Wow. I was fortunate to attend bootcamp for 6 days of OWL training. My head is so full of ideas and information! Here's some of what I've learned:
We started the week with community building activities. We need the support of the community to take the risks that learning another language demands. The maze was the most powerful of the activities: there was no way out without asking for help. Even after people heard others getting out of the maze by virtue of asking for help, they were reluctant to ask.What makes our students reluctant to ask for help? How can we encourage them to take even that risk?
We started Monday be reflecting on our essential question for the week. Mine was: How can I make OWL my own and implement it, fully and successfully, in my class? We had a guest presenter, Arnold, who talked about the ACTFL levels. The EQ: How does proficiency and research affect our practice? We watched samples of interviews and tried to rate them, and I got them all wrong. I need to spend more time learning the levels. Memorization occurs naturally through use, so if I use the levels more and practice making evaluations, I will get better at it. Since this will be an important part of my evaluation of students, I need to get on it and soon. Proficiency and research are the basis for all that we do in an OWL classroom. It's all about increasing my students' proficiency and moving them forward in an authentic and engaging way. Proficiency is not performance, but performance is an indicator of proficiency on a certain topic. I am not a trained OPI interviewer, but I can still evaluate my students' performance. Later in the week at a lunch table I listened to Ricardo talk about really listening to what our students can do. I said: "Listen to what they say, not what you hear." Filling in the blanks as a listener distorts my evaluation
Tuesday's EQ: How does our classroom ignite student learning? We did some circles and saw how it works. Afternoon was about literacy. There are different kinds of literacy: regular, authentic, multi. I need to remember to use more authentic resources in my classroom. I have so much bookmarked, I need to organize my bookmarks and be able to find what I need and can use.
Wednesday's EQ was How do we measure student progress and growth?
We used the ATLAS protocol to evaluate student work, and did a gallery walk to view some samples of what each other's students are doing. I am very proud of my students' video promoting MVS, but it was a project that was pretty directed by me, and students probably did not use Spanish while creating them.
We were asked to list the things we bring to the classroom. What am I passionate about? I can't re-create everything I wrote on my 3x5 card, but here is some of it: I'm passionate about teaching and learning. I love Spanish. Dedication to improvement and growth-- both personally and for my students. Commitment to social justice.
We looked at rubrics to evaluate student performance. There are several in my OWL booklet that I need to remember to use.
Thursday's EQ: How do we use student interest to drive learning? We use the students as our curriculum. We pull from their lives, from current events, from their interests. We use concept maps to "organize" ideas. I can put up a concept map during English week that the students can add to. The levels of questioning that we use push the students to the next level.
Ricardo gave us an abbreviated preview of his ACTFL presentation: using pictures to spark conversation, threads, progressions. Start with a question, picture or content that is pulled from your students. Provide a prompt or task. Students share in groups (2,3,4). Use the responses to begin taking the class in a direction. " A progression is a lot like a river, you want to flow with it, wherever it goes." We can ask complex questions, even of our novice learners.
We did the 3x5 card again, this time reflecting on what do our students bring to the table. Hormones! Interest. Curiosity. Eagerness. Enthusiasm. Intelligence. Trust. Energy. Again, I can't remember everything I wrote on my card. It is good to remember that my students have much to contribute to the class! When experienced enough, kids can even run the circle themselves.
English week was introduced to me at this bootcamp. I had heard about it in the forum, but now have an understanding of its purpose. We talk about what we are doing and why; it's that simple. We explain the ACTFL levels, discuss proficiency and set goals.
Friday we put it all together. We had one breakout session on digital portfolios, games, the intermediate circle-- and then we had to leave. When we got to the airport, we found that our flight was delayed! Julia was at the gate, and it was fun to talk with her on our way back to Dayton. She is starting her first year of teaching, and it struck me that she, too, had much to offer, even starting out.
Monday, August 10, 2015
Monday, March 30, 2015
Martes
Here is the plan I posted yesterday:
So tomorrow is the first day back after break and after my 2 days of OWL. How will it be different?
In my exploring Spanish class, we will practice with greetings and etc. From Que tal? we'll go to Que tal las vacaciones? Then talk about what they did on their vacations. Acting it out, drawing it. No English. One week of Spanish. We'll do 5x5x10, and in the air. We'll play mora as a brain break after we review numbers 0-10. I think I can pull a fair bit of vocab from them, talking about activities they did on their vacation.
