"DONETSK, Ukraine — Worshipers at the Bet Menakhem-Mendl synagogue in this eastern Ukrainian city confronted a horrifying scene as they left a Passover service this week: masked men on a sidewalk handing out leaflets demanding that Jews register and pay a fine or leave the area, witnesses said.
That the leaflets appeared in a highly uncertain political context did little to calm nerves or to dampen high-level international condemnation, including from Secretary of State John Kerry, who said Thursday in Geneva that 'just in the last couple of days, notices were sent to Jews in one city indicating that they had to identify themselves as Jews.'
The leaflets were supposedly signed by Denis Pushilin, the leader of the Donetsk People’s Republic, the newly declared and unrecognized state that claims to represent ethnic Russians in eastern Ukraine. But that group and other pro-Russian groups quickly denied they had anything to do with them.
'This has nothing to do with us; it is a provocation,' said Alexander Maltsev, a spokesman for the People’s Republic, in a telephone interview. He said he did not know who was responsible, or their motives."
"This is an amazing resource about Web Literacy ideas. Click on a skill and see a pathway forward towards new skills that connect back to the original inquiry. (nicely done, Laura Hilliger and other folks at Mozilla). Plus, the whole resource is remixable, so you could revise it for your own audience and purpose."
"It’s the season of decision for American families and their young high school near-graduates looking to head off to college. Where will they go? And what will it cost? The two are all mixed up together. The cost of college is truly daunting for most families in this country now. And figuring out real costs, financial aid and the bottom line is a challenge. Colleges can be anything but transparent. Financial aid letters are marketing documents. “Need” and “aid” can mean all kinds of things. This hour On Point: paying for college, and college financial aid. How it really works. Who gets what, and why."
"Stories of cheating in schools often make national headlines and are frequently met with widespread shock. How could such actions occur on the campuses of elite colleges and high schools? What's going on with kids these days?"
"Since taking the plunge and adding multiple-choice questions to my assessment repertoire, I’ve found they have refreshing and unexpected advantages. They make assessment more reliable, marking less labour-intensive, pupil understanding and misconceptions more visible, and allow a wider breadth of knowledge to be assessed across a unit than just using essays or complex, holistic end-of-unit assessments. They save countless hours of marking downstream, and get pupils thinking deeply about subject content. Both Alex Quigley and Cristina Milos have written perceptively about how tricky they are to create. How can we ensure that the advantages outweigh the limitations? Research from Little, Bjork, Bjork and Angello (that Alex cites) suggests not only that they are as effective as short-answer tests for retention, but they also have an important advantage over them – that pupils have to think through incorrect alternatives. The key insight is that these alternatives must be plausible enough to enable pupils to retrieve why correct alternatives are correct and incorrect options are incorrect. I’ve found these eight principles helpful in multiple-choice design:"
"This morning as I helped my son organize his bookshelf I asked him a question that came over me as I looked over his Diary of a Wimpy Kid series on his shelf, 'What books did you enjoy most while in 6th and 7th grade?' He looked up at me like only a middle school kid can and said, "Mom , we've only read one book since I've been in middle school -- The Giver.' As I looked up I must have looked confused, because quickly he added, 'What I mean mom is that, we've only ready one book in school -- that doesn't count for the books we've read together.' I still must have looked crazy, because he followed up with, 'Why what's wrong with you?' Barely able to make a coherent sentence, I asked him if they didn't read novels in their English/Language Arts class, what did they do? He said, 'Well we do a lot of grammar work and we go over what is going to be on the CRCT exam.' I almost screamed at that moment, but I decided to remain calm and analyze. I know why teachers do test prep, but for the life of me I don't understand why standardized tests are used to measure if students really learn the standards for the grade level. In the state of Georgia the CRCT is designed to measure how well students acquire the skills and knowledge described in the state mandated content standards in reading, English/language arts, mathematics, science and social studies. Students take this test in grades 1-8. However, what good is a test if students are not expected to tackle novels to put everything they learn in perspective?"
" First of all, I am going to challenge my own title in this writing as the qualities that I am about to list are not usually people with influence, but people with tittles and authority. Leadership and administration are sometimes not synonymous and if an administrator does not make those around them better, they are not leaders, they are bosses. Working with many different organizations, I have heard either the frustration from educators within the organization that feel like they are running on the spot, while also working with administrators that are more focused on holding down the fort as opposed leading with vision. Here are some styles you should avoid being or working for if you want to really move forward.
"On April 8, 2014, Project Tomorrow released the report 'The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations' at a Congressional Briefing held in Washington, DC and for the first time, online in a special live stream of the event. Julie Evans, Project Tomorrow CEO, discussed selected student national findings from the Speak Up 2013 report and moderated a panel discussion with students who shared their insights and experiences with digital learning."