Please listen to comments from pediatrician @drdyanhes.
Especially BC she starts w/:
“I’m probably one of my only colleagues or peers that can be here today, because I am not tied to a hospital or organization that refuses to let pediatricians speak out against @AmerAcadPeds.”
.@drdyanhes is pro-vaccine, pro-public health, she has been on the front lines of vaccination, but she cannot find sense in toddler mask mandates as a motivation.
Please hear her full comments:
1/2
.@drdyanhes is seeing more young kids w/ speech delays.
And she is seeing a huge wait list for Early Intervention services, in a city where most cannot afford to pay for private speech therapy.
“What does NYC know that the rest of the world doesn’t” about masking toddlers?
*she cannot find sense in toddler mask mandates as a mitigation, that is. (Two tweets above this one.)
The trouble with having Mississippi as THE standard-bearer for state reading reform is that some people don’t buy it, just because it’s Mississippi.
I sat in a restaurant in Brooklyn last night, telling a table full of new acquaintances – two of whom listened to @ehanford’s Sold a Story – about Mississippi and the Southern Surge.
They were fascinated. They had questions about why this work isn’t happening in NY.
But one guy kept shaking his head. “Mississippi. It’s just hard to believe.”
Friends, that is why we must talk about Louisiana, Tennessee, and Alabama.
Some people simply won’t embrace a one-state “miracle” as their model. However, a four-state pattern is hard to deny.
🧵
@alexanderrusso
I posted the viral Urban League chart in another platform, and a Dem friend wrote this in response.
Some people will reflexively reject a “Mississippi Miracle.” Which is why we need to talk in terms of “Southern Surges.”
I don’t make the rules, I’m just reporting the reality.
People spun up myths to explain away the Mississippi Miracle. Those myths have been debunked, but they get floated every time you talk about Mississippi.
Louisiana’s 3rd grade retention law doesn’t go into effect until this year. Its gains are completely unaffected by retention policies.
See how much easier it is to make a case for following the leading states when they are a cohort?
One of my favorite things about UFLI: it asks 30 minutes a day from teachers for foundational skills work.
Teachers in this study were spending 30 min/day.
The attention that the UFLI team gave to creating an effective program *within a 30 minute window* is laudable.
We still live in a world where the “Science of Reading” encounters resistance for being over focused on phonics, and for robbing time from other valuable and exciting work like getting kids into rich texts.
If your program is 30 minutes/day, you leave plenty of time for the other essentials of literacy.
AND - if a 30-min program has gone viral within the Science of Reading community, that says a lot about the demand in that community.
.@C_Hendrick’s keynote at @researchED_US was astoundingly good.
I caught most of it on video…
Sorry that it’s in Tweetable chunks, but I promise that it’s worth the headache of pressing Play a few times.
What is learning, Carl asks?
The problem is that learning is highly counterintuitive.
How we think we learn, and how we actually learn, are more often than not very far apart.
@C_Hendrick
@C_Hendrick As he outlines the six paradoxes of learning, @C_Hendrick speaks personally about #2, the difference between working memory and long-term memory.
“I had no idea about this for the first 5 years of my teaching.”
They were once familiar to, and believed by, @MrZachG.
“I’m not a contrarian. I believed what I was told” in teacher preparation.
At @researchED_US:
His learning journey brought him to more effective practices.
@MrZachG details Project Follow Through, a massive US study of instructional approaches that showed the relative effectiveness of explicit instruction vs more popular approaches.
@MrZachG In his podcast, @MrZachG goes into detail on Project Follow Through with some of the original participants, including Linda Carnine: