Wednesday, September 30, 2020

If We Do Not Do Something Radical Currently We Will Fail Our Youngsters


This has not been the “back to school” we look forward to each year. In these early days of the new school year, it has already been an incredibly difficult time for students, families and teachers. 

As a mom of four boys, I’m one of the countless parents struggling with the challenges of this new school year. And as the CEO of Teach For America, I’m also witnessing the profound impact all of this has on the students in the low-income communities we serve.

This year is dramatically different than we had hoped and much more difficult for students. Millions of students have to learn from home instead of in their classrooms with their teachers and classmates. It didn’t have to be like this. But it is our reality today. And the hard decisions about the lives, education, and needs of our kids have fallen on individual district leaders, principals, teachers, students, and parents, all trying to ensure our students can get an education safely.  

It has been especially hard—as it always is—for our most vulnerable kids: for kids and families with the fewest resources; for children of color whose unmet needs stem from systemic racism and inequity; for those students who count on schools for so much more than an education.

And in the midst of this pandemic, our teachers are also holding their students through trauma when they experience and witness the persistent racism in our country, where the message is that their lives do not matter. Our students want and deserve so much better.

This all disproportionately harms students growing up in low-income communities and children of color. More than half of all students in America are beginning this school year online—but the numbers have huge differences based on race. One analysis found that 79% of Hispanic students and 75% of Black students are in online learning, much higher rates than White students. And in some low-income communities, thousands of students haven’t yet checked back in to start the new year at all. The digital divide and opportunity gaps are widening before our eyes. 

We as Americans must rise to this challenge. One single year of learning means so much—and losses will be tremendously hard to make up and recover from later in life. Our children’s mental, physical and emotional well-being hangs in the balance as well.  

We cannot allow this to be a lost year. 

Teachers are working harder than ever to make sure their students are engaged and learning this school year and to provide the basic needs and support required for students to be successful. In partnership with Bellwether Education Partners and the support of Cognizant U.S. Foundation, we have identified some of the promising ways teachers are finding to teach and engage their students.

From the teachers I talk to, I hear some important common themes. Teachers are working to reach out to their students—many at risk of falling through the cracks—and building relationships with them and their families. They are assessing where their students are—academically, social-emotionally, and as they work to overcome trauma. And they are finding innovative ways to engage their students online and to help close the learning gaps. 

I talk to corps members and school leaders, and I know that teaching in this moment is just hard. I am struck by the very human challenges people are facing: teachers and students alike touched by the trauma and enormous difficulty of everything we are experiencing this year; school leaders struggling with not only learning decisions for their students, but also their health and safety, in and out of school, amid constantly changing conditions. The emotional support our educators need is great.  

But the stories of the amazing work our corps members are already doing in the classroom, and what our network of alumni are doing to lead through this crisis, inspire me. They are putting equity at the center of all they do. They are showing the kind of love, support, innovation, and commitment that meets our first promise to our kids: to provide them an excellent and equitable education that enables our students to learn, lead and thrive.

This is hard work—not only meeting the urgent needs of students but taking on the big systemic problems that hold kids back. But we will have failed our children if we don’t radically change what’s possible for kids and create a fundamentally different experience for our students. In this defining moment for our country, we have an opportunity—and obligation—to bring about a different future, one that is more equitable, more just, and more fair for all children.

more news https://northdenvernews.com

COVID Can't Stop Ms. Gutierrez From Nurturing Her Students' Love of Reading


Many students are looking to escape the harsh realities of COVID-19. Online learning, social distancing, closure of many businesses and recreation areas, and the struggling economy has brought about a myriad of mental and physical health concerns for our students. But thanks to our Dale Jr. High library tech, Ms. Mirna Gutierrez, our students have finally found some refuge between the pages of their favorite books.

Most would overlook the importance of school libraries—especially in the midst of a pandemic—but after one conversation about literacy with Ms. Gutierrez, they would change their minds. I recall having such a conversation with Ms. Gutierrez about the role of school libraries in schools like Dale, where 91.7% of students are socially-economically disadvantaged and are situated in communities that tend to be fast food rich and library poor. For Ms. Gutierrez, libraries are a place of refuge where students come to research new things, get lost in a story and find a safe space to be themselves.

Ms. Gutierrez often talks about finding her own place in books. As a Guatemalan immigrant, she knows the struggles that many of our low-income first-generation students at Dale go through. She hopes that our students will find the same passion for knowledge and reading that has helped her find success in school and life. Ms. Gutierrez is a living testament that everyone can share in the ‘American Dream’ and she often shares her story with our students.

Ms. Gutierrez developed a website for students to be able to continue to check out books even though our community libraries are closed. She made sure it had a place on the school’s main website, and she gives regular book suggestions to students that highlight the students’ shared cultural experiences like “Marcus Vegas Doesn’t Speak Spanish,” “Front Desk,” “Brown Girl Dreaming,” “Roll With It” and “The Night Diary.”

She started a virtual book club where students can discuss the books they read and love, and connect with one another in a safe space that is often difficult to find while schools are physically closed. She also gives special attention to our English language learners, developing a special section just for them and ensuring they have a space in our library.

Ms. Gutierrez is the “Professor Dumbledore” of Dale Jr. High, guiding students to our very own virtual “Hogwarts” where they can escape the harsh realities of life under COVID-19, even if it is only for a few pages a day.

Many students find their home in books at Dale Jr. High thanks to our amazing library tech. Thank you to Ms. Gutierrez and all the school library professionals who continue this essential work with our youth when they need it the most.

Photo courtesy of the author.
more news https://northdenvernews.com

EdNext Podcast: The Continuous Fight to Secure Charter School Autonomy

The former executive director of the District of Columbia Public Charter School Board, Scott Pearson, joins Education Next Editor-in-chief Marty West to discuss what lessons Pearson learned during his time in that role.

A blog post by Pearson, “5 Things We Learned in D.C. About How to Advance Charter Schools,” is available now.

The EdNext Podcast is available on iTunes, Google Play, Soundcloud, Stitcher and here every Wednesday.

— Education Next

The post EdNext Podcast: The Never-Ending Battle to Protect Charter School Autonomy appeared first on Education Next.

Colorado News

It’s true that females leaving domestic abuse can get a free train ticket in Great Britain if they are taking a trip to refuge accommodation

You may have seen a claim spreading online that women escaping domestic violence for refuge can currently travel for free on UK trains. We’ve seen one post of this kind shared over 70,000 times on Facebook since it was posted on 16 August 2020.

There is a scheme co-ordinated by the charity Women’s Aid, that allows a person experiencing domestic abuse with a confirmed refuge space to access a free ticket to their refuge accommodation. They can also get free tickets for children over five who are coming with them (children under five are not charged for rail travel). 

