Tag Archives: learning

Day 1 with Matt Gomez

Here in Northwest Iowa we have the wonderful opportunity to spend two days with Matt Gomez. We have 70+ elementary teachers in attendance and almost 40 more on the waiting list (which is why Matt will be back in March!). Here are my notes from Day 1… [often in Matt’s voice, not mine] You also can see my notes from Day 2.

  • Our agenda and resources (including Matt’s slides)
  • Our backchannel
  • Crowdsourced ideas
  • Twitter
    • Why do you need a Twitter account?
      • PLN – a group of people who are your people – you need those people around you who do what you do and with whom you can talk and share – Matt’s #1 resource is a kindergarten teacher in Montana, they connected through Twitter – every teacher benefits from being connected to the teacher next door – online colleagues take Matt outside of his bubble in Dallas – the more connected we are, the better we get – every day Twitter can inspire us and teach us – Twitter can be both real-time and time-delayed – how do we have time? we have to invest the time if we are going to improve ourselves – most of the time investment is up front – be prepared to put a little bit of time in at the beginning – 4.2 million education tweets daily
    • We are getting everyone set up with a Twitter account – Matt is explaining reply, retweet, and favorite – the purpose of hashtags is to connect tweets together – sometimes they’re just to be funny (e.g., #pukealert)
    • Every Monday night at 8pm is #kinderchat – see also #ecechat, #1stchat, #2ndchat, #iaedchat, and so on
    • Matt has a list of ‘stars’ that he recommends that elementary educators follow
    • We now have a Twitter list of all the Iowa educators that are here today
  • Philosophy
    • It’s important to be grounded before we dive into tools
    • Remember that this has been a 4-year process for me
    • Video: Emma
    • Technology is not the end all, be all – if you don’t have a sandbox, you don’t need an iPad – focus on real experiences for kids – use tech to enhance, not replace
    • Don’t fall in love with the tool, fall in love with the learning that it provides – makes it easy to move from tool to tool to tool
    • Let them play! – when you give kids something new, let them play
    • Process v. product – it doesn’t matter if their gingerbread house is perfect – it never will be – let them play – focus on the learning process along the way
    • Learning how is greater than learning what – primary goal is to get kids excited about learning
    • Are you modeling the use of the technology? – we have to model ourselves so that kids can then take it and run with it – that’s why I blog and tweet and make videos – be sure to model your sharing and technology use with your kids!
  • The camera
    • The number one tool in my classroom is the iPad camera – they can take pictures anywhere, anytime (except in the bathroom) – not uncommon when we’re doing something for a kid to pick up the camera – pictures tell more about what we’re doing than anything else – story starters at home – every Friday I collect the pictures from the week and make a Facebook gallery – we make lots of books – if you want kids to write, get them excited to write – we have a photographer and a videographer for every experiment we do – every Friday we pick 3 videos to watch from earlier in the year – if you want to learn what’s important to your kids in your class, give them a camera
  • We have to own this
  • Projecting
    • The primary way we share what we’re doing with the iPad is through the document camera – kids can see what is being touched – 10 ways to share your iPad on a projector – assign iPad duties just like other class duties – put your most used apps in the bottom row or on the main screen
  • Felt Board app
    • The first app my kids use each year – start by just letting them play! – pair them up randomly, use Felt Board to explain who the 2 kids in the group are – upper and lower case letters (and LOTS of other t-chart uses!) – fiction v. non-fiction pictures – 4-box graphic organizer (e.g., seasons) – Venn diagram (land animals / water animals / both) – how would you put this into a literacy center? – make the empty Venn diagram with labels – put the screenshot printout at the center – now, students, you make this and then fill it in – great for story writing (INSERT PICTURE; 3rd picture = ‘get a house’) – telling a story and writing that story down are two different skills – many of these apps let me break down those two skills into separate components
    • Printing – we always print in black and white – we only print in color for Parent Night – I print two or three of each kids’ screenshots – they can pull their picture and write their story, they also like to write about other students’ pictures
    • Mix up the groups as often as you can – don’t let students work with the same peers over and over again
    • How can we connect this to our Iowa Core standards? (working in pairs to identify a standard and discuss a potential use of the app)
    • There also are Christmas and Mother Goose versions of Felt Board – wait until they are listed as free
  • Skitch app
    • Explaining how to use Skitch – we use the text tool and the arrow tool most often in my class (along with the size/color options) – touch the middle of the screen to bring up a text box – I use the digital pixelation tool to blur out the kid in my class whose picture can’t be shared publicly – I use Skitch constantly in large group instruction – for example, labeling birds – save the picture – we can use it later, they can see me using the tool – this is why I use the document camera
    • If you give all the kids the same picture, you get 20 of the same thing – if you give kids 40+ pictures to choose from, they can have choice and variety – I add pictures if they want one that’s not there
    • I talk to my kids about how to search for images safely – I don’t just tell them what not to do, we also talk about what to do when something pops up that’s inappropriate – first semester I provide the images for them – second semester I start teaching them how to do it themselves at teacher tables – occasionally a search will bring up bad things; teach them what to do; it’s digital citizenship
    • Tech integration starts with teachers being the leaders – ask kids ‘what app should we use to create this?’
    • We catch things every couple of weeks for our terrarium – we always take a picture and label it before sharing with parents
    • Search for ‘coloring page elephant (or whatever)’ – can download the black/white drawing, label it, print it – then they can color it – a built-in literacy center
    • How can we connect this to our Iowa Core standards? – we use Skitch a lot in math to show what we’ve done – a picture of a boy and a grandma (where are the verbs (or feeling) in this picture?) – describing setting/characters from a book – labeling books is a great way to use Skitch – this is the beginning of writing stories – make a Felt Board, but first they have to use Skitch to identify what verbs/adjectives they’re going to use