In my Spanish 1A class, I will teach them new expectations. No English-o. Dibújalo, o actúalo. We will also talk about vacations, and I will pull vocabulary from them. Transitions: jump forward, backward, left, right. Hands up, hands down.
In my 8th grade classes I will do the same. Review vacation vocabulary. Review new expectations. New transitions. Do conversa y descubre activity. Tarea: cara a cara WS.
We'll see how it goes!
In my exploring Spanish class, we will practice with greetings and etc. From Que tal? we'll go to Que tal las vacaciones? Then talk about what they did on their vacations. Acting it out, drawing it. No English. One week of Spanish. We'll do 5x5x10, and in the air. We'll play mora as a brain break after we review numbers 0-10. I think I can pull a fair bit of vocab from them, talking about activities they did on their vacation.
In my Spanish 1A class, I will teach them new expectations. No English-o. Dibújalo, o actúalo. We will also talk about vacations, and I will pull vocabulary from them. Transitions: jump forward, backward, left, right. Hands up, hands down.
In my 8th grade classes I will do the same. Review vacation vocabulary. Review new expectations. New transitions. Do conversa y descubre activity. Tarea: cara a cara WS.
We'll see how it goes!
Here is what I will do tomorrow:
In my Exploring Spanish class, we will review the vocabulary we came up with today: las vacaciones; la escuela; (muy) bien; (muy) mal; así,así; regular; mas o menos. We'll start a circle with greetings, como estas/que tal, expand to que tal las vacaciones. Then get into the vocab. Can I pull Where did you go? How did you go? That would get us into transportation. Cross the circle like_____.
What amazed me is how SLOWLY the novice low 6th grade class went today compared to the novice mid-high 7th and 8th grade classes. Repetitions! Activities! Brain Breaks!
In 7th grade, we pulled honesto, las vacaciones, un museo, actor, and la playa. Something to start with. We'll talk more about vacations: where and what they did.
In 8th grade, we found people who_____. Then we talked about question words. Tomorrow, students will use the questions they devised at home to talk to each other about vacations. I'll have them in groups of 3 or 4 at first to check the questions, then new partners to ask the questions. We'll review places in the city. Did they go there on vacation?
Both 7th and 8th are doing an accountability exit slip with me. Maybe I should have 6th grade do it, too.
I'm over 8,000 steps, and that's usually my daily total! Woo-hoo!
Sunday, March 29, 2015
Comunidad
For much of my teaching career I operated under the belief that if we weren't using Spanish it wasn't valuable. I have come to learn that sometimes it is OK to use no language-- to engage in activities simply to build community, trust, and to have fun! Here are some of our favorites:
Asesino o rana: one person is the asesino or the rana-- asesinos "kill" by winking, and ranas kill by sticking out their tongue-- while a detective (absent from the room when the asesino is chosen) tries to identify the culprit before everyone "dies."
Achi-pachi: one person in the center, everyone closes syes, teacher selects a/some student(s) by tapping them on the back. The center person asks a question-- the same question-- of various members of the class. Students answer correctly, or, if they were tapped, answer with "achi-pachi", at which point everyone has to move to a new seat at least 2 seats over from where they were, while the person in the center also tries to find a seat. The one left standing takes the center for another round.
Two simple activities/games that leave everyone smiling!
Asesino o rana: one person is the asesino or the rana-- asesinos "kill" by winking, and ranas kill by sticking out their tongue-- while a detective (absent from the room when the asesino is chosen) tries to identify the culprit before everyone "dies."
Achi-pachi: one person in the center, everyone closes syes, teacher selects a/some student(s) by tapping them on the back. The center person asks a question-- the same question-- of various members of the class. Students answer correctly, or, if they were tapped, answer with "achi-pachi", at which point everyone has to move to a new seat at least 2 seats over from where they were, while the person in the center also tries to find a seat. The one left standing takes the center for another round.
Two simple activities/games that leave everyone smiling!
Monday, Monday....
So tomorrow is the first day back after break and after my 2 days of OWL. How will it be different?
In my exploring Spanish class, we will practice with greetings and etc. From Que tal? we'll go to Que tal las vacaciones? Then talk about what they did on their vacations. Acting it out, drawing it. No English. One week of Spanish. We'll do 5x5x10, and in the air. We'll play mora as a brain break after we review numbers 0-10. I think I can pull a fair bit of vocab from them, talking about activities they did on their vacation.