Women cannot book the free tickets themselves, but once a refuge space has been found for them, the refuge can book a ticket for the individual, who can then pick it up like any normal train ticket, from their station. The woman’s name will not be attached to the ticket, as the refuge books it for them. 

The email address contained in the Facebook post is for use by the refuge only, not women seeking help. If you think you are in an abusive relationship, you can find local services in the Women’s Aid directory here. ITV also has a list of helplines for men and women.

The refuge in question must be a Women’s Aid domestic abuse member service to participate. There are a number of Women’s Aid member services that provide refuge places for men too, so men with confirmed spaces in these could also use the scheme.

The scheme only runs in England, Scotland and Wales, as the Rail Delivery Group, which covers the cost on most networks, only operates in these countries. The Rail Delivery Group is a membership body for all the passenger and freight rail companies, as well as Network Rail (which runs railway infrastructure) and HS2. 

Southeastern and Great Western Rail cover the costs of the journeys taken under this scheme on their own networks. Southeastern has been running the scheme since 2019.

Best local news: https://www.thecherrycreeknews.com/

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FactChecking Biden’s SCOTUS Speech and Repeats

In remarks about President Donald Trump’s pick for the Supreme Court, Democratic presidential nominee Joe Biden made some questionable statements:

  • Biden claimed that a Supreme Court nominee has never been “nominated and installed while a presidential election is already underway.” Yes, voting is underway in some states. But five justices since 1900 were nominated and installed in an election year by presidents running for reelection.
  • Biden urged senators to “uphold your constitutional duty” and block Trump’s nominee. The Constitution gives the Senate the power of “advice and consent,” so senators would be upholding the Constitution if they vote on Trump’s Supreme Court nominee.

The former vice president made a few short appearances during the weekend leading up to the first debate.

On Sept. 26, Biden spoke to the United States Conference of Mayors for less than 16 minutes, and he delivered brief remarks at the virtual L’Attitude conference. On the same day, MSNBC aired an interview with Biden as part of the San Diego-based Latino conference.

On Sept. 27, Biden made remarks about Trump’s selection of Amy Coney Barrett to the Supreme Court, speaking for less than 14 minutes.

By contrast, Trump made five appearances and spoke for about two hours and 15 minutes, including a campaign rally in the swing state of Pennsylvania. See our story, “FactChecking Trump’s Weekend Claims,” for the many false and misleading claims that the president made over the weekend.

SCOTUS Nomination

In making his pitch for the Senate to delay action on Trump’s Supreme Court nominee, Biden gave a misleading account of Supreme Court nominees in a presidential election year.

Biden, Sept. 27: Never before in our nation’s history has a Supreme Court justice been nominated and installed while a presidential election is already underway. It defies every precedent, every expectation of a nation where the people, the people, are sovereign and the rule of law reigns.

Biden’s campaign told us that Trump should not be allowed to appoint the next Supreme Court justice because voting has already begun — which is what Biden meant when he said “while a presidential election is already underway.” It is true that early voting has started in some states.

But it is also true that five justices since 1900 were nominated and installed in an election year by four different presidents who were running for reelection. Two of them — William Taft and Herbert Hoover — lost their elections.

Amy Howe, a lawyer, detailed all instances of Supreme Court vacancies in election years since the turn of the 20th century in an article for SCOTUS Blog.

Here is the list of five justices who were nominated and installed in an election year by a president running for reelection, based on Howe’s story, as well as White House, Supreme Court and Senate records.

President Election Year Election Result  Nominee  To Replace Reason for Vacancy Nominated Confirmed
William Taft 1912 Taft lost reelection Mahlon Pitney John Marshall Harlan Harlan died on Oct. 14, 1911 Feb. 19, 1912 March 13, 1912
Woodrow Wilson 1916 Wilson won reelection Louis Brandeis Joseph Rucker Lamar Lamar died Jan. 2, 1916 Jan. 28, 1916 June 1, 1916
Woodrow Wilson 1916 Wilson won reelection John Clarke Charles Evans Hughes Hughes resigned June 10, 1916 July 14, 1916 July 24, 1916
Herbert Hoover 1932 Hoover lost reelection Benjamin Cardozo Oliver Wendell Holmes Holmes retired Jan. 12, 1932 Feb. 15, 1932 Feb. 24, 1932
Franklin Roosevelt 1940 FDR won reelection Frank Murphy Pierce Butler Butler died Nov. 16, 1939 Jan. 4, 1940 Jan. 16, 1940

 

In every instance, the nomination was made and confirmed by members of the same party — which is the current situation with Trump and the Republican-controlled Senate. The difference, of course, is that the date of the election is much closer this year than it was for any of the nominees who were nominated and approved in the above chart.

Biden also made the curious argument that senators need to “stand up for the Constitution,” and let the next president fill the vacancy left by the death of Associate Justice Ruth Bader Ginsburg.

Biden: And I urge every senator to take a step back from the brink, take off the blinders on politics for just one critical moment, and stand up for the Constitution you swore to uphold. … Just because you have the power to do something doesn’t absolve you of your responsibility to do right by the American people. Uphold your constitutional duty.

Article II, Section 2 of the Constitution says the president “shall nominate, and by and with the Advice and Consent of the Senate, shall appoint … Judges of the supreme Court.” Voting for or against Trump’s nominee — should Barrett clear the Senate Judiciary Committee confirmation process — is upholding the Constitution.

The Biden campaign told us that the vice president believes the senators have a duty to use their constitutional power of advice and consent to block the nomination, because Trump has overreached his authority in seeking to fill a vacancy while the election is underway.

Earlier this month, we asked constitutional scholars about Biden’s claim at a speech in Philadelphia that it would be a “constitutional abuse” for a nominee to be installed on the Supreme Court this close to an election. No one said it was.

“It is not an abuse of power – the president and the Senate have that prerogative,” Kimberly Wehle, a professor at the University of Baltimore School of Law, told us.

Biden Repeats

Biden, a former senator who served as vice president under President Barack Obama from January 2009 to January 2017, also repeated some claims that we have written about before.

Aid to state/local governments. In his remarks to the U.S. Conference of Mayors, Biden distorted comments made by Senate Majority Leader Mitch McConnell, claiming that McConnell said, “Let the states go bankrupt.” Biden said, correctly, that the Senate hasn’t taken up a Democratic House-passed bill to provide additional relief from the coronavirus pandemic, including to state and local governments.

As we’ve explained before, McConnell said bankruptcy should be a legal option for states facing money woes unrelated to the coronavirus, such as debt due to pension programs. The Republican senator made those remarks in an April 22 radio interview on “The Hugh Hewitt Show,” saying: “I would certainly be in favor of allowing states to use the bankruptcy route,” when asked about states with budgetary woes predating the pandemic. McConnell, who said he wanted any additional state/local funding tied to COVID-19, made clear in subsequent interviews that he was saying bankruptcy should be “an option” and that he didn’t want any future federal aid to “fix age-old problems” in states “wholly unrelated” to the coronavirus pandemic.