  • Math Class video (Kid Snippets) – after lunch fun!
  • Kahoot!
    • Can’t change a wrong answer – kids need to learn this – sorry, Johnny! – use team names if you don’t have a device for each person – can download answers at the end – there is a risk-reward between answering correctly and quickly – first kids learn not to yell out the correct answer, then they learn to yell out the wrong answer!
    • Examples of how to use – addition problem on screen, they have addition dice at each table – you don’t have to have a question, can just use an image – can search for and download other educators’ public kahoots – what is the ending sound for this animal’s name? (e.g., d for lizard) – for sight words, pick from “the, his, her, have” – as the year progresses, the words get harder – can get Matt’s kahoots by searching for mattbgomez
  • Popplet
    • Both free and online versions in addition to the paid version – powerful because of the different organizers – everything is synced across platforms – free version only lets you make one at a time
    • Since we don’t print in color, we only use black and white – we always use the largest size font
    • The only direction I give them on the task card is ‘make a new poppet’ (screenshot using Skitch) – teachers will spend 60 minutes laminating something for a center but get frustrated if it takes 10 minutes to make an electronic center activity because they don’t have time
    • Tip: take/download the picture from Safari, then pull it into whatever app you’re using
    • Examples of how to use – sight words – words that start with ‘i’ – show me you know what an insect is (preloaded the iPad with 20 pictures, 10 of which were insects and 10 which weren’t) – also wrote insect names on white paper, they had to pick which ones were the correct names – examples of nouns – took pictures during field day and then they picked pictures and labeled the verbs – who likes fruits and vegetables? – read a book (what word could you use on each page? or write the character? or the setting?) – sequencing using pictures from making applesauce – add pictures of rhyming words and they can spell them out – kids can sort things – students can do all of this at home with the online version!
    • When kids are done, they pick email jpeg and send to me (is the only email in the iPad address book) – this is a process, they have to be taught but they can do this – I don’t worry about their Popplets, they just show up in my email inbox as they get completed
    • How can we connect this to our Iowa Core standards?
    • Remember that we can save as images, pull into Skitch or another app – Matt’s images are organized in iTunes folders, then he chooses which folders are on the iPad (e.g., only the animal babies folder)
  • Other teachers
    • It’s not that they’re doing things wrong, it’s that these tools have value
    • How can we help our teaching peers see the value here?
  • Educreations
    • A virtual whiteboard that also can record/overlay audio and then save as a video
    • How many ways can we make 10? – Matt recorded each kid one at a time talking and drawing
    • A great way for students to show what they know
    • We use this a lot in math – we can show parents what we’re learning (e.g., how are we teaching place value) – also handwriting – parents can see how we talk/think about this stuff – I usually put these on our Facebook page – also good for students who are absent
    • No privacy concerns because you’re showing kids’ work, not their faces
    • App smashing – make their picture(s) in Felt Board – then import into Educreations – practice telling the story before they write it – usually partners working together – they can listen to the story over and over, which helps them remember what they want to write down
    • Every week we do this, their stories get longer and longer – they add more details – 2 minutes of telling a story is really good for 5- and 6-year-olds – stories can be at least 5 minutes long (haven’t gone beyond that yet)
    • Leveraging multiple concepts and skills with this one tool – blending together numerous standards into one activity rather than working on each in isolation
    • My goal is to get kids to this point by the end of the year
    • I keep a folder of math photos (base 10 blocks, timers, dice, etc.) that they can use to explain their math stories – they love using their own counters (e.g., Minecraft Steves, Skylanders, Frozen Elsas; we have 8 Steves and we take away two…)
    • Participants are using Apple TV to share sample ideas and creations from their own iPads!
    • Matt: “When kids create content, it sticks in their heads forever” – you don’t have to tell parents what students are learning, they run home to tell their parents what they’re doing and to look at Facebook
    • You want your iPads logged in to all of your accounts so you and the students can easily share
    • As you share the value that’s coming out of your room with these tools, it becomes easier and easier for parents and administrators to support expansion – more apps, more iPads, etc.
  • Tom Wujec video (Build a tower, build a team)
    • Who consistently performs poorly? Recent grads of business school
    • Who consistently performs well? Recent grads of kindergarten
    • How come? None of the kids spend time jockeying for power, business students are trained to find the single right plan and when it fails they’re out of time, kindergarten students prototype while always keeping the marshmallow on top – young kids are not afraid to fail and do it wrong – we shouldn’t let our fears hold them back
  • Virtual field trips
    • If you can go to the zoo, go to the zoo – virtual field trips allow students to have experiences they otherwise couldn’t have
    • When I get home, I will make a video slideshow for my kids so they can see every aspect of my trip – for example, most of my kids have never seen the inside of a cockpit or clouds from the top
    • If kids ask questions about volcanoes, there are 8 million videos on YouTube – why aren’t we using them?
    • Google Earth – sunrise tool, measure tool, etc. – hard for kindergarten students at first to understand virtual representation of the real world – you can make path videos (e.g., from our school to the football stadium; can go back in time to show what the neighborhood looked like before) – also Google Sky, Mars, and Moon
    • See the World Wonders Project – great for inquiry, questioning, learning about the world
    • See 360cities.net – 360-degree views of different locations around the world – for example, the inside of a mosque in Iran is great for talking with kids about patterns
  • Wrap-up ideas
    • The first couple of months our stories are terrible but as the year progresses they get better and better
    • More fun tomorrow!