In my Spanish 1A class, I will teach them new expectations. No English-o. Dibújalo, o actúalo. We will also talk about vacations, and I will pull vocabulary from them. Transitions: jump forward, backward, left, right. Hands up, hands down.
In my 8th grade classes I will do the same. Review vacation vocabulary. Review new expectations. New transitions. Do conversa y descubre activity. Tarea: cara a cara WS.
We'll see how it goes!
In my exploring Spanish class, we will practice with greetings and etc. From Que tal? we'll go to Que tal las vacaciones? Then talk about what they did on their vacations. Acting it out, drawing it. No English. One week of Spanish. We'll do 5x5x10, and in the air. We'll play mora as a brain break after we review numbers 0-10. I think I can pull a fair bit of vocab from them, talking about activities they did on their vacation.
In my Spanish 1A class, I will teach them new expectations. No English-o. Dibújalo, o actúalo. We will also talk about vacations, and I will pull vocabulary from them. Transitions: jump forward, backward, left, right. Hands up, hands down.
In my 8th grade classes I will do the same. Review vacation vocabulary. Review new expectations. New transitions. Do conversa y descubre activity. Tarea: cara a cara WS.
We'll see how it goes!
OWL Tools
I spent 3 days last week (part of my spring break!) with fellow OWLers in Columbus, OH. We had a day discussing the OPI and ACTFL levels, and 2 days practicing OWL. There is so much more I can do! Here are the tools I brought home with me:
Transitions:
opposites/differents-- animals, desserts, transportation,
cross the circle like...
Hooks
technology-- video, word pics, video ele, google drive, padlet, linguafolio, google classroom, edmodo, songo (?), facebook, current trends
infographics
#auth res, #spanish (?)
Circle:
Identify the specific levels, and what they already know.
pairing activities
Management:
Transitions:
opposites/differents-- animals, desserts, transportation,
cross the circle like...
Hooks
technology-- video, word pics, video ele, google drive, padlet, linguafolio, google classroom, edmodo, songo (?), facebook, current trends
infographics
#auth res, #spanish (?)
Identify the specific levels, and what they already know.
pairing activities
flow
keep circle tight-- cross hands, elbow to elbow, foot to foot
positive and encouraging
community building games
room for mistakes and risk taking
accept mistakes
encouraging / modeling
depending on level, clarifying for meaning
What would a sympathetic listener understand?
appropriate prompts!
pairs create action for vocabulary
share outs-- b'day month
i/o circle
students provide prompts
Management:
students set own goals
students see their progress
redirecting, separating
attention getters
Friday, February 6, 2015
Let the Sunshine In!
So, my last post was about what I did at Educon. After school today Bryan, Shea, Tyler, Robert and I sat down with Sarah to debrief the Educon experience. This post is about what I learned and am learning about the experience, some questions that have come up for me, and other miscellaneous thoughts .
1. There are projects for world languages that are effective. The idea of exploring the nosotros form to make a promotional video-- how cool is that?
2. Authentic assessments, authentic learning are all about respect: respect for the child, the learner, the student, as a capable individual, and respect for where he/she is in their learning process.
3. This connects to the idea of standards based placement in our language classes, and not expecting everyone to be at the same place at the same time.
4. The revolution is coming. We can help to lead it, or we can get run over by it, but it will come.
5. This quote from Bryan's e-mail: We need to realize that the structure and design of the current school model is arbitrary, based on the goals and needs of one particular point in time. The goals and needs of this point in time are different than any other, therefore we must give ourselves the permission to redesign our schools.
6. There are those who will resist change. We need to encourage and support them as we educate them. But ultimately, they will either have to change or they will have to get out of the way.
7. This is not a trend, or the "latest thing." This has been building and swirling and growing for several decades. Real learning, authentic learning is not a fad. It is necessary, and we owe it to our students.
8. Advisory is about real relationships with students. Them knowing that they have an advocate they can count on. The time we spend with them should be meaningful. Advisories need to be small communities. Why don't MS and US talk to each other about the advisory experience? The US has gone to single grade advisories, and teachers are reporting success. We have been considering that model in MS. Why don't we talk about it together?
