BC EDUCATION
Saved by @CodyyyGardner

** Schools have been getting ready for this: a thread **

In many ways, I don't blame folks who tweet things like this. The media coverage of the schools situation in Covid-19 rarely talks about the quiet, day-in-day-out work that schools have been doing these past 9 months. 1/

 Instead, the coverage focused on the dramatic, last minute policy announcements by the government, or of dramatic stories of school closures, often accompanied by photos of socially distanced classrooms that those of us in schools this past term know are from a fantasy land. 2/
If that's all you see & hear, it's no wonder that you may not know what has actually been happening in schools to meet the challenges. So, if you'd like a glimpse behind the curtain, then read on. For this is something of what teachers & schools leaders have been up to. 3/
It started last March with trying to meet the challenges of lockdown, being thrown into the deep end, with only a few days' notice, to try to learn to teach remotely during the first lockdown. 4/

https://t.co/S39EWuap3b
I wrote a policy document for our staff the weekend before our training as we anticipated what was to come, a document I shared freely & widely as the education community across the land started to reach out to one another for ideas and support. 5/
https://t.co/m1QsxlPaV4
And so, through the months that followed, all whilst managing our own families at home, we engaged in the most widespread upskilling not just in tech use, but in the fundamental pedagogies of how to support all of our pupils in these challenging times. 6/ https://t.co/YBXvYtfBat
Yes, some schools struggled more than others, and the personal experiences of some parents were far from ideal. Understandably, in their frustration, and given the lack of coverage from the media on what was going on, they asked questions about what teachers were doing. 7/
Throw in more than a little teacher bashing headlines and articles from certain newspapers, and the Lazy Teacher Trope™ was given a whole new lease of life.

It is misleading and it took its toll on morale within the profession.

But the trope is spectacularly wrong.

8/
What follows here is merely a snapshot of the past 9 months, the merest flavour of the incredible work teachers and school leaders have been doing. Here we go!

A group of teachers in NI just simply got on with teachers supporting teachers, setting up @BlendEd_NI

9/
A series of webinars in June 2020 were followed by a two day conference in early August which had over 3000 session sign ups by teachers from NI & beyond, hungry for CPD to learn from each other and prepare best for the new term. 10/

https://t.co/TkzGdlxPm3
As part of that, and for the benefit of the teachers in my own school, I started to plan for return in mid August 2020, thinking not only how we might help our pupils transition back into schools, but how we might prepare for further disruption. 11/

https://t.co/fXcDh2kKtf
Meanwhile, more & more ad hoc sharing was going on between teachers, on a scale I have never seen before. Quite simply, my colleagues all over the country (for that is how I view them now) stepped up to the challenge, spending hours discussing strategies. It was inspiring. 12/
And, as we started back to school in mid August, I took the learning from all this interaction & shared it with our staff, thinking ahead about how best we could prepare for what lay ahead. 13/

https://t.co/mQhTTSWMJA
But that training included not only sharing between staff in @lurgancollege, but also drew in some of the results from interactions across NI. Teachers from other schools made videos to help train teachers in NI. 14/
https://t.co/KqYDsu85eW
It became very clear to me that, whatever things looked like in August 2020, it was unlikely they would look like that as the term progressed. Covid would take its toll. Hence my most overused of analogies with our staff: we must turn into the wave. 15/
But how? How do we look ahead & anticipate what might happen better to ready ourselves for it?

The inspiration came from me from a definition on resilience I hadn't heard before. And so the concept of resilient teaching was born. 16/
Resilient teaching for blended learning: how we can use strategies in class now than seamlessly transition into supporting our pupils' learning, whether they are in school or learning from home.

And it didn't take long for those strategies to be put to the test. 17/
The moment all schools faced in September: the moment when the first positive cases occurred and/or pupils had to self isolate for an extended period.

But we were ready for the wave. And it all kicked into place.

And it worked. 18/

https://t.co/1LuMquH2WJ
As the term progressed, more and more pupils had to self-isolate for longer and longer periods. We simply got on with the business of teaching the pupils in class & at home, doing our best to ensure continuity of learning. And it continued to work. 19/

https://t.co/0BwFzIFJli
And what if teachers needed to self-isolate? No problem - our system was able to cope!
https://t.co/hi6KHrpmzn
20/
We even had the NI Education Minister himself come and visit our school to hear from me and some of my colleagues about the work that we have been doing. 21/

https://t.co/eG0iqk59no
But sharing wasn't confined to just those in NI. I was invited to present at the @rEDSurrey2020 event in October 2020, sharing our ideas with teachers all across the UK. In fact, you can view the presentation here, if you like. https://t.co/CPRsxtmvRk 22/
I also shared - along with my @BlendEd_NI colleagues - at a TeachMeet organised by BBC NI, again allowing us to share our ideas widely with others and to advance to conversation. 23/

https://t.co/NEtGt38PQa
This is just a taste of my journey these past 9 months, and some of the amazing teachers I have interacted with who have been coming up with incredible, innovative and inspiring ideas, and sharing widely. It is an honour to call them my colleagues. 24/
And why are we doing this? Because - Lazy =Teacher Trope™ notwithstanding - we passionately care about our jobs and the young people we are charged with teaching. We do it for them.

And, really, would you want it any other way?
25/
https://t.co/nMPIQ1st7r
So, if all you're seeing is the dramatic news coverage, or perhaps your personal experience last March was less than you would have liked, take heart - teachers have been working harder than ever. We are ready for this. We have got our pupils' backs. We won't let them down.