Felt Board iOS app

Skitch iOS app

Popplet iOS app

The opportunity is freedom

What to do when it's your turn [BOOK], Seth Godin

Seth Godin said:

The opportunity is freedom.

The freedom to connect, to reach out to just about anyone in the world.

The freedom to create, to sing and write and invent and share widely.

The freedom to lead, to stand up and say, “follow me.”

The freedom to learn, to take almost any course on any topic and to put that learning to work.

The freedom to choose your next project, the information you consume, and the people you associate with.

Now, more than ever, more of us have the freedom to care, the freedom to connect, the freedom to choose, the freedom to initiate, the freedom to do what matters.

If we choose.

What To Do When It’s Your Turn, p. 14

Is your school helping students learn how to exercise these freedoms?

Schooling for compliance and conformity v. preparing students for a life of learning

Richard Elmore said:

I was trained, as a student, to value schooling primarily as a vehicle for gaining adult approval and control. I learned that lesson well. I also learned it in an environment that prepared me not at all for a life of learning.

I see these patterns reproducing themselves in many of the hundreds of classrooms I have observed over the past fifteen years in my professional work. Students are schooled for adult approval and conformity to highly standardized, institutionalized expectations, created by people in positions of public authority who have no knowledge whatsoever of how learning works as an individual and social activity.

via https://www.insidehighered.com/blogs/higher-ed-beta/future-learning-what-about-schooling

Image credits: Personality set for life, wackystuff, and PS 98 First Grade Report Card, Herbert Maruska

Social development report card

First grade report card, 1951

Higher-level thinkers don’t just magically emerge from low-level thinking spaces [SLIDE]

Higher-level thinkers don’t just magically emerge from low-level thinking spaces

Higher-level thinkers don’t just magically emerge from low-level thinking spaces

Download this file: png pptx key

Image credit: When did you last see Bobo?, Matt

See also my other slides, my Pinterest collection, and the Great Quotes About Learning and Change Flickr pool.

