With heavy hearts, we mourn the loss of Professor Fred M. Newmann, the leading scholar and researcher of Authentic Intellectual Work. AIW Institute director Dr. M. Bruce King, Newmann’s colleague for over 25 years, explains…
“Fred’s research and professional development efforts have energized teachers’ collaborative work, and influenced instruction and assessment for improved learning and more equitable learning. Educators continue to apply AIW in classrooms across the country and internationally.”
Time to change the grammar of schooling.
Some WA schools opt for ‘show what you know’ system over letter grades https://t.co/IfeZuc4DfD via @seattletimes
https://t.co/cdZdnY9uBu
Great podcast with AIW Coach Dr Laura Lang. This episode focuses on the importance of nurturing both individuals and teams when inquiring into practice. Relationships underpin critical colleaugueship. @insidercoaching
WHAT’S GREAT TODAY?
@RobSchebel’s Seminar Discussion in Science Fiction and Fantasy, rich in @AIW_Institute SUBSTANTIVE CONVERSATION!
• student-generated questions & thoughts
• comments built from & connected to others
• improved collective understanding
@WDMCS
Co-sign Elizabeth Fennema's nomination for an @NCTM lifetime achievement award: https://t.co/xcHnwHPsCH
Who is Elizabeth Fennema? Why should you care? A thread:
"Finally, our new secretary must believe in a philosophy of education that is child-centered, inquiry-based, intellectually challenging, culturally responsive and respectful of all students’ innate capacities and potential to thrive."
https://t.co/w7IPPEwbOK
Lots of people are rediscovering and re-sharing this post this morning, so I’m putting it again here.
Listen to @esglaude. Really take in his words.
The work we have ahead of us is deep, and transcends elections. It always has been. And we are called to do it.
Teachers teaching some students in-person and some on-line, at the SAME time. This is not hybrid learning. Ed leaders, please change this. Covid is not an excuse to further intensify teachers’ work, and in the process, further lower learning outcomes.