From my own reading, there is no evidence the district curriculum actually included the exercises you describe in the article (Red Guards). Has this been fact-checked?

Yes, I could list quite a few reasons this day was long/challenging as a teacher, and those are very real reasons.

But what I'm holding fast to right now: not letting that "other list" keep me from seeing + naming + appreciating what's still good.

(Because what other choice is there?)

That was fun. Different musical tastes, but I enjoyed listening to Ami Taf Ra and Nick León.

Or when we both get excited when a new song or album drops.

I agree that there are some good ideas in there. I think his definition, though incomplete, has some value in clearer communication about conceptual understanding.

The response shouldn't be the T better articulating the generalization. There are so many ways for Ss to build up understanding of derivatives that don't rely on teacher restating a relationship. Cuz then the Ss can just describe where the graph is > 0 without truly understanding what that means.

Isn't it therein between what he writes (not familiar with his writing)? The derivative example illustrated that Ss had some beginning conceptual understanding, but it was limited as evidenced by their response to the next graph. If Ss understood why, the complexity of the graph wouldn't matter.

I've loved that as well. Listening to and discovering music together has been such a joy.