9. What is the ideal amount of time for a class? SLA uses 65 minutes, 4 days a week.
10. SLA students are proud of their school, and proud to be a part of the community of SLA. Are MVS students proud members of the MVS community? How do we know? How much effect does privilege have on our students?
11. Change is not hard, change is uncomfortable. (Grant Lichtman via Bryan)
12. Tyler said I was an innovator! Wow! What a compliment. How cool that someone who is very innovative in his class sees that in me.
13. From Patti: Why do we charge more each year and do things the same way? It occurs to me: day-old bread is sold at a reduced price. Should our same-old lessons be offered at a discount, too?
14. If we are the leaders, we have to lead! What would happen to the greenhouse and the human eco program at MVS if we lose Patti to another school that will risk developing a comprehensive human ecology program? What if another school in the area goes all-immersive in its language instruction? What if someone else in the area becomes known as learner-centered and project-based?
15. Mainstreet Schoolhouse has been in my thoughts lately. Here is my post about Main Street Schoolhouse from the summer teacher's institute (2013):
1. There are projects for world languages that are effective. The idea of exploring the nosotros form to make a promotional video-- how cool is that?
2. Authentic assessments, authentic learning are all about respect: respect for the child, the learner, the student, as a capable individual, and respect for where he/she is in their learning process.
3. This connects to the idea of standards based placement in our language classes, and not expecting everyone to be at the same place at the same time.
4. The revolution is coming. We can help to lead it, or we can get run over by it, but it will come.
5. This quote from Bryan's e-mail: We need to realize that the structure and design of the current school model is arbitrary, based on the goals and needs of one particular point in time. The goals and needs of this point in time are different than any other, therefore we must give ourselves the permission to redesign our schools.
6. There are those who will resist change. We need to encourage and support them as we educate them. But ultimately, they will either have to change or they will have to get out of the way.
7. This is not a trend, or the "latest thing." This has been building and swirling and growing for several decades. Real learning, authentic learning is not a fad. It is necessary, and we owe it to our students.
8. Advisory is about real relationships with students. Them knowing that they have an advocate they can count on. The time we spend with them should be meaningful. Advisories need to be small communities. Why don't MS and US talk to each other about the advisory experience? The US has gone to single grade advisories, and teachers are reporting success. We have been considering that model in MS. Why don't we talk about it together?
9. What is the ideal amount of time for a class? SLA uses 65 minutes, 4 days a week.
10. SLA students are proud of their school, and proud to be a part of the community of SLA. Are MVS students proud members of the MVS community? How do we know? How much effect does privilege have on our students?
11. Change is not hard, change is uncomfortable. (Grant Lichtman via Bryan)
12. Tyler said I was an innovator! Wow! What a compliment. How cool that someone who is very innovative in his class sees that in me.
13. From Patti: Why do we charge more each year and do things the same way? It occurs to me: day-old bread is sold at a reduced price. Should our same-old lessons be offered at a discount, too?
14. If we are the leaders, we have to lead! What would happen to the greenhouse and the human eco program at MVS if we lose Patti to another school that will risk developing a comprehensive human ecology program? What if another school in the area goes all-immersive in its language instruction? What if someone else in the area becomes known as learner-centered and project-based?
15. Mainstreet Schoolhouse has been in my thoughts lately. Here is my post about Main Street Schoolhouse from the summer teacher's institute (2013):
Cincinnati is fortunate to have such an abundance of support for its immigrant population. Mainstreet Schoolhouse is another place that provides instruction and support for earning a high school diploma to LEP (Limited English Proficient) students, other students for whom "regular" school is not a good option, and especially adults and older teens. I never paid attention to the differences between a diploma and a GED, and I am glad to know that there is a place where students can go to earn the diploma and have more opportunities available than the GED provides (military service, for example). I admit to some initial skepticism over the workbook approach, but I was impressed with the content, and I think they are a practical way to allow the learning to move at a student-driven pace.
I know MVS can't be all things to all people. But, what if there is interest in developing an urban garden somewhere in the city (as I heard there might be)? What if there were also an "outreach center" there? What if MVS students were available as tutors and instructors? What if real and meaningful connections were made to the LEP and otherwise marginalized populations in Dayton? What would that look like? How could that work?
15 thoughts for today. Let's keep the conversation going!
Sunday, February 1, 2015
EDUcon 2.7. It is NOT always sunny in Philadelphia!