Preexisting conditions. Biden misleadingly claimed that if a Trump-backed effort in court to abolish the Affordable Care Act were successful, “more than 100 million people with preexisting conditions like asthma, diabetes, and cancer could once again be denied coverage.” The figure is an estimate for the number of all Americans, outside of Medicare and Medicaid, with preexisting conditions. Without the ACA, as we’ve explained, they’d lose the preexisting condition protections in that law, but only those who seek coverage on the individual market — where those without employer or public insurance buy plans – would be at risk of being denied insurance.

The Trump administration has indeed backed a lawsuit to nullify the ACA and once specifically argued, in a 2018 letter from then-Attorney General Jeff Sessions, that two provisions of the law would need to be eliminated if the suit were successful: those guaranteeing that people can’t be denied coverage by insurers or charged more based on certain factors, such as health status. But Trump signed an executive order on Sept. 24 that said “access to health insurance despite underlying health conditions should be maintained” even if the ACA were struck down in court.

He said in remarks that day he would insist that any new health care legislation from Congress “must protect the preexisting conditions or I won’t sign it.” It’s unclear what specifically Trump means by preexisting condition protections. In 2017, he backed Republican bills that would have included some, but not all, of the ACA’s protections, and he misleadingly tweeted that one of the bills covered preexisting conditions, despite the fact that insurers could have priced policies based on health status in states that allowed it under the legislation.

But even if the ACA were eliminated and not replaced with something else, it’s misleading for Biden to claim 100 million people “could once again be denied coverage.” Before the ACA, those buying plans on the individual market could face denials or higher premiums based on their health. Only 6% of the population gets coverage on the individual market.

Employer-based coverage — where 49% of the population gets insurance — couldn’t deny insurance, before the ACA. They could decline coverage for some preexisting conditions for a limited period, if a new employee had a lapse in coverage. 

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The post FactChecking Biden’s SCOTUS Speech and Repeats appeared first on FactCheck.org.

Read more: https://northdenvernews.com/category/latest/

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Tuesday, September 29, 2020

Kids Need Remote Understanding to Be Culturally Appropriate, As Well


Last spring, amidst the uprisings following the immediate failure to bring any sort of justice for George Floyd’s murder, I received a Google Hangout video call from a student I will call Sean. Getting random calls from students became an enjoyable virtual learning norm, but the nature of this call was different. This was apparent in the frustration on Sean’s face and the sensitivity of his tone. 

“Ms. Medor, I’m having a hard time doing my work.” 

I inquired about the source of his sentiment. As expected, Sean expressed an exhaustion that resonated with my spirit. I, too, had been struggling with bearing the burden of the criminalization of our Blackness.

Sean’s call served as my motivation to ensure that learning in my virtual classroom would be culturally relevant. More specifically, I knew virtual learning needed to foster the development of critical consciousness in my students.

Sean wasn’t alone in his struggle to stay engaged with schoolwork last spring. Data suggest that for most of the country, remote learning simply wasn’t successful. There were low levels of engagement, ineffective measures of accountability, inequities of access and inadequate considerations of students’ social and emotional needs

There is no dispute that students would benefit physically, socially and academically from a full-scale reopening of schools, but virtual learning is the reality in thousands of school districts for all or part of 2020-21. This calls for a wholehearted investment in ensuring that virtual learning is engaging and effective—because we simply cannot fail our students once again.

Culturally relevant teaching is simply good teaching, and the shift from physical to virtual learning should not forsake this duty of equity. Due to the unprecedented and unpredictable nature of the pandemic, we failed our students by abandoning this obligation. Now, with several months of virtual learning experience under our belts, we must commit to being anti-racist educators and invest in making virtual learning culturally relevant.

I argue that an investment in ensuring cultural relevance will increase the engagement and effectiveness of online learning. Here’s how…

  • When school leaders and educators work together to create spaces where students can critically reflect on the social realities of our world in the virtual classroom, student-teacher relationships are strengthened and students are more likely to achieve. Therefore school leaders should invest in training teachers to do so. 
  • When community stakeholders engage with students and show them how to create positive social change, this can influence students’ belief in their own ability to effect change. There are many experts in this work, and school leaders should prepare to encourage and assist this form of collaboration in virtual classrooms. 
  • School leaders must encourage teachers to create thoughtful, rigorous virtual assignments that draw from cultures familiar and unfamiliar to students—creating “windows and mirrors” that nurture and respect students even while engaging them in exploring new ideas.
  • Right now, teachers are just beginning to get to know new groups of students virtually. It’s imperative to allocate adequate time and resources to build these relationships. To foster community in virtual classrooms, school leaders can develop effective plans for peer teaching, engagement and collaboration opportunities. 

The possibilities are endless.

Sean reminded me that we need to take advantage of this moment in history and ensure that our teaching is culturally relevant enough to build critical consciousness in our students. It is our responsibility as educators striving for equity. And a wholehearted effort to increase the effectiveness and engagement of virtual learning through culturally relevant teaching may atone some of our spring virtual learning failures.

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The American College System Should Push Back On Fascist Suggestions


I am going to share a dirty little secret. For over 20 years, I have been a frequent viewer of “Fox & Friends.” The blame for this behavior falls at the foot of Harvard University and their summer program “The Media and American Democracy.”

In 1999, I was invited to attend the week-long session featuring news anchors and speakers from the major networks and newspapers from the East Coast. The subjects of bias and corporate control were explored at length and it was suggested we listen, read, and view a variety of outlets to gain a perspective of the American information landscape being shaped by media outlets and the expansion of the internet.

Fox News was not represented at this forum, but it was discussed and usually with derision regarding their intent and content. It piqued my interest because this is a primary source of information in my rural community.

Fox & Friends

On the morning of day two of the seminar, I tuned into Fox News. On the screen were Steve Dooce, Brian Kilmeade, and E.D. Hill. The interchange between them as they discussed the events of the day captured me. I had never experienced a “news” source with so little news and so much opinion. Their opinions paralleled more what I heard on the radio from Rush Limbaugh or Michael Steele than anything resembling hard news. From this Fox and Friends Weekend was spawned, becoming the proving grounds for the daily show. 

It was a mix of laughable insinuation and slanted conversation and it had me hooked. The voice in my head said, “So this is what my students watch and bring into the classroom daily?” It was a cathartic moment and I have used Fox & Friends ever since as a political barometer for the community—it has proven to be fairly accurate.

Currently, Fox & Friends is fully committed to the political agenda of one of their more recognized contributors of the past seven years—Donald Trump. Trump used to call into the show every Monday to complain about the Obama administration and share the findings of his birther investigation, as well as fuel his feud with Rosie O’Donnell. It was the beginning of a marriage between Fox & Friends and Trump. 