Project-based learning: We can do better than sugar cube pyramids

Shoebox float

What do student projects look like in your school? In most classrooms, so-called student ‘projects’ look like sugar cube pyramids, styrofoam ball solar systems, coat hanger mobiles, and dioramas. Or maybe posters, brochures, or PowerPoint presentations. Or 3-dimensional structures made out of construction paper, cardboard, paper mâché, and other materials. The common factor across these ‘projects’ typically is the presentation of low-level facts found from a textbook or the Internet. But none of these rise to the level of ‘gold standard’ project-based learning (PBL), opportunities for students in which they are doing deep, complex thinking work over many days or weeks, usually in collaboration with others and enhanced by relevant, meaningful uses of digital technologies.

As leaders, why should we care about project-based learning? Because if we want graduates who are critical thinkers and problem solvers, we have to create learning environments in which students get to practice those skills in meaningful, authentic ways. Higher-level thinkers don’t just magically emerge from low-level thinking spaces. And that means we have to expect more from what we have traditionally called a learning ‘project.’

The Buck Institute for Education has outlined 8 essential elements of PBL, including significant content, a driving question, opportunities for inquiry and innovation, and high levels of student voice and choice. Typical classroom ‘projects’ lack these essential elements and thus are mostly busy work. The content isn’t significant because it’s just recall and regurgitation. There is no big question driving students’ efforts. And every student work product looks the same, which, as Chris Lehmann notes, means that it isn’t a project, it’s a recipe (e.g., 20 identical student posters of a cow’s digestive system!). We can do better…

There are many different models for creating high-quality PBL experiences for students. For example, here in Iowa the Iowa BIG School in Cedar Rapids has organized its entire school day around rich inquiry and problem solving. The Spirit Lake, Okoboji, Newell-Fonda, and North Union school districts all have two-week PBL sessions in January or May in which students spend 50 or more hours immersed in deeper projects. Some Iowa teachers are experimenting with genius hour, 20% time, and other structures to facilitate student passion projects. And across the country and planet a bevy of other models are emerging as well.

John Dewey famously reminded us that we learn what we do. If students spend 90% of their time making a poster / mobile / shoe box float and 10% of their time writing down facts that they quickly look up and rarely retain, we can’t really say that significant learning is occurring. The products look nice but there’s little substance behind them. As leaders, I encourage you to walk around your schools and look at the ‘projects’ that your students are doing. Ask yourself if the creation of those student work products requires deep, complex thinking and problem solving. And, if not, get some conversations started about how to make student projects richer and better…

What do student projects look like in your school?

Image credit: Russ M

What are we calling ‘rigorous’ learning?

Asking students to do even more low-level factual recall and procedural regurgitation work is not 'rigorous' learning. And it surely isn't vigorous learning either. @mcleod, dangerouslyirrelevant.org

Asking students to do even more low-level factual recall and procedural regurgitation work is not ‘rigorous’ learning. And it surely isn’t vigorous learning either.

We need schools to be different

iPad magic

As Clay Shirky has noted, we currently are living through ‘the largest expansion in expressive capability in human history.’ We no longer live in a world where we passively receive information that is broadcast out to us by large, centralized entities. Instead, we now live within multidirectional conversation spaces in which 12-year-olds can reach audiences at scales that previously were reserved for major media companies, large corporations, and governments. We all now can have a voice. We all now can be publishers. We all now can find each other’s thoughts and ideas and can share, cooperate, collaborate, and take collective action. Time and geography are no longer barriers to communicating and working together. 

In this new information landscape, formerly-dominant institutions are being forced to rethink all previously-held assumptions. For example, music companies are struggling to survive in a market where the model of wholesale album purchases and top-down advertising and dissemination is replaced by a granular system of individual song sales and peer-to-peer marketing and distribution. Similarly, the emergence of digital, multimedia, hyperlinked texts – and accompanying e-readers, tablet computers, and smartphones – is challenging our very definition of what constitutes ‘a book’ and is destroying traditional publishers’ and distributors’ revenue streams. Television, radio, magazine, newspaper, and movie/video companies are seeing their market share erode year after year as we increasingly turn to online – and often user-generated – information channels to learn and be entertained. Our entire information landscape – which is what schools are purportedly teaching students to master – has been changed irrevocably.  