Last weekend I went to Philly for Educon. We arrived Thursday evening, and walked to the Science Leadership Academy (SLA) Friday morning for a 9:00 session on making videos. My group worked on a film about the importance of using instructional videos in class. While filming, we can upon a Spanish 2 class that was in the middle of a film-- Apocolypto. We had a good conversation with don Marcos, the teacher, about how he is using the film. Mark said something interesting at the end of our interview: when he assesses reading comprehension he asks the questions in English, when he assesses writing he gives the prompt in English; this way he can truly check on and assess the skill he is focused on.
That afternoon I observed a Spanish 1 class. Melanie was reviewing the nosotros form of the verb. The project the students are working on is a promotional video for the school that highlights all of the things that "we" do there. What a cool idea! Suddenly, project-based learning in world languages made more sense!
Friday night was a panel discussion. The four panelists were business and community leaders from many backgrounds. There was some tension between the woman who markets to teens and tweens and the man who was a social activist, and it was a very lively discussion. The theme of the conference was connections, and that was the focus of the panelists discussion.
Saturday began with a keynote address from the Philadelphia chancellor of schools. What incredibly difficult circumstances the district has dealt with! 5,000 teachers laid off. No wonder SLA has Rosetta Stone for Spanish 3 and 5! Nevertheless, every faculty member from SLA that I spoke to or listened to expresses optimism and commitment. They are doing amazing things in very difficult times.
The first session I went to was on Window teams. Bryan had asked any of us attending who serve on a window team to consider coming, and so I did. I did have a chance to share my frustration about my own team, and got some hope for improvement soon.
After lunch I participated in a conversation about inquiry and project based learning. Teachers and students from SLA shared projects and processes. I am amazed at how articulate SLA students are! They had no difficulty working individually with groups of teachers.
The third conversation for the day was about Mastery Tracking. It was disappointing: the teaching as described was like a "traditional" classroom, but kids have more chances to demonstrate mastery of the material. On the way back to the hotel, Bryan shared what he knew about the iSchool in NYC, and it did not match what I had heard during the conversation. Nevertheless, I did get some ideas about how to make sure my students are meeting standards before advancing to the next level.
Saturday night supper was provided by the school and served by parent volunteers. It was a taste of Philadelphia-- eggplant parm, cheese sticks, wings, salad, and the iconic cheesesteak. It was followed by a mixer at a local bar, that would have been more fun if you could have told who were conference participants and who weren't. Plus, without seating after an hour my hips started to hurt, and it was very hard to hear. But still, nice to get out and listen to each others' stories.
Sunday started with a panel discussion on connections in education. It was another lively conversation among leaders who were more directly connected to education than Friday's panel. Session four was about Convergence Re-imagining Education Project:Envisioning the Future of Learning. That was an engaging conversation. This group of people from many constituencies is doing some very exciting work, re-imagining school. Their plan for systems that support great learning could apply to any school, even MVS: standards for knowledge, skills and dispositions; a coordinated network of adults; technology as an enabler; assessments of learning, for learning, and as learning (meta-cognition); re-imagined spaces for learning; a coordinated network of institutions, organizations, agencies, federations, and businesses; resource allocations; and funding governance, and quality assurance. Their vision of good learning: competency based; personalized, relevant and contextualized; learner agency (vs. compliance-- learners are co-creators); socially embedded with peers and caring adults; open walled- not confined to school. I spoke with Kelly Young after the conversation about our Immersion program and the MVS Immersion Method in reference to learning without walls; she was eager to hear about it, and I left her with contact information (though I still have not heard from her) We were invited to receive a copy of the report by signing up at learnercenterededucation.org-- it is due to come out soon.
Session five was about taking care of myself. We got to blow off some steam and make a plan for self care. My blessing bracelet has helped me with that; several times a day I stop and name four blessings or things I am grateful for as I touch each bead-- it helps me to practice gratitude and to be better present for my students. Other suggestions I got: Breathe. Check out the chime at mindfulness bell (an app). Headspace (which has a fee involved).
The last session was about authentic learning and authentic assessment. Authentic learning includes a real-world problem with real-world returns. It stems from need, includes personal choice/passion, and involves risk: real problems, real passions, real risk, and real returns. There is reciprocity. Who determines meaning? Is the student voice included? There are consequences/impact. It is relatable-- it has cultural relevance. Questions to ask when assessing: Why is this assessed? Who does the assessing? Does it assess what I am teaching? It was a provocative conversation at the end of a very full weekend.
