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	<title>The Core Knowledge Blog &#187; Teaching</title>
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	<link>http://blog.coreknowledge.org</link>
	<description>Closing the Achievement Gap: Teaching Content</description>
	<lastBuildDate>Sat, 21 Nov 2009 00:44:35 +0000</lastBuildDate>
	
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		<title>What Teacher Ed Should Look Like</title>
		<link>http://blog.coreknowledge.org/2009/11/02/what-teacher-ed-should-look-like/</link>
		<comments>http://blog.coreknowledge.org/2009/11/02/what-teacher-ed-should-look-like/#comments</comments>
		<pubDate>Mon, 02 Nov 2009 15:21:46 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Teacher Training]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Susan Engel]]></category>
		<category><![CDATA[teacher education]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3679</guid>
		<description><![CDATA[Teacher education programs should be selective, rigorous&#8230;.and free, argues Susan Engel.  In a New York Times op-ed the psychologist and director of the teaching program at Williams College writes that admission to teacher ed programs should include &#8220;a stipend for the first three years of teaching in a public school.&#8221; 
Once we have a better pool of [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/11/02/what-teacher-ed-should-look-like/feed/</wfw:commentRss>
		<slash:comments>14</slash:comments>
		</item>
		<item>
		<title>Parental [Dis]engagement</title>
		<link>http://blog.coreknowledge.org/2009/10/31/parental-disengagement/</link>
		<comments>http://blog.coreknowledge.org/2009/10/31/parental-disengagement/#comments</comments>
		<pubDate>Sat, 31 Oct 2009 17:05:29 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Parents]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3673</guid>
		<description><![CDATA[Middle school teacher Mrs. Bluebird loves PowerSchool, her district&#8217;s online grading system.  It lets her update students&#8217; grades from home, run progress reports and all kinds of other tricks.   &#8220;Parents can check grades any time of the night or day, see that work is missing, and can even get grade updates emailed to them,&#8221; she writes [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/31/parental-disengagement/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>One For the Price of Two</title>
		<link>http://blog.coreknowledge.org/2009/10/29/one-for-the-price-of-two/</link>
		<comments>http://blog.coreknowledge.org/2009/10/29/one-for-the-price-of-two/#comments</comments>
		<pubDate>Thu, 29 Oct 2009 14:36:03 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Teacher Training]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3666</guid>
		<description><![CDATA[At Teacher Beat, Stephen Sawchuck highlights an intriguing study that shows Los Angeles students taught by Teach For America teachers &#8220;outperformed peers who were taught by other teachers—including veterans with many more years of experience.&#8221;  The study is another feather in TFA&#8217;s cap, but there is one aspect of the study that may unwittingly reinforce [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/29/one-for-the-price-of-two/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Trick or Tweet?</title>
		<link>http://blog.coreknowledge.org/2009/10/27/trick-or-tweet/</link>
		<comments>http://blog.coreknowledge.org/2009/10/27/trick-or-tweet/#comments</comments>
		<pubDate>Tue, 27 Oct 2009 13:38:17 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Students]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Daniel T. Willingham]]></category>
		<category><![CDATA[Education Week]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[Twitter]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3650</guid>
		<description><![CDATA[Some months ago, I challenged teachers to give examples of good classroom uses of Twitter without using the term “engagement.”  In other words, is it possible to use the micro-blogging site to extend learning or create understanding in a superior way to other teaching methods?  It led to a lively discussion, but I’m not sure [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/27/trick-or-tweet/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>The Thomas Sowell Affair</title>
		<link>http://blog.coreknowledge.org/2009/10/09/the-thomas-sowell-affair/</link>
		<comments>http://blog.coreknowledge.org/2009/10/09/the-thomas-sowell-affair/#comments</comments>
		<pubDate>Sat, 10 Oct 2009 00:19:50 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3519</guid>
		<description><![CDATA[The letter syndicated columnist Thomas Sowell received from a Michigan 5th grader that prompted him to go off on the boy&#8217;s teacher and the education system at large was not even a school assignment. 