Fin/

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Antoine FLAHAULT
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@FLAHAULT
1/9 - “In the second wave we acquired much more evidence that schoolchildren are almost equally, if not more infected by SARS-CoV-2 than others.”

2/9 - “The problem is not that schools are unsafe for children,” Mr. Boris Johnson said last week. “The problem is schools may nonetheless act as vectors for transmission, causing the virus to spread between households.”

3/9 - “An antibody survey conducted by researchers in Geneva in May and December, using thousands of random samples, found that children of age 6 to 18 were getting infected as often as young adults. The study has yet to be peer reviewed.”

4/9 - “One reason for this: The Swiss city’s schools have been open since the summer, while restrictions have been placed on adults, meaning schoolchildren played a bigger role in transmitting the virus during the autumn surge.”

5/9 - “In Austria, a nationwide survey by universities and medical institutes found that children under 10 showed a similar rate of infection to those between 11 and 14, and that the children in general were getting infected as often as teachers.”
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Saturday Morning Graduate School Admissions/Funding Breakfast

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Follow @Okpala_IU for more

Watch other videos on IGTV:

5 Hot Tips for current Bachelor, Master/PhD applicants

1. Standardized Tests (TOEFL, GRE, GMAT)

Yes, the school may have waived it for admissions but providing it definitely increasing your chances of getting funded. If it strengthens your overall profile, that is excellent.

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EDUCATION
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Rob Sansom
Rob Sansom
@Sansom_Rob
Many of us are about to begin a new semester of online teaching. The learning curve for moving my lecture units last semester was STEEP, so I compiled some sort of hand over notes to people approaching this for the first time. I hope it's useful for someone somewhere.

Reduction in the amount of content was important. What used to be 2 x 1 hr in-person lectures/week had to be condensed down into 6 x 10 minute prerecorded videos (aka aynchronounous content) with 1 x hr live zoom session (synchronous). Even that was too much.

For the sake of yourself and your students, SLASH. Slash your content down. This doesn't mean having to lose important stuff, but keeping it short and sweet.

10 minute video chunks was just about short enough to hold attention. Have you tried watching an online lecture? It is HARD to maintain focus. The shorter the better.

Importantly, each 10 minute video had an explicit Intended Learning Objective given at the end and in the associated text, so that everyone knew what the point was (and how this might relate to assessment later).
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zev handel
zev handel
@ZevHandel
Last month I presented seven sentences in seven different languages, all written in a form of the Chinese-character script. The challenge was to identify the languages and, if possible, provide a


Here again are those seven sentences:

1) 他的剑从船上掉到河里去
2) 於世𡗉番𧡊哭唭𢆥尼歲㐌外四𨑮
3) 入良沙寢矣見昆腳烏伊四是良羅
4) 佢而家喺邊喥呀
5) 夜久毛多都伊豆毛夜幣賀岐都麻碁微爾夜幣賀岐都久流曾能夜幣賀岐袁
6) 其劍自舟中墜於水
7) 今天愛晚特語兔吃二魚佛午飯

Six of those seven sentences are historically attested. One is not: I invented #7. I’m going to dive into an exploration of that seventh sentence in today’s thread.

Sentence #7 is an English-language sentence written sinographically — that is, using graphs that originate in the Chinese script. I didn’t do this for fun (even though it is fun), or as a proposal for a new way to write


I did it as a thought experiment. Why? Because thinking about how the modern Chinese script might be adapted to write modern English can give us valuable insights into historical instances of script borrowing, like those that took place centuries ago in Japan, Korea, and Vietnam.
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Shuvo Ghosh, MD
Shuvo Ghosh, MD
@ghoshuvo
@KaylaAncrum 1) This reminds me of junior high back in the Chicago suburbs when some classmates pretended my name was ‘too hard’ & relentlessly teased me as ‘Shoehead,’ ‘Shitvo,’ & ‘Shamu’ for almost 2 years until my social studies teacher Mr. C decided to absolutely GO OFF on them:

2) In class one day, to everyone’s utter astonishment, he stopped his lecture & said ‘I think some of you are having trouble pronouncing Shuvo’s name. It’s easy to say shoo-VOH, but your behaviour inspires me to give you new names now. Let’s point out a few examples.’

3) Mr. C turned to a red-haired jerk who often led the bullying and said ‘If you don’t shape up, you’ll be known as Carrot Head in my class, since you’re uglier than Carrot Top and you’re certainly bigheaded and arrogant.’

His face turned redder than his hair.

4) He then then turned to a classmate named Edie & said to her ‘I won’t call you Edie anymore, I’ll call you Dedie, as in DD, since that’s the grade you get in my class & it’s short for Dum-Dum, which is what you proved to be.’

I actually felt bad for her she was so mortified.

5) Then he turned to another kid whose last name was McCracken & said ‘You will be known as McChicken, since you’re a coward, & based on your performance it seems the most you can ever aspire to be is a fast food server, so wipe that smug grin off your face, cluck cluck.’

!!
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क्या आप जानते हैं कि क्या है, पितृ पक्ष में कौवे को खाना देने के पीछे का वैज्ञानिक कारण!

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हमारे ऋषि मुनि विद्वान थे, वे जो बात करते या कहते थे उसके पीछे कोई न कोई वैज्ञानिक कारण छुपा होता था।

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My course is now available for FREE on youtube.

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The Straddle is my favorite trade these days. But more often than not, one needs to adjust to make a good return from it. There are many ways to do this depending on your view, psychology and imagination. Will discuss a few that I use

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