We had cold and dreary weather in Philadelphia, but the good things happening at SLA and at other schools and classes around the world provided some light in the murky atmosphere of school improvement and reform.
That afternoon I observed a Spanish 1 class. Melanie was reviewing the nosotros form of the verb. The project the students are working on is a promotional video for the school that highlights all of the things that "we" do there. What a cool idea! Suddenly, project-based learning in world languages made more sense!
Friday night was a panel discussion. The four panelists were business and community leaders from many backgrounds. There was some tension between the woman who markets to teens and tweens and the man who was a social activist, and it was a very lively discussion. The theme of the conference was connections, and that was the focus of the panelists discussion.
Saturday began with a keynote address from the Philadelphia chancellor of schools. What incredibly difficult circumstances the district has dealt with! 5,000 teachers laid off. No wonder SLA has Rosetta Stone for Spanish 3 and 5! Nevertheless, every faculty member from SLA that I spoke to or listened to expresses optimism and commitment. They are doing amazing things in very difficult times.
The first session I went to was on Window teams. Bryan had asked any of us attending who serve on a window team to consider coming, and so I did. I did have a chance to share my frustration about my own team, and got some hope for improvement soon.
After lunch I participated in a conversation about inquiry and project based learning. Teachers and students from SLA shared projects and processes. I am amazed at how articulate SLA students are! They had no difficulty working individually with groups of teachers.
The third conversation for the day was about Mastery Tracking. It was disappointing: the teaching as described was like a "traditional" classroom, but kids have more chances to demonstrate mastery of the material. On the way back to the hotel, Bryan shared what he knew about the iSchool in NYC, and it did not match what I had heard during the conversation. Nevertheless, I did get some ideas about how to make sure my students are meeting standards before advancing to the next level.
Saturday night supper was provided by the school and served by parent volunteers. It was a taste of Philadelphia-- eggplant parm, cheese sticks, wings, salad, and the iconic cheesesteak. It was followed by a mixer at a local bar, that would have been more fun if you could have told who were conference participants and who weren't. Plus, without seating after an hour my hips started to hurt, and it was very hard to hear. But still, nice to get out and listen to each others' stories.
Sunday started with a panel discussion on connections in education. It was another lively conversation among leaders who were more directly connected to education than Friday's panel. Session four was about Convergence Re-imagining Education Project:Envisioning the Future of Learning. That was an engaging conversation. This group of people from many constituencies is doing some very exciting work, re-imagining school. Their plan for systems that support great learning could apply to any school, even MVS: standards for knowledge, skills and dispositions; a coordinated network of adults; technology as an enabler; assessments of learning, for learning, and as learning (meta-cognition); re-imagined spaces for learning; a coordinated network of institutions, organizations, agencies, federations, and businesses; resource allocations; and funding governance, and quality assurance. Their vision of good learning: competency based; personalized, relevant and contextualized; learner agency (vs. compliance-- learners are co-creators); socially embedded with peers and caring adults; open walled- not confined to school. I spoke with Kelly Young after the conversation about our Immersion program and the MVS Immersion Method in reference to learning without walls; she was eager to hear about it, and I left her with contact information (though I still have not heard from her) We were invited to receive a copy of the report by signing up at learnercenterededucation.org-- it is due to come out soon.
Session five was about taking care of myself. We got to blow off some steam and make a plan for self care. My blessing bracelet has helped me with that; several times a day I stop and name four blessings or things I am grateful for as I touch each bead-- it helps me to practice gratitude and to be better present for my students. Other suggestions I got: Breathe. Check out the chime at mindfulness bell (an app). Headspace (which has a fee involved).
The last session was about authentic learning and authentic assessment. Authentic learning includes a real-world problem with real-world returns. It stems from need, includes personal choice/passion, and involves risk: real problems, real passions, real risk, and real returns. There is reciprocity. Who determines meaning? Is the student voice included? There are consequences/impact. It is relatable-- it has cultural relevance. Questions to ask when assessing: Why is this assessed? Who does the assessing? Does it assess what I am teaching? It was a provocative conversation at the end of a very full weekend.
We had cold and dreary weather in Philadelphia, but the good things happening at SLA and at other schools and classes around the world provided some light in the murky atmosphere of school improvement and reform.
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