students. Yet the populations of students with disabilities are far from evenly distributed between schools.

Smorgasbord: Some Important Stuff

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Buffet Train Lunch

On the necessity for deliberate practice of foundational writing skills in classrooms.

“The idea behind progressive mastery is to protect students from what confuses them until they have mastered each individual component.”

Connect this to what I wrote about Hochman’s writing method.

https://ww2.kqed.org/mindshift/2017/02/20/is-it-time-to-go-back-to-basics-with-writing-instruction/

Air pollution is damaging our nation’s children in the one place they spend some of the most time in and should be most protected in — our schools.

A critically important piece from The Center for Public Integrity on the invisible–and thus largely ignored–health risk of air pollution. Many schools, especially here in NYC, are built right next to busy roadways. The long-term health costs are incalculable, and all it would take would be a high grade air filter that can remove 90 percent of the pollution. And forcing old diesel trucks off of our roads. This may sound like a pipe dream, but California has already led the way.

Says one baffled Californian:

“The technology is well established, the installation is straightforward and the maintenance is simple,” said district spokesman Sam Atwood, who doesn’t recall officials from other states getting in touch to learn from his agency’s experience.

https://www.publicintegrity.org/2017/02/17/20716/invisible-hazard-afflicting-thousands-schools

As in the office, so in the classroom. Empower students to design their spaces.

“When workers were empowered to design their own space, they had fun and worked hard and accurately, producing 30 per cent more work than in the minimalist office and 15 per cent more than in the decorated office. When workers were deliberately disempowered, their work suffered and of course, they hated it. “I wanted to hit you,” one participant later admitted to an experimenter.”

http://timharford.com/2017/02/what_makes_the_perfect_office/

A special education teacher discovers the power in scheduling for effective collaboration.

http://www.realcleareducation.com/articles/2017/02/15/scheduled_for_success_110120.html

“Most people struggle with the idea that medicine is all about probability”

An important ProPublica piece on the hit and miss nature of many medicinal and surgical interventions. Most will do no harm —a few may gain benefit—and some will be harmed. There’s some parallels to consider with education here.

“If we really wanted to make a big impact on a large number of people. . . we’d be doing a lot more diet and exercise and lifestyle stuff.”

https://www.propublica.org/article/when-evidence-says-no-but-doctors-say-yes

Kevin Carey outlines the generally poor results on vouchers.

“while vouchers and charters are often grouped under the umbrella of ‘school choice,’ the best charters tend to be nonprofit public schools, open to all and accountable to public authorities. The less ‘private’ that school choice programs are, the better they seem to work.”

Interactional motivational scaffolds are more effective than other scaffolds.

ink

http://journals.sagepub.com/doi/pdf/10.1177/2332858416680353

“conversing with a child in an elaborative way could help them remember more about their lesson”

https://digest.bps.org.uk/2017/02/23/could-the-way-we-talk-to-children-help-them-remember-their-science-lessons/

Need to remember something? Use weird visual cues to trigger your memory. Classroom teachers, take heed.

https://www.scientificamerican.com/article/a-new-way-to-remember-the-power-of-quirky-memory-jogs/

We blame a lot of problems on immigrants. But maybe it’s time to point the finger at the “longstanding native-born Americans” as the real source of the problem.

http://marginalrevolution.com/marginalrevolution/2017/02/real-assimilation-dilemma.html

Daniel Kahneman comments on a blog post. The world changes.

Kahneman responds to a blog post, noting that he was overzealous in his interpretation of studies on social priming. This is important not only as an encapsulation of the “replication crisis,” but furthermore for those of us who have read and been heavily influenced by Thinking Fast and Slow.

https://mindhacks.com/2017/02/16/how-replicable-are-the-social-priming-studies-in-thinking-fast-and-slow/

Wind turbines inspired by insect wings are 35% more efficient.

http://www.sciencemag.org/news/2017/02/wind-turbines-inspired-insect-wings-are-35-more-efficient

This is Dedication to Service

One volunteer I met, Liz Clegg, was running a center for women and children—it was the most reliable place in the Jungle to find, among other things, diapers and face cream—out of a sky-blue school bus that the actress Juliet Stevenson had bought on eBay and then donated. Clegg, a wiry fifty-one-year-old former firefighter from England, has lived on the road since she was seventeen. In the summer of 2015, she attended the Glastonbury music festival. Appalled by the “fuckload” of stuff that people had left behind, she filled her trailer with cast-off tents and sleeping bags and drove straight to the Jungle, intending to donate them. “I’d seen in a Sunday magazine that they needed camping equipment, and Calais’s, what, three hours away?” she recalled. “You couldn’t not do it.” She ended up staying.

Most volunteers left the Jungle at night for safety, but Clegg was there full time, serving as a nurse, bodyguard, counsellor, and surrogate mother to the camp’s hundreds of unaccompanied children, almost all of them boys. At one point, she lived in a shack with half a dozen kids. “We had to sleep with knives,” she told me.

—Lauren Collins, “The Children’s Odyssey” in The New Yorker