And throughout the term of the Trump administration, there has been a revolving door between the White House and Fox as John Bolton, Sebastian Gorga, Hope Hicks, Sarah Sanders-Huckabee, and current Press Secretary Kayleigh McEnany have been employed by both. Sean Hannity is a de facto advisor to the White House, with Trump registering many hours on this primetime show. It is clear Fox & Friends is one of Trump’s go-to morning shows. He even plans a weekly call-in to the show from now until the election. So, what does this have to do with education in America?

‘The Trouble With Schools’

Beginning in 2015, Fox & Friends began airing a segment called, “The Trouble with Schools”. In this segment, they brought to life important education issues like brainwashing kids with meatless Mondays, the Dixon County suspension of all flags at school or “inappropriate” assignments from teachers. On July 4 of this year, we were introduced to a new problem in American schools by Fox Contributor Rachel Campos-Duffy. 

This tweet was partially in response to the creation of the 1619 Project by Nichole Hannah-Jones of the New York Times. The aim of this project is to, “…reframe the country’s history by placing the consequences of slavery and the contributions of Black Americans at the very center of [the United States’] national narrative.” With the murder of George Floyd in Minneapolis and police shootings that have followed, this project is seen as anti-American by the political right. Through the lens of Fox & Friends, it is a tool to indoctrinate young minds to hate America. As Fox & Friends Weekend Co-Anchor Jedidiah Bila said Sunday, September 20, 2020

Parents are sick of what’s happening in public schools; cancel culture, indoctrination, hate for America…

In a speech at the National Archives, Trump addressed the issue directly. And during a recent rally in Fayetteville, North Carolina he said, 

To combat the toxic left wing propaganda in our schools, I am launching a new pro-American lesson plan for students called, 1776 Commission … It’s already done. And it’s true, your kids come home, and they tell you things. How many of you, the kids come home, and they tell you things. It’s a disgrace, what they’re teaching them, it’s a disgrace. We’re ending it. In fact, we’re taking school funds away from these crazy schools that are teaching horrible things, bad things, actually. We will teach our children the truth about America, that we are the most exceptional nation on the face of the earth. And we are getting better every single day. And no party can lead America, that will not teach our children to love America. No party can do that.

Donald Trump, September 19, 2020

In my 65-year relationship with the American public school system, I have never met a teacher who taught students to hate America. Critically question? Definitely, but the Founders critically questioned British rule and the Articles of Confederation to create this country. One can be both a critical thinker and a patriot.

The only truth in the statements made by Mr. Trump is that he may or may not form the ‘1776 Commission.’ After all, we have been waiting for ‘Infrastructure Week’ and a health care plan for almost four years. And Mr. Trump is free to create his commission, but states are not required to use a curriculum created by the federal government because this authority is delegated to the states, which create their own standards and curriculum.

Indoctrinating students with the myths promoted by images of ‘The Ascension’ and anecdotes about George Washington never telling a lie can be part of an educational experience, but they are not a truthful part of American history. And disallowing or forbidding any alternative, critical narrative is fascist—the principle of critical inquiry and our very system of public education hangs in the balance.

Fascism is “a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism, regimenting all industry, commerce, etc., and emphasizing an aggressive nationalism and often racism.” Donald Trump is proposing the introduction of fascism into the American education system, which would suppress any criticism of the country and that is wrong.

What Trump proposed would better fit Mussolini’s Italy or Joseph Stalin’s Soviet Union. As much as these ideas may resonate with his followers, it is contrary to the vision of the American Founders and a democratic republic. To keep America free of institutional indoctrination, the American school system must push-back on this fascist and false intrusion of ideas.

Colorado News

Allow's Offer University Credit For National Service


Thanks to the pandemic, college as we knew it has been seriously disrupted. This year could be the biggest gap year ever for recent high school graduates delaying starting college. At the same time, emerging research shows the pandemic has knocked many current college students off their path toward on-time graduation. Yet it remains the case that about sixty % of jobs will require at least some education beyond high school, thus affirming that a college degree is critical to socioeconomic stability and upward mobility. Something must be done to prevent a lost generation, further disconnected from education beyond high school.

We propose a national initiative to engage people in public service and award college credits for the experiences they gain doing that work. 

National service is a longstanding tradition with bipartisan support. The Corporation for National and Community Service (CNCS), an independent federal government agency, was first created under President George H.W. Bush and built upon by his successors, former Presidents Bill Clinton, George W. Bush, and Barack Obama. To date, CNCS has engaged over five million Americans through national service. Our proposal is simply a modern twist on this 30-year effort, which recognizes the importance of creating a smooth and efficient transition from national service to higher education.

To ease the eventual shift from service to college, institutions can use prior learning assessment to measure students’ competencies and award credits for their service and life experiences. Prior learning assessments evaluate students’ college-level knowledge, skills, and abilities for academic credit, usually through test-based assessments or in portfolio form.

Already used in 24 states, prior learning assessments affirm the value of hands-on experience and increase the likelihood students will graduate. A study conducted by the Council for Adult and Experiential Learning found that graduation and retention rates are 2.5 times higher for students who earn credit through prior learning assessments. They appear to save students an average of between 2.5 and 10.1 months of time on the path to degree completion. We are all paying the price for the rising time-to-degree; this is a way to combat that problem and make college more affordable.

National leadership should expand on the Pandemic Response and Opportunity Through National Service Act and scale up the use of prior learning assessment to the national level. Turning public service into a college credit-earning experience saves students time and money without sacrificing the value of their degree.

The economic benefits are hard to ignore; an investment of $1.00 in CNCS programs yields overall benefits to society of $3.90. It is important to note, however, that any public service opportunity offered must reflect the society we are seeking to build: Opportunities must be available for individuals with diverse abilities so that they may participate in and benefit from national service. 

Acknowledging that people closest to the pain should be closest to the power does not begin and end with candidates running for office. A national service program tied to college credit would acknowledge the lessons, growth, and productivity that are cultivated through lived experience, while also equitably enhancing access to a college degree.

Recall First Lady Michelle Obama’s words about her time as Executive Director of Public Allies, an AmeriCorps public service program:

For the first time in my life, really, I felt I was doing something immediately meaningful, directly impacting the lives of others while also staying connected to both my city and my culture.

Building such connections will enhance the nation’s economic recovery, and ensuring that those connections support lifelong learning will propel prosperity. There’s never been a more important time to expand hope and opportunity in this way.

get headlines https://thecherrycreeknews.com

Complete Reality Launches A WhatsApp Truth Monitoring Service in the UK

Since the coronavirus pandemic began we’ve seen more and more harmful content coming to us from via WhatsApp. 

In one case a viral voice message from someone who claimed to work for the South East Coast Ambulance Service NHS Foundation Trust, made a number of claims about the “peak” of the new coronavirus outbreak, how ambulances will respond and what further lockdown measures the government plans to introduce. 