We also are witnessing the early adolescence of a vastly different global economy. For instance, the rapid growth of the Internet and other communication technologies has accelerated the offshoring of jobs from the developed world. Complex corporate global supply chains locate manufacturing work wherever costs are lowest, expertise is highest, or necessary talent resides. Geographic or product niche monopolies disappear in the face of Internet search engines. Micro-, small-batch, and on-demand manufacturing techniques facilitate personalized and custom-order production. Whatever manufacturing work remains in developed countries is high skill, is high tech, and, more often than not, requires greater education than a secondary diploma. The low-skill industrial system that was the backbone of the developed world’s economies in the previous century is increasingly a bygone memory.

Like manual work that is non-location-dependent, knowledge work also is frequently done cheaper elsewhere. Service jobs are increasingly fungible, able to be located anywhere in the world that has an Internet connection. Ongoing workflow and final products are exchanged at the speed of light via e-mail, instant messaging, and other corporate networking tools. The same technologies that facilitate our personal social conversations also facilitate interconnected global commerce. As was done in previous decades for manufacturing work, the next two decades will see many complex service jobs broken up into component parts. Once these tasks are disaggregated, they will be done by lower-skilled workers who can do these discrete components of the overall work, facilitated by software. In other words, many high-paying service jobs will turn into globalized piece work. Since the service professions represent over three-fifths of America’s economy, the impacts of this are going to be quite significant.

We’re also realizing that work that previously required humans now regularly can be done by software. If the Industrial Revolution was about replacing humans’ physical labor with machines, the Information Revolution often is about replacing humans’ cognitive labor with computers. A large number of workers are discovering that their work, their skills, and their jobs are not as indispensable as they thought in a technological, hyperconnected, hypercompetitive global economy. Radical transformations are everywhere we turn.

Of course these changes also have resulted in dramatic impacts on learning. Students and educators now have access to all of the information in their textbooks – and an incredible wealth of primary documents – for free. They have access to robust, low cost or no-cost, and often multimedia and interactive learning resources (texts, images, audio, video, games, simulations) that can supplement, extend, or even replace what is being taught in their classrooms. Via collaborative Internet-based tools such as blogs, wikis, videoconferencing, and social networks, they can learn from and with students and teachers in other states or countries. They also can quickly and easily connect with authors, artists, business professionals, entrepreneurs, physicians, craftsmen, professors, and other experts.

Students and teachers now can more authentically replicate (and actually do) real-world work through the use of the same tools and resources used by engineers, designers, scientists, accountants, and a multitude of other professionals and artisans. They can share their own knowledge, skills, and expertise with people all over the world. They can find or form communities of interest around topics for which they are passionate and they can be active (and valued) contributors to the world’s information commons, both individually and collaboratively with others.

Essentially, we now have the ability to learn about whatever we want, from whomever we want, whenever and wherever we want, and we also can contribute to this learning environment for the benefit of others. The possibilities for learning and teaching in this information space are both amazing and nearly limitless, but right now this learning often is disconnected from our formal education institutions.

If it is difficult to overstate the technological disruptions that are occurring around us, it is equally difficult to understate the lack of progress that most schools have made in response to these overarching societal transformations. The reluctance of school systems to significantly alter existing pedagogical and organizational practices has long been catalogued. Unfortunately, these trends continue today. For instance, while students increasingly are self-directed learners and active technology users outside of school, their learning work inside of school – particularly for independent, technology-suffused, higher-level cognitive activities – has not changed much. As the Consortium for School Networking has noted, “educational mindsets and school cultures do not yet align learning to the realities of the 21st century.

This is true even in our numerous 1:1 computing environments that now exist. Although we have pockets of success here and there, for the most part we still are implementing a 20th (and sometimes 19th) century model of education despite the demands of our 21st century society. If you look at the basic learning and teaching work that occurs in most of our classrooms, it is still primarily transmissive: students passively receive information from the teacher or textbook or Internet or software and then regurgitate it back to show that they have ‘learned’ (and the teacher has ‘covered’) the required low-level facts or procedures. While this may have been fine for an industrial society, this model of schooling is woefully inadequate to prepare graduates for the more complex demands of our new information and economic landscapes. If every other societal sector is finding that transformative reinvention is necessary in our current climate, schools shouldn’t expect that they somehow will be immune from these changes. We shouldn’t pretend that these revolutions aren’t going to affect us too, in compelling and often as yet unknown ways. And, yet, if you look at what is happening in most classrooms on most days, the learning and teaching work that is occurring looks incredibly similar to that done many decades ago.