A debate in the comments section of this blog on the merits of having students write letter to prominent people&#8211;the practice blasted by Sowell&#8211;prompted me to put [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/09/the-thomas-sowell-affair/feed/</wfw:commentRss>
		<slash:comments>20</slash:comments>
		</item>
		<item>
		<title>Just Send the Kid a Note Already</title>
		<link>http://blog.coreknowledge.org/2009/10/07/just-send-the-kid-a-note-already/</link>
		<comments>http://blog.coreknowledge.org/2009/10/07/just-send-the-kid-a-note-already/#comments</comments>
		<pubDate>Wed, 07 Oct 2009 16:11:47 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Students]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[Thomas Sowell]]></category>
		<category><![CDATA[writing assignments]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3499</guid>
		<description><![CDATA[Syndicated columnist Thomas Sowell recently got a letter from a fifth-grader at Sayre Elementary School in Lyon, Michigan asking the PhD economist what to do about the economy.  Sowell could have ignored the note, or sent back a brief greeting.  He had a different idea.
Instead, I replied to his parents: With American students consistently scoring near [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/07/just-send-the-kid-a-note-already/feed/</wfw:commentRss>
		<slash:comments>17</slash:comments>
		</item>
		<item>
		<title>Pinocchio Parents (and Teachers)</title>
		<link>http://blog.coreknowledge.org/2009/10/01/pinocchio-parents-and-teachers/</link>
		<comments>http://blog.coreknowledge.org/2009/10/01/pinocchio-parents-and-teachers/#comments</comments>
		<pubDate>Thu, 01 Oct 2009 14:28:55 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Parents]]></category>
		<category><![CDATA[Research and Reports]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3420</guid>
		<description><![CDATA[Most mothers and fathers practice &#8220;Pinocchio parenting&#8221; &#8212; teaching their kids that lying is bad while regularly fibbing to them, according to a pair of new studies in the Journal of Moral Education.
Researchers at the University of Toronto and the University of California found that parents who stress the importance of truth-telling to their little [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/10/01/pinocchio-parents-and-teachers/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>Willingham: Reading Is Not a Skill</title>
		<link>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/</link>
		<comments>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/#comments</comments>
		<pubDate>Mon, 28 Sep 2009 13:19:59 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Research and Reports]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[background knowledge]]></category>
		<category><![CDATA[Daniel T. Willingham]]></category>
		<category><![CDATA[national standards]]></category>
		<category><![CDATA[reading comprehension]]></category>
		<category><![CDATA[reading strategies]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3423</guid>
		<description><![CDATA[Dan Willingham reviews the draft voluntary national standards in reading and sees a problem:  &#8221;Teachers and administrators are likely to read those 18 standards and to try to teach to them,&#8221; he notes.  &#8220;But reading comprehension is not a &#8217;skill&#8217; that can be taught directly.&#8221;
His latest blog post at the Washington Post&#8217;s education page observes that teachers tend [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/28/willingham-reading-is-not-a-skill/feed/</wfw:commentRss>
		<slash:comments>29</slash:comments>
		</item>
		<item>
		<title>Mr. Wilson, You Lie!</title>
		<link>http://blog.coreknowledge.org/2009/09/17/mr-wilson-you-lie/</link>
		<comments>http://blog.coreknowledge.org/2009/09/17/mr-wilson-you-lie/#comments</comments>
		<pubDate>Thu, 17 Sep 2009 17:47:58 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Core Knowledge]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[common core]]></category>
		<category><![CDATA[NEA]]></category>
		<category><![CDATA[Partnership for 21st Century Skills]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3369</guid>
		<description><![CDATA[Over at Curriculum Matters, Sean Cavanagh gets a response from NEA executive director John Wilson to the Common Core letter about the Partnership for 21st Century Skills.  It&#8217;s an eyebrow-raiser.
This group continues to amaze me,&#8221; he said of the letter-writers, &#8220;that they would pit core knowledge against 21st-century skills, when our students need both. &#8230; [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/17/mr-wilson-you-lie/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Good Teachers Improve Their Peers</title>
		<link>http://blog.coreknowledge.org/2009/09/02/good-teachers-improve-their-peers/</link>
		<comments>http://blog.coreknowledge.org/2009/09/02/good-teachers-improve-their-peers/#comments</comments>
		<pubDate>Wed, 02 Sep 2009 19:56:35 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3270</guid>
		<description><![CDATA[Having good teachers for colleagues helps other teachers improve.  Common sense, right?  This new study documents some pretty dramatic peer effects.  EdWeek&#8217;s Debra Viadero breaks it down for you here.
Attention: Wendy Kopp and Teach For America:  Maybe this wasn&#8217;t such a crazy idea after all?
]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/02/good-teachers-improve-their-peers/feed/</wfw:commentRss>
		<slash:comments>14</slash:comments>
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