Posted December 3, 2020
by Linda Diamond, President, CORE and author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
“Once you learn to read you will be forever free.” Frederick Douglass
As I get ready to retire from CORE in late December, I have been looking back at all of those who guided us along the way. CORE started inside an education, public policy think tank because of the willingness and vision of my then boss, Paul Berman. He, in turn, was urged by Marion Joseph, a grandmother with political acumen and a former California state board of education member, who saw the damage being done to children in California who were not learning to read. Bill Honig, California’s former superintendent, Anne Cunningham, Sheila Mandel, and Ruth Nathan and I took a leap in 1995 and decided to create what was first called the Consortium on Reading Excellence (CORE). We knew that a strong body of research existed, then over 30 years’ worth, but it had not made its way into the field. California’s reading scores were awful and whole language was the main approach. READ MORE
Posted November 19, 2020
Like many educators, teacher/consultant David Hedges has been teaching his 7th graders using a hybrid model this school year. Each day, Mr. Hedges has students sitting at socially distanced desks in his classroom as well as students joining by Zoom. Watch the 30-minute conversation with CORE’s Director of Mathematics, Dean Ballard, to learn Mr. Hedge’s tips for keeping students engaged both online and in person, about collaboration tools to support hybrid instruction, and how to build community among students learning in different locations.
Posted August 19, 2020
By Dean Ballard, Director of Mathematics, CORE
Remote instruction has moved to the top of almost everyone’s list of concerns. We are asking ourselves how to do it, will students be there, what will actually be learned, and what will this mean when we return to face-to-face instruction? I cannot tackle all of this in one blog; however, I will share a few of the techniques we have been using in the last few months to create high levels of engagement online.
Posted June 12, 2020
By Nancy McGivney, Senior Educational Services Specialist, CORE
In one of my favorite movies, The Gods Must Be Crazy, there were two side characters who drove the jeep in their guerrilla warfare army. Whenever there was a stop in the movement forward, they’d pull out a deck of cards and get back into whatever game they were playing. I totally relate to them. I’m happy to carry around a deck of UNO cards and keep a running game going. Card games are good for more than occupying time; they are also great for developing math skills. During this time of school closures, card games are an excellent way to continue to develop math skills at home and make use of resources likely available. READ MORE
Posted June 10, 2020
An important Conversation from the Center for the Collaborative Classroom with Zaretta Hammond on Instructional Equity. Reprinted with permission.
Collaborative Classroom is dedicated to transforming the school experience, developing students, and empowering educators by deepening their teaching practices. Zaretta Hammond is one of Collaborative Classroom’s best thought partners in this work, consistently pushing their thinking and challenging them to do better. A national education consultant for the past 25 years and the author of the best-selling book, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, Ms. Hammond joined the Collaborative Classroom Board of Trustees in November 2018. Collaborative Classroom recently had the privilege of discussing instructional equity—both the big picture and classroom practice—with Ms. Hammond. We’re delighted to share excerpts from this rich, wide-ranging conversation with you. READ MORE