All of this has been a long run up to basically say that – if we truly care about preparing kids for life and work success – we need schools to be different. If economic success increasingly means moving away from routine cognitive work, schools need to also move in that direction. If our analog, ink-on-paper information landscapes outside of school have been superseded by environments that are digital and online and hyperconnected and mobile, our information landscapes inside of school also should reflect those shifts. If our students’ extracurricular learning opportunities often are richer and deeper than what they experience in their formal educational settings, it is time for us to catch up. In other words, schools’ knowledge work and workforce preparation should match the needs and demands of our time.

As you can imagine, these changes are incredibly complex and the challenges that face us today as school leaders are tremendous. Somehow we have to reinvent learning and teaching and schooling, often in direct opposition to parent and community mindsets about what school should look like (hint: like it did when they were kids). Somehow we have to shift our schools’ overwhelming emphasis on low-level knowledge work into something that better meets our graduates’ needs to navigate vastly different information and economic spaces. Somehow we have to balance creating schools of the future with policymakers’ attempts to further reify schools of the past. And the toughest part of all of this is that we don’t even know what many of the answers should be. But we at least should be having the right conversations and asking the right questions. 

There are a lot of different things going on in schools and they’re all important. But remedying the relevance disconnect between school and society is the most important educational and equity work of all. We have a moral imperative as school leaders and policymakers to face these challenges head-on and try and create new futures and possibilities for the children and adolescents that we serve.

Image credit: iPad magic, Aikawa Ke

Option B


Option A: students complete a paper (or electronic) worksheet of low-level knowledge and/or procedural skills
Option B: something else

Option A: students read pages from a dry-as-toast textbook and then answer publisher-provided regurgitation questions
Option B: something else

Option A: students sit quietly and take notes while a teacher lectures from her PowerPoint
Option B: something else

Option A: students do 15 more practice problems on material many of them already know
Option B: something else 

Option A: students complete a word search or word find to ‘learn spelling’ and/or kill time
Option B: something else 

Option A: teacher gives a pop quiz to hold students ‘accountable’ for homework they see as meaningless
Option B: something else

Option A: teacher uses ClassDojo or other behavioral control systems to force kids to comply with disengaging work tasks
Option B: something else 

and so on… (what would you add?)

I wished we picked Option B more often.

Image credit: B, by Chris

With great power comes great… opportunity


The oft-quoted line from the Spider-Man movie is, “With great power comes great responsibility.”

But maybe instead it should be, “With great power comes great opportunity.”

Now that mobile computing devices connected to the Internet are becoming ubiquitous, we have unprecedented power at our educator fingertips. How many of us have stepped up to the opportunity?

Image credit: Meeting Spider-Man, Loren Javier

Questions for student retention advocates

question mark cuff links

Here are a few questions that we can ask folks who advocate for student retention…

  • In John Hattie’s highly-influential research compilation, Visible Learning, retention is one of the few factors – along with summer learning loss, student mobility, and excessive TV watching – that actually negatively impacts student learning. Why should we implement a practice that we know sends students’ learning in the wrong direction?
  • Why should a very small handful of reports from ideologically-biased think tanks outweigh the hundreds of peer-reviewed scholarly studies over 4+ decades that unanimously show how detrimental the effects of student retention are?
  • Do the reports that are cited in favor of student retention show actual long-term impacts (thus rebutting the 4+ decades of scholarly research) or just expected shorter-term achievement bumps that, as in previous studies, likely will wash out in the upper grades?
  • Do you believe that children learn at different rates?
  • Would hiring a private tutor for the next year cost less than paying for a retained student’s additional year of schooling?
  • Why should 8-year-old children bear the academic and life burden of others’ desires to hold their teachers or parents ‘accountable?’
  • Retention advocates mention all of the supports that will be put into place to help kids learn to read. Those are fantastic ideas and are much-needed. Couldn’t we do all of those without also implementing the harmful practice of retention?

What would you add to this list?

Image credit: Questions, Tim O’Brien

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