It spread like wildfire across WhatsApp, but the Ambulance Trust and Public Health England later said that the information in the voice recording is not correct and urged people not to share it.

So far this year we’ve also called out hoaxes and scams, and spoofed Unicef graphics. We know there are many more misleading claims out there.

That’s why we’re partnering with WhatsApp to create a Full Fact WhatsApp service. The next time you see something being shared on Whatsapp that you’re not sure of, you can forward it on directly to us, and we’ll fact check it for you. 

This helps us get a better picture of the kind of misinformation floating around WhatsApp too, so we can focus our efforts where it matters most. 

We’re testing this service as a pilot for the next 3 months, so hop onto WhatsApp and give it a try. 

Add Full Fact on WhatsApp

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Trump’s Repeated False Attacks on Mail-In Ballots

In the past 48 hours, President Donald Trump repeatedly has refused to commit to a peaceful transfer of power if he loses, claiming that mail-in voting is a “disaster” and “out of control” and suggesting without evidence that Democrats are going to steal the election.

The president repeatedly sows doubt about mail-in voting, echoing what intelligence officials have said is a Russian strategy to undermine public trust in the election.

At a Sept. 23 press briefing, the president said “we’re going to have to see what happens,” when he was asked if he would commit to a peaceful transfer of power. “Get rid of the ballots,” he said, and there would be a “very peaceful … continuation” of power.

“The ballots are out of control,” he said of mail-in ballots. “You know it. And you know who knows it better than anybody else? The Democrats know it better than anybody else.” He doubled down the next day, saying mail-in ballots are “a whole big scam” when asked if he would only accept the election results if he wins.

“We want to make sure the election is honest, and I’m not sure that it can be,” he told reporters on Sept. 24. “I don’t know that it can be with this whole situation — unsolicited ballots. They’re unsolicited; millions being sent to everybody. And we’ll see.”

We have been tracking the president’s remarks about mail-in voting. In late July, we wrote a story — “The President’s Trumped-Up Claims of Voter Fraud” — recapping his numerous false, misleading and unsupported claims to date about mail-in ballots. At the time, Trump had suggested the 2020 election should be postponed, claiming mail-in voting this year will result in the “most INACCURATE & FRAUDULENT Election in history.”

Since then, the president has ramped up his attacks on mail-in voting on a near-daily basis. His attacks come despite a U.S. intelligence bulletin issued to law enforcement agencies on Sept. 3 warning that Russia wants “to undermine public trust in the electoral process” by “amplifying criticisms of vote-by-mail,” as first reported by ABC News.

At a Sept. 17 hearing, FBI Director Christopher Wray warned that “the steady drumbeat of misinformation … will contribute over time to a lack of confidence of American voters and citizens in the validity of their vote.”

Here we recap the many stories we have done this year on the president’s false, misleading and unsupported statements about the potential for voter fraud.

We also reviewed his statements about mail-in ballots this month and found he has been repeatedly spreading misinformation in particular about foreign governments making up “counterfeit ballots” and Democrats sending out “unsolicited ballots” to rig the election. He also has been repeatedly spreading false information about Nevada, saying he will “win this state easily,” if not for mail-in ballots — even though Trump lost Nevada in 2016 and is trailing in the polls there again this election.

‘Farcical’ Claims about Foreign Counterfeit Ballots

In June, we wrote about Trump’s unfounded claim that “MILLIONS OF MAIL-IN BALLOTS WILL BE PRINTED BY FOREIGN COUNTRIES,” resulting in a “RIGGED” election.

At the time, experts told us there are numerous logistical hurdles, such as reproducing ballots in multiple jurisdictions, and security safeguards, such as bar codes and signature checks, that would prevent a foreign government from slipping large numbers of fraudulent ballots past election officials. Those safeguards make such a plan highly unlikely to result in fraudulent votes being cast, experts say, and certainly not enough to sway a presidential election.

Richard L. Hasen, a professor of law and political science at the University of California, Irvine School of Law and author of “The Voting Wars,” told us that the kind of massive fraud described by Trump is “farcical.”

After we wrote our story, U.S. intelligence officials in a background briefing with reporters said they have not seen any foreign attempts to counterfeit mail-in ballots.

Similarly, Deputy Attorney General Jeffrey A. Rosen said in an Aug. 26 discussion with the Center for Strategic & International Studies: “We have yet to see any activity to prevent voting or to change votes, and we continue to think it would be extraordinarily difficult for foreign adversaries to change vote tallies.”

Regardless, the president continued to repeat unfounded claims about millions of foreign-made counterfeit ballots. Using Factbase, a nonpartisan website that tracks Trump’s public comments, we found he has made at least five such claims so far in September.

Trump on ‘counterfeit ballots’

And if foreign countries want to, this is an easy system to break into because they’ll do counterfeit ballots. They’ll do counterfeit ballots by the millions. – Sept. 23, White House meeting with state attorneys general

And, you know, when they talk about Russia, China, and all these others, they will be able to do something here because paper ballots are very simple — whether they counterfeit them, forge them, do whatever you want. It’s a very serious problem. — Sept. 22, remarks to reporters

But Chris, you don’t see any activity from China, even though it is a FAR greater threat than Russia, Russia, Russia. They will both, plus others, be able to interfere in our 2020 Election with our totally vulnerable Unsolicited (Counterfeit?) Ballot Scam. Check it out! – Sept. 17 tweet, in response to Wray’s testimony that day about Russian interference in the 2020 election and resulting in a Twitter warning label (“Learn how voting by mail is safe and secure”)

Unsolicited Ballots are uncontrollable, totally open to ELECTION INTERFERENCE by foreign countries, and will lead to massive chaos and confusion! – Sept. 17 tweet, resulting in a Twitter warning label

The biggest problem we have right now are the ballots. Millions of ballots going out; that’s the biggest problem. When you talk about other countries, whether it’s China, Russia, or many others that get mentioned, they’re in a much better position with these paper ballots to do something than they would ever be under the old system. And that’s our biggest problem.” — Sept. 16, White House briefing

For more, see “Trump’s Shaky Warning About Counterfeit Mail-In Ballots,” June 25.

False Claims About ‘Unsolicited Ballots’

On Sept. 10, we wrote about the president’s false claim that Democrats are mailing out “80 million unsolicited ballots” so they can “harvest” votes to elect Democratic presidential nominee Joe Biden in November.

As we wrote at the time, mail ballots will be sent automatically to eligible registered voters in only nine states and the District of Columbia. That’s about 44 million ballots — not 80 million — and they will be going to Republicans as well as Democrats and independents. Three of those states (Colorado, Oregon and Washington) have done the same thing in past elections, and two others (California and Utah) have done something similar.

We don’t know where he got the 80 million figure, but voting experts expect that in total about 80 million mail-in ballots will be cast in the 2020 election — including by voters who request a ballot to vote, as is the case in most states. 

After we wrote our story, the president continued to push the baseless claim that Democrats are sending out “80 million unsolicited ballots,” or less specific claims about the Democrats sending out millions or tens of millions of “unsolicited ballots” to steal the election, despite there being no evidence of such widespread voter fraud.

“We have not seen, historically, any kind of coordinated national voter fraud effort in a major election, whether it’s by mail or otherwise,” FBI Director Wray said at a Sept. 24 hearing, noting that historically it has occurred at the “local level from time to time.”

The president has made at least 14 claims in the past two weeks about “unsolicited ballots.”

Trump on ‘unsolicited ballots’

Yeah, I think it’s a better name, Josh, because they said “universal ballots” and they had 15 different names. Didn’t mean — people said, “How does that have to do with being universal?” Unsolicited. Eighty million unsolicited ballots being sent all over the place. — Sept. 23, White House meeting with state attorneys general

We need nine [Supreme Court] justices. You need that. With the unsolicited millions of ballots that they’re sending, it’s a scam; it’s a hoax. …  Because what they’re doing is a hoax, with the ballots. They’re sending out tens of millions of ballots, unsolicited — not where they’re being asked, but unsolicited. And that’s a hoax, and you’re going to need to have nine justices. – Sept. 22, speaking to reporters on South Lawn of White House

And when you see them cheating on the other side, I don’t say if, when. When you see them cheating with those ballots, all those unsolicited ballots, those millions of ballots, you see them. Anytime you do, report them to the authorities. – Sept. 21, at a rally in Swanton, Ohio

You have ballots that you go out and you can get, you could request as you know, you can request them and that’s fine. But if you’re not requesting them, when you get millions, about 80 million, they say, all over the United States, where the hell are they going? – Sept. 21, at a rally in Dayton, Ohio

They used to say universal, but nobody knows what that means. Unsolicited, meaning people didn’t solicit these ballots. People are saying, hey, what’s going on? I just got a whole batch of ballots. They have no idea who they’re sending them to. You know they’re sending them to the wrong people. – Sept. 20, “Life, Liberty & Levin” on Fox News

But, uh, so I, I think that, uh, yeah, they’re gonna do something, Dan. Something’s gonna happen, but you know what they’re doing? They’re trying to screw it all up with the ballots. So they have — I guess I’ve heard numbers from 50 to 80 million unsolicited ballots. That’s unsolicited. People aren’t asking for ’em. – Sept. 20, “The Dan Bongino Show”

When you solicit, when you go out — it’s called “absentee” or “solicit.” When you go out and you request a ballot — you want to say, “I want to vote because I can’t be in Florida or I can’t be someplace.” You request. So you’re sending something in, it’s handled professionally, they send it back — it’s a whole thing. That’s much different than “unsolicited,” when you get millions of ballots. I heard numbers like 80 million ballots. – Sept. 18, White House briefing

The big Unsolicited Ballot States should give it up NOW, before it is too late, and ask people to go to the Polling Booths and, like always before, VOTE. Otherwise, MAYHEM!!! Solicited Ballots (absentee) are OK. @foxandfriends — Sept. 17 tweet, resulting in a Twitter warning label

The worst campaign, most dishonest campaign I’ve ever seen, and the ballots, and well you see were that these unsolicited ballots. — Sept. 17, Clay Travis interview

Take a look at what’s happened over the last year with this same kind of thing, except in a very small setting with very few ballots going out, so that’s much easier; not 53 to 80 million going out. — Sept. 16, White House press briefing

The Unsolicited Mail In Ballot Scam is a major threat to our Democracy, & the Democrats know it. Almost all recent elections using this system, even though much smaller & with far fewer Ballots to count, have ended up being a disaster. Large numbers of missing Ballots & Fraud. — Sept. 12 tweet

In the country they’re going to send out 80 million unsolicited, in other words people that don’t even know what a ballot is, all of a sudden here comes the ballot. … A lot of people use the word absentee. Get an absentee ballot where you request it, it comes to you, you vote and you send it back. That’s different. But they’re just sending out — all over they’re sending out 80 million ballots. — Sept. 12, Jeanine Pirro interview on Fox News

They send 80 million ballots out. Where are they going? Who are they sending them to? Are they sending them to certain areas and not other areas? Are they sending them to Democrat areas? These are all controlled by Democrat governors, like your politically motivated governor. … They should make people — if you register, if you want a solicited ballot, that’s where you ask for it. You have to sign papers. You get it ’cause you can’t be there. That’s one thing. When they sent 80 million ballots to people, they have no idea where they’re going. – Sept. 12, at a rally in Minden, Nevada

Sending out 80 MILLION BALLOTS to people who aren’t even asking for a Ballot is unfair and a total fraud in the making. Look at what’s going on right now! — Sept. 10 tweet

For more, see “Trump’s Latest Bogus Talking Point on Voter Fraud,” Sept. 10. 

Attacks on Mail-In Voting, Governor in Nevada

During September, Trump has repeatedly assailed mail-in voting in Nevada, with Democratic Gov. Steve Sisolak a particular target of his criticism. Trump has repeatedly said that Sisolak, whom he called a “political hack,” is “in charge of ballots.”

But that isn’t the case. As is true elsewhere, the actual mechanics of the election under Nevada state law are overseen by the secretary of state. And in this case that is Barbara Cegavske — a Republican. She is the state’s third-highest elected official and doesn’t work for the governor.

Sisolak provoked the president’s ire in August when he signed a bill passed by the Democratic-controlled Legislature calling for mail ballots to be distributed to all active registered voters during a state of emergency or declaration of disaster, such as the COVID-19 pandemic. So those voters will automatically receive them for the November election. These would be the “unsolicited ballots” that Trump fumes about.

The bill was passed in the wake of limited polling places and long lines during Nevada’s primary in June because of the pandemic.

Heightening the tension between the two men, Sisolak criticized Trump as “reckless and selfish” for holding a large indoor political rally in Henderson, Nevada, on Sept. 13 in violation of state rules. Trump charged that Sisolak tried to prevent him from holding rallies at other sites. While two planned rallies were cancelled, there is no evidence Sisolak was involved in those decisions.

