Showing posts in the category Culturally Responsive Practice
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An exploration of the important role of context and environment in school and learning, looking at the metaphors we use to describe K-12 education.
Rising 8th grade students in Revere Public Schools sit down to discuss their experiences with advisory and to share how it affects their learning to have meaningful relationships with adults.
Laura Tota speaks to two 7th-grade students at Garfield Middle School about their experiences with project-based learning.
An assessment is only valid if a learner is willing to show us what they know and can do. So what does an engaging task look like? This is a really hard question to answer because each individual learner has different likes, dislikes and personalities. Does this mean you have to create different tasks for each learner? No, but here are some tips in designing.
Sixty-five years ago, the United States Supreme Court issued a ruling in the case of Brown vs. Board of Education. Chief Justice Earl Warren delivered the Court’s decision, stating that “…in the field of public education, the doctrine of ‘separate but equal’ has no place.” It was a seminal moment in public education at the onset of the Civil Rights era. Sixty-five years later, are we still making progress?
Attleboro High School, a member of MCIEA Cohort 1, has made great strides in Quality Performance Assessment implementation. See how they did it.
This spring, students at Chelsea Opportunity Academy conducted the first-ever series of student-led instructional rounds, visiting each classroom, debriefing the experience, and sharing observations with teachers.