Preparing for disasters is protecting everyone you love. For the first time in its history, the Ready Campaign, in partnership with the Ad Council, identified the Hispanic community as a key audience, and will launch a series of Public Service Advertisements specifically designed to encourage preparedness within the underserved demographic.
Each week in September, the campaign will focus on a different aspect of preparedness for individuals, families and communities. Week 1 September Make A Plan. Talk to your friends and family about how you will communicate before, during, and after a disaster. Make sure to update your plan based on the Centers for Disease Control recommendations due to the Coronavirus. Week 2 September Build A Kit. Gather supplies that will last for several days after a disaster for everyone living in your home.
Update your kits and supplies based on recommendations by the Centers for Disease Control. Start today by signing up for alerts , safe-guarding important documents, and taking other low cost and no cost preparedness actions to lessen the impact of disasters and emergencies for you and your family.
Talk to your kids about preparing for emergencies and what to do in case you are separated. Reassure them by providing information about how they can get involved. Week 1 September Make A Plan Talk to your friends and family about how you will communicate before, during, and after a disaster.
Week 2 September Build A Kit Gather supplies that will last for several days after a disaster for everyone living in your home. Week 4 September Teach Youth About Preparedness Talk to your kids about preparing for emergencies and what to do in case you are separated.
Make sure you have emergency alerts setup on your phone as well and subscribe to alerts from your town and state. Also make sure you have charged battery packs to keep your phone powered during power outages. Um, but they can also be easily translated, almost disappointingly easily translated, into grades.
I use it—I do it all the time, turn my rubric into a grade. But the key is by the time my students are assigned a grade they know what it means. It has some meaning to them because they know what the criteria are, they know what the gradations of quality are, they have had several opportunities to reflect themselves on how their work reflects the criteria on the rubric.
Really what they learn is whether they learned the information or not. So they sort of span that accountability-learning spectrum in a way that not a lot of assessments can.
They can self assess, they can get assessment from their peers, they can get feedback from me—in my class they do all of these things, um and so that assessment is on going. Assessment or feedback becomes a part of instruction. If a teacher—if a teacher uses—designs rubrics—this is the ideal scenario. If a teacher designs rubrics with their students, of course I always know what I want on the rubric because I know what quality work looks like, but I involve my students in thinking about what quality work looks like and out of that comes a rubric.
So I involve my students in thinking about what—what quality is and we design a rubric together. Then I have them use the rubric to assess their own work, to give feedback to each other about their work, I use the rubric to give them feedback about their work, and then finally only after all that I use the rubric to give them a grade, in that way, rubrics serve as a—an ongoing assessment.
Those are the criteria that tend to end up on my rubrics. They did. If you show them quality work, they can tell you what makes it good. And so I chunk them. I take them away. I know teachers; I have so much respect for them.
I know teachers who do this whole process with their class. I just put them into a chunk on my rubric. Then I describe gradations of quality from good to poor. My rubrics reflect the kinds of mistakes that I have seen in student work so that they can recognize. Some of them have great ideas I never thought of before and I will always revise my rubric uh if they come up with something. But that often takes only one class period or less to involve them in that kind of analysis.
Much of that can be done outside of the classroom but some of it needs classroom time. I have found it to be more than worth it because my students learn so much more. But I have a dept over breadth conception of teaching them learning and um teachers who have to get from Plato to Nato in six weeks or less really struggle with that and they find that sometimes something has to go. But the argument—and this is not just my argument, this is a current and popular argument—the argument is that again, if—if you go for breadth, 80 percent of that is going to be gone in three years or less.
So go for depth. Fortunately, there is some research out there that shows that students who are engaged in this kind of instruction and assessment do as well or better then students on standardized tests then students who are not. Um, the most straightforward explanation for that is the depth of processing explanation again.
I mean we need to be concerned about that these are high stakes. Decisions are made not only about students lives, but teachers lives and—and real estate property on these tests. So we need to attend to them. Um, but we need also to continue pressuring the—our states and our districts and our test makers to make tests that reflect what we value.
This is a slight—this is a slightly unpopular opinion. I think that high stakes testing and ongoing assessment at the classroom could live a little more harmoniously together. I think we do need to know how our students are doing on a state ad national level in terms of some basic skills and some discrete skills and some discrete knowledge. We do need to know that. However, we place way too much emphasis on them.
And if we started placing as much emphasis and that might be translated in terms of as—spend as much money on classroom assessment as we do on high stakes assessment, and if we publish and let people know how students are doing in terms of both, I think that they can co-exist a little bit better.
Why is this worth it? Some of them test—are tested and some of them are not. However, if you encourage students to use the rubric to assess themselves, if you involve them in designing the rubric, if you make it part of the instruction, it becomes much more powerful. So teachers—I encourage teachers to use them and to stay open minded about it and to experience with them, but to take careful note of what happens when they use them. They are the source of the feedback.
Peer assessment they are often right on. Under—everybody take your blue marker. Underline in your essay—your draft, where you use—where you describe the scene. Their jaws drop, their pens hover over their papers, they look at me like this. They were completely unable to recognize the flaws in their own work.
So what I had to do is the marker thing. A teacher in San Diego helped me figure out this whole process where they go through with different colored markers, they compare their work with the rubric one criterion at a time. Again, this can take as much as a whole class period but then you send them home to ask them to revise it and wow, the difference in their papers, as long as they understand the revision process.
The difference is phenomenal. The great thing about self-assessment with or without a rubric, they have to have something to use to guide their self-assessment. Um, but the great thing about self-assessment is that it helps students produce high quality work. Um, the power of modeling both physical, concrete models and symbolic models is well supported with research. Students learn from models.
Students of all ages learn from models. And so the think that I use models for is as models of quality so that students can analyze and dissect quality and then they have their own mental model based on those models. I can say that the 3rd, 4th, and 5th grade at—at-risk students that we worked with found the models extremely valuable.
Um, we found like—we found that they—they got it easier and we could show them past students work. I—my basic philosophy, I think, of education is that intelligence is learnable and there is a lot of research to support it.
You can even—if you try, you can even boost your IQ scores. You can teach even students with severe um developmental handicaps to think more intelligently. Ann Brown proved this years ago when she taught students to um think and reason better and to comprehend written text better.
Intelligence is—is imminently learnable. And I think that um thinking about intelligence that way is incredibly empowering for teachers. Jose Luis Cruz Paco Bolivia. Carlos Gonzalez Ruiz Spain. Pedro Magalhaes Brazil. Pedro Barros Brazil. Naiara Bianchi Brazil. Daniela Ramazzi Argentina.
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