Here are the president’s distorted claims this month about the governor and his baseless warnings of a “100% rigged” general election in Nevada:

Trump on ‘rigged’ Nevada election

The governor of Nevada should not be in charge of ballots. The ballots are going to be a disaster for our country. And the governor of Nevada should not be in charge of ballots. When he won’t let us meet and congregate [for a rally] and do, really, a friendly protest, he should not be in charge of the ballots. You’re going to have problems with the ballots like nobody has ever seen before. — Sept. 15, speaking to reporters

How can you have a [Nevada] governor with that kind of a take in charge of the ballots? So, you’re going to have millions of ballots. The man that tried to prevent us from getting a [rally] site. … Now, this is the same guy that’s going to be in charge of the ballots, OK. Do you think that’s fair? It’s millions of ballots are going out. He’s the governor of the state. Do you think it’s a fair thing, because I’m winning that state easily. But the one thing he can’t beat, if they cheat on the ballots. — Sept. 15, “Fox & Friends”

We had great rallies this past weekend, after the Governor of Nevada worked very hard to cancel all of our venues. Despite the fact that he controls the state, he failed, but would have rather done rally outside. Can you imagine this man is in charge… …of the Ballots in Nevada!? Not fair, Rigged Election! @GovSisolak, will use every trick in the book to cheat with Ballots. — Sept. 14 tweet

But you have a governor that just to have a rally made it very tough. So if he’s in charge of millions of ballots, you’re gonna a problem with this state. We’re gonna win this state easily, but when they send out millions of ballots to people that they don’t even know who they’re sending them to, or maybe they do know, and maybe that’s even worse, you’re gonna have a big problem with the state…. It’s a terrible thing. People wanna go to the poll or they wanna do a solicited ballot where they request a ballot, and they make a request, and they sign something, and it comes back, and they do it that way. But sending out millions of unsolicited ballots are, it’s unacceptable. … So you have a political hack who’s in charge of millions of ballots. That never works. — Sept. 12, interview with KTVN in Reno, Nevada 

He’s a, he’s a political hack. Let me just tell you. He’s in charge of ballots. There’s no way he’s gonna be honest about it. It, it’s a rig. It’s a rig. 100% rigged. I have no doubt about it in my mind. … The governor totally controls it. The governor’s the one who made it very difficult, and he controls it, and that’s okay. He wants to play that game, we’ll play the game. You know what the game is? The game is he’s also controlling ballots, and it’s a crooked operation. As far as I’m concerned, this is a rigged election. — Sept. 13, Las Vegas Review-Journal interview

He’s playing games with ballots and I hope they’re watching him. I hope law enforcement is watching this guy. He’s a political hack. He’s got your state totally shut down and it’s really terrible. — Sept. 13, Latinos for Trump event in Las Vegas, Nevada

I think we’re gonna win. I hope it’s gonna be in the evening of the 3rd, of November 3rd, and you know, the mail-in ballots, in this case of Nevada, they don’t even have to have their ballot in until seven days after the election, and I’m saying, “What is going on over here?” —Sept. 3, interview with WPXI in Pittsburgh

False Claim about Nevada Signature Verification

As part of his attacks on Nevada’s new law that the governor signed, Trump has falsely charged that Nevada doesn’t require mail-in ballots to be signed and doesn’t require verification of the ballots that are signed. As we have reported, that is not the case.

The law requires mail-in ballots to include valid voter signatures, which must be verified by election officials. The measure spelled out in more detail than previous laws the procedures for dealing with suspect signatures and provisions for allowing voters to verify them. But it did not change the signature requirement.

Here are Trump’s false remarks in September about the signature requirements for mail-in voting in Nevada:

Trump on Nevada’s signature requirement

And, I mean, some of the states, they have no signature necessary, no verification necessary. Nevada, you don’t have to verify the signature. There’s no verification. It is a disgrace that this can happen. — Sept. 23, White House meeting with state attorneys general

Now they have a new thing where they don’t want to verify signatures because that makes it easier to – so you don’t have to verify a signature. You see that one in Nevada. – Sept. 20, “Life, Liberty & Levin” on Fox News 

You have — in Nevada, you have a governor that signs something where he doesn’t even want verification of the signature. So what does that mean? So he doesn’t even want verification of the signature. So I think it’s going to be a terrible time for this country. — Sept. 18, White House press briefing

Ballots with bad signatures. Ballots with no signatures. And in the case of Nevada, they don’t even want verification of the signature. It’s a disgrace. — Sept. 16, White House briefing

They even have a provision where you don’t have to verify signatures. What is going on? — Sept. 3, campaign rally in Latrobe, Pennsylvania

For more, see “Trump’s False Claim About Mail Ballot Signatures in Nevada,” Sept. 24.

Our Stories

Here’s a list of other stories we have done this year on Trump’s distorted attacks on mail-in voting:

Trump’s False Statement About Counting Ballots in Pennsylvania, Sept. 22. At a rally in Fayetteville, North Carolina, Trump falsely claimed that a Pennsylvania court had permitted election officials “to take as long as they want” to count mail-in ballots.

Trump’s Bad Advice for Mail-In Voters, Sept. 4. Elections officials and voting experts say Trump gave bad advice when he encouraged mail-in voters to show up at polling places on Election Day and cast an in-person ballot if poll workers can’t confirm that their mail-in ballot was received.

Trump Campaign Exaggerates Potential for Mail-in Voting Fraud After Election, Aug. 14. The Trump campaign claims there’s a potential for “massive fraud” in Nevada because the Postal Service doesn’t postmark the state’s prepaid return ballot envelopes. That’s false. USPS policy is to postmark all ballots.

Trump’s Absentee vs. Mail-In Ballot Spin, June 19: Trump continues to draw false distinctions between mail-in and absentee ballots, claiming the former are rife with voter fraud while the latter — which he has used as president — require a voter to go through “a very strict process. The equivalent of going to a voting machine, or maybe even sometimes better.”

More False Mail-In Ballot Claims from Trump, May 27: Trump falsely claimed that California will send mail-in ballots to “anyone living in the state, no matter who they are or how they got there” and “people that aren’t citizens.” California plans to send every registered voter in the state a mail-in ballot for the November general election, due to the potential threat of COVID-19.

Trump’s False Tweet About Michigan Absentee Ballot Applications, May 20. Trump — in a tweet he later deleted — falsely claimed in May that Michigan’s Democratic secretary of state was “illegally” sending “absentee ballots to 7.7 million people” for this year’s primary and general elections.

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Monday, September 28, 2020

A Survival Guide for Distance Mentor

Teaching in the Online Classroom: Surviving and Thriving in the New Normal
by Doug Lemov and the Teach Like a Champion Team
Jossey-Bass, 2020, $19.95; 192 pages.

As reviewed by Kathleen Porter-Magee

In this age of ever-increasing polarization, it wouldn’t surprise me if Teaching in the Online Classroom gets ensnared in a debate about education reform or compared to the caricature critics paint of instruction in high-performing charter schools. But that diversion would miss so much of what the book has to offer and what its talented team of editors and authors have done from their perch at Teach Like a Champion to elevate the craft of teaching in this time of unprecedented disruption in our schools.

Teach Like a Champion is an initiative run by Doug Lemov and a team of educators who research, analyze, and share the practices of effective teachers. The project is affiliated with Uncommon Schools, a network of 54 charter schools in New York, New Jersey, and Massachusetts. Teaching in the Online Classroom, edited by Lemov, is a collection of essays on remote teaching by an array of his colleagues, who spent several months studying videos of effective teachers at work online.

