The last few weeks of the Trump Administration will likely be how President Trump is remembered and how his legacy is taught in classrooms decades for now. Or so I opine on the final episode of the TrumpEd show on the BAM Radio Network.
As one of his first orders of business, President Joe Biden officially disbanded the 1776 Commission established by Donald Trump last year, killing the group days after it released its report on the founding of the United States of America.
Over at The 74 Million, dear ol’ Eduflack has an essay about the Commission’s report and what we can, and should, learn from it.
As I write:
“The American record — whether it be measured by the 402 years since 1619 or the 245 years since 1776 — is hopeful and ugly, inspiring and debilitating, a shining beacon and an unshakable dark cloud. More simply, American history is incredibly messy and contradictory; how we teach it even more so.”
The full piece is worth a read. You can find it here: https://www.the74million.org/article/riccards-the-1776-report-is-a-political-document-not-a-curriculum-but-it-has-something-to-teach-us/
I was honored to be a part of this important panel discussion on the BAM Radio Network, as we discussed how educators can, should, must discuss the Capitol riot in their classrooms.
Dear ol’ Eduflack gets that many parents want to keep politics out of the classroom. And I understand that many teachers worry their administrators won’t have their backs on such controversial issues. But our kids don’t live in a bubble. They will learn of such ugly issues, whether we teach them or not.
Case in point. On the day of the siege, my 13-year-old daughter came into my office late in the afternoon, wanting me to explain what was happening. When I asked how she knew, she simply said the issue was blowing up her TikTok feed. Our kids know.
So give it a listen here. It’ll be worth the time — https://www.bamradionetwork.com/track/special-report-eight-educators-share-thoughts-on-discussing-sedition-in-the-classroom/
“Look at 2020 to understand how important a history education czar is to improving K-12 and post-secondary education.
“We’ve witnessed history happening before our eyes, from how the world addressed a global health pandemic to how our nation addressed the call of Black Lives Matter. We’ve seen the first woman and woman of color elected to the second-highest office. And we’ve watched this wondering that no matter how significant, how history-making, how will we effectively teach about 2020 in the future?”
From dear ol’ Eduflack’s latest in the Stamford (CT) Advocate, calling for the Biden Administration to establish an American history education czar.
In selecting Connecticut Education Commissioner Miguel Cardona as his Secretary of Education, President-Elect Joe Biden may very well have selected the right candidate for the times and the various demands on federal education.
Over at the BAM! Radio Network, we discuss the nomination abs what it can and should mean for the future. Give it a listen here — https://www.bamradionetwork.com/track/the-right-stuff-and-the-right-choice-to-lead-the-department-of-education/.
These approaches work. They have worked in schools and classrooms throughout the nation for generations. They can produce the most extraordinary results in student learning and make those results ordinary, expected, and predictable. The evidence about how students learn to read bears this out. Our struggle remains in that far too few classrooms are using these approaches and far too few education schools are preparing teacher candidates in science. This research only needs to be put to work to provide every child with a good start in reading.
From Eduflack’s latest from The Faculty, Using the Science of Reading as a Roadmap to Student Success
“A large majority (75%) agree that a strong understanding of U.S. history is needed for successful citizenship, yet the same survey finds that only 43% say today’s high school graduates possess this necessary knowledge of national history.
“Furthermore, Americans place English, math and science higher than history when asked to rank how important they feel each academic subject is for today’s high school students to be successful in college or in their career. English topped the rankings at 71%; history garnered 57% of the very important vote; only foreign language came in lower than history.”
From a Patch article reporting on the latest survey from dear ol’ Eduflack’s Driving Force Institute. The full article can be found here – https://patch.com/district-columbia/washingtondc/do-high-school-students-know-what-electoral-college-does-nodx
As learning gaps grow and we wonder about those students who are being denied a qualify education (whether because of Covid or other reasons), we should be doing all we can to measure learning and understand where we fall short. That means measuring student progress, no matter how ugly.
We discuss the issue and how eliminating another year of student assessment is the the wrong answer over at BAM Radio Network.
“If as an adult the lesson makes you a little nervous, content-wise, then it has the potential to connect with learners. The best thing the Driving Force Institute is doing is using provocative videos that have students asking why they hadn’t learned it before and what else have they not been taught.”
From a Twinkl exploration on how make unpopular academic subjects more exciting, discussing Eduflack’s Untold History initiative