David asks: Schools are expecting students to do more problem solving, in response to Common Core assessments. Businesses complain graduates are not creative. In response, schools have students engage in innovative design projects. Most parents, though, grew up on letter grades and lessons out of textbooks. They don't see the value in rubrics and performance assessments. How do we assess these projects so students and parents appreciate and understand what and how well students have done?
Annette Breaux, Cheryl Mizerny, Jeryl-Ann Asaro and Stan Croft share their responses on working with "difficult" students.
Kevin Parr, Gianna Cassetta, Allen Mendler and Signe Whitson contribute their suggestions on how to respond to "difficult" or "challenging" students.
Cheryl asks: One student can change the chemistry of whole class. How do you bring balance to the Force in your class?
I invite readers to contribute formal responses to upcoming Q & A questions....
Wendy Jennings, Yvelyne Germain-McCarthy, Billy Bender, Derek Cabrera, and Ed Thomas contribute their thoughts on differentiated algebra instruction.
Stephanie asks: How do I differentiate Common core algebra for students who are more than 3 years below grade level and still expected to pass an Algebra regents (state test) to graduate from high school? My students receive one 45 minute math class a day and no resource room.
Jon Bergmann, Aaron Sams, Jake Goran, Steven Anderson, Derek Cabrera, and Rebecca Blink contribute their commentaries on the trials and tribulations of using ed tech.
I interview Christopher Emdin, author of the book, "For White Folks Who Teach In The Hood...and the rest of Y'all Too: Reality Pedagogy and Urban Education."
Larissa Pahomov, Anne Jenks, Jared Covili, Billy Krakower, and Heather Staker will share what they've found to be common ed tech problems and how to respond to them effectively.