Reflecting the Teach Like a Champion approach, the book opens with a highlight from the team’s observation of a great teacher in action. Eric Snider is leading a remote English class for students at Achievement First Illuminar Mayoral Academy Middle School in Cranston, Rhode Island.

Eric asks if anyone is willing to try to answer a question that they know is difficult. Eric has already told them, calmly and without judgment, that many of them misunderstood a key passage—that the question they’ve been asked to answer is a hard one. Many of the students are undaunted, and they volunteer. “Thanks James. Thanks, George. Thanks, Jaylee,” he says as each hand is raised. He’s showing students that he sees them embrace the challenge. Soon, there are more volunteers.

“It’s a great moment,” Lemov and his colleague Erika Woolway explain in the introduction, “because it reminds us how important it is for people to feel seen.” Before calling on a particular student, the teacher has taken care to acknowledge each one who has raised a hand.

This moment could easily stand as a metaphor for the book’s mission and purpose. While there are nearly 200 pages of analysis, discussion, and explanation of techniques for driving student learning from afar, the heart and soul of this book is about how teachers can put the student at the center of the online classroom.

For example, in Chapter 2, “Dissolving the Screen,” authors Jen Rugani and Kevin Grijalva explain, “it’s not merely connecting to let kids know that we care about them (though hopefully there’s plenty of that). It’s establishing a connection through the work so that kids feel both accountable and connected at the same time.”

At a time when distance teaching and learning has replaced the in-person experience for so many, Teaching in the Online Classroom takes the radical stand that we can still deliver a good education for our students if we focus on adapting best practices to this new world.

Indeed, as Lemov and Woolway explain in the introduction, the need to do so couldn’t be clearer, particularly as academic progress came to a near standstill last spring in many schools that serve low- and middle-income students. They highlight the alarming data uncovered by John Friedman and his colleagues at Opportunity Insights when they looked at student progress on the online math platform Zearn. After schools shut down, the pace of learning among students in middle- and lower-income districts was less than half what it was when they were in school.

It’s important to be realistic about what Teaching in the Online Classroom is and what it isn’t. For starters, Lemov and Woolway explain that this is not a treatise on how we can use the current situation to “disrupt” education with technology. “We’re no futurists,” they explain in the introduction. “We won’t be making any TED Talks on the seamless, frictionless, automatic teaching future waiting for us if we could just embrace technology.”

On the contrary, they are clear that their goal is to make the best of a situation that they hope disappears as quickly as it arose. “We believe the experience of learning online will likely be less productive for most students than classrooms are,” Lemov and Woolway explain. “It’s a sort of second, educational pandemic, and the best way to fight it, we think, is by focusing on the core of the craft: the foundational moves that shape each interaction with young people and that can improve the experience and mitigate its limitations as much as possible.”

At the same time, this volume is decidedly not the Teach Like a Champion version of a distance-learning guidebook. In contrast to the best-selling Teach Like a Champion, which drew upon more than a decade of careful observations, Teaching in the Online Classroom was researched and written in just five months, to ensure it could be in teachers’ hands for the 2020–21 school year. This is a different kind of book for this different era: scrappier, less polished, humbler, but no less useful. It is a survival guide full of practical tips and techniques for classroom teachers just trying to make it through this difficult year.

In each chapter, the contributors grapple with a different aspect of planning or instruction, with an eye not toward recreating the in-person classroom experience, but rather toward producing the same positive impacts that good in-person instruction can have on teacher-student and student-student relationships; student engagement in rigorous content; and student mastery of essential content and skills.

For example, the book focuses on the ways in which planning for remote instruction needs to shift. It’s not just about livestreaming a lesson or cobbling together a sequence of Khan Academy videos, and hoping for the best.

Rather, in each chapter, the authors consider how to make small adjustments in planning and instruction that help minimize online distractions and maximize student engagement. Some of the techniques involve subtle shifts in the in-person tactics that great teachers use in classrooms every day. For instance, in Chapter 3, “Culture of Attention and Engagement,” authors Colleen Driggs and Jaime Brillante discuss the importance of “workstation setup” and a “strong start” to every online lesson. “Successful online attentiveness in synchronous and asynchronous lessons,” they explain, “is contingent upon students’ ability to attend to, interact with, and engage in a singular task online. In a synchronous lesson, this looks like students equipped with materials for note-taking, looking actively at the screen, and prepared to answer questions.”

Equally as important, Driggs and Brillante encourage teachers to “start warmly, brightly, and with humanity, but start quickly.” That’s because, as Hilary Lewis and Brittany Hargrove explain in Chapter 4, “Pause Points,” “if we don’t engage people right away” in online lessons “participants grow more and more passive. After ten minutes, you get half the participation you would if you asked the first question in five minutes. After twenty, screen names start to pop up as cameras go off.”

They go on to explain that “we are always fighting the tide of passivity, reminding students of how active online classes require them to be.” That’s why teachers need to use “pause points” strategically throughout the lesson to do four things: to build a culture of cognitive engagement, to allow for formative thinking, to check for understanding, and to provide an opportunity to consolidate learning into memory via retrieval practice.

This book was written by a team of people with deep reverence not just for teaching, but for the relationships that are built between teachers and students, and with a deep respect for how important those relationships are to student learning and development. As a result, the techniques are focused on how a teacher can make the world of remote learning as much like the real world of teaching and learning as possible.

Any book produced on such an accelerated timeline will not be perfect, and that’s certainly true of Teaching in the Online Classroom. The authors are aware of this. In fact, I thought they apologized too much for how quickly the book was written. A certain amount of humility is warranted, but I hope the authors’ modesty does not lead teachers to take their recommendations any less seriously. Lemov and his team were among the few who were positioned to meet the challenge of crafting a book like this before the start of the new school year. No apologies needed.

Upon reading this book, many teachers might find themselves both more informed and more worried about what lies ahead. That’s because the authors don’t try to sugarcoat the problems inherent in remote learning or their wish that educators never had to face the huge job of scaling it up across the country. For those of us who believe in the transformative power of relationships to drive student learning, this “normal” is anything but comforting.

With Teaching in the Online Classroom, Lemov and team have laid out a framework to help educators keep their relationships strong and their expectations high in this school year, come what may. And in doing so, they have provided practical tips that will help teachers not just to survive but to thrive in 2020–21.

Kathleen Porter-Magee is superintendent of Partnership Schools, a nonprofit that manages nine Catholic schools in New York City and Cleveland, Ohio. The organization partners with Teach Like a Champion on professional development and leader support.

The post A Survival Guide for Distance Teaching appeared first on Education Next.

By: Kathleen Porter-Magee
Title: A Survival Guide for Distance Teaching
Sourced From: www.educationnext.org/a-survival-guide-for-distance-teaching-book-review-lemov/
Published Date: Mon, 28 Sep 2020 09:00:16 +0000