DC: Embarking on a Knowledge Revolution

Over the past few years, an increasing number of DC schools have been revamping their curricula to teach dramatically more knowledge. Frustrated by low reading scores and nudged by the Common Core standards’ explicit call for building knowledge across subjects, they’re now convinced that broad knowledge—not hour after hour of practicing comprehension strategies—is the key…

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Districts Could Do More for the Most Vulnerable Students

In my last post I highlighted two districts that are equalizing opportunity to learn and increasing teacher collaboration through districtwide curriculum and assessments. Across schools, the same knowledge and skills are being taught, and the same expectations are being met. Imagine what it would be like to have to transfer schools mid-year in one of…

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Collaborating on Curriculum and Assessment: Two Districts Lead the Way

“Educators and policymakers must avoid the trap of limiting their discussions to questions which the existing data can readily answer, a practice reminiscent of the old joke about looking for lost car keys under the streetlight because that is where the searcher can see, not where the keys were lost.” Chrys Dougherty, a principal research…

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Knowledge Equalizer: Jeff Litt

In my last post, I called for knowledge equality. My hope is all educators and concerned citizens—and policymakers with counter-productive, curriculum-narrowing mandates—will see that broad, shared knowledge is essential to equality of opportunity. Today I have the great pleasure of highlighting an educator who truly is a knowledge equalizer: Jeff Litt. Litt spent over 30…

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Spend the Summer Reading (Aloud)

Of all the things I want to thank my mother for, the time she devoted to reading aloud to me as a child is at the top of the list. She didn’t just tuck my sister and me into bed with a little story; she climbed in an hour before bedtime and read aloud full…

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On Blooming

As a member of the team of educators and editors developing Core Knowledge Language Arts (CKLA), I’m continually proud of and impressed by the understandings, connections, and accomplishments that students reach when their incredible teachers use the CKLA program to guide instruction. There’s Olivia, the darling girl on this Amplify Learning video, who discovers her…

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Knowledge For Literacy

By Marilyn Jager Adams Marilyn Jager Adams, a visiting scholar in the Cognitive, Linguistic and Psychological Sciences Department of Brown University, is internationally regarded for her research and applied work in cognition and education, including the seminal text Beginning to Read: Thinking and Learning About Print. This post, which originally appeared on the Shanker Blog, is adapted from Literacy Ladders,…

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A Successful Formula: Shared Curriculum + Shared Responsibility

A shorter version of this post originally appeared on the Thomas B. Fordham Institute’s Flypaper blog. Like pretty much everyone who is passionate about closing the achievement gap, I’m interested in Success Academies. I’ve read Eva Moskowitz’s book, Mission Possible: How the Secrets of the Success Academies Can Work in Any School, and watched the videos…

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An appraisal of Core Knowledge Language Arts

By Ilene Shafran Ilene Shafran is a 2nd-grade teacher at PS 34 in Greenpoint, Brooklyn. This appraisal was originally published as a Teacher to Teacher column in the New York Teacher, the newspaper of the United Federation of Teachers, and was posted on the UFT website. The opinion expressed in the column is the author’s own…

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Reading Comprehension: There’s No Workaround for Knowledge

By Greg Ashman Greg Ashman is a teacher in Australia. Supported by his school (but not necessarily representing its views), he has developed a love of educational research. Ashman is  now pursuing a PhD. This post originally appeared on his blog, Filling the Pail. To mark the recent cricket world cup, I thought it might be a good idea…

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