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Katy Fodchuk

How to Promote Racial Equity in the Workplace - 1 views

hbr.org/...racial-equity-in-the-workplace

shared by Katy Fodchuk on 17 Sep 20 - No Cached
    • Katy Fodchuk
      Katy Fodchuk on 17 Sep 20
       
      Equity Article for Ed Leadership
  • Empathy is critical for making progress toward racial equity because it affects whether individuals or organizations take any action and if so, what kind of action they take. There are at least four ways to respond to racism: join in and add to the injury, ignore it and mind your own business, experience sympathy and bake cookies for the victim, or experience empathic outrage and take measures to promote equal justice. The personal values of individual employees and the core values of the organization are two factors that affect which actions are undertaken.
    • Katy Fodchuk
      Katy Fodchuk on 17 Sep 20
       
      Equity article Ed Leadership
  • ...1 more annotation...
  • three distinct but interconnected categories: personal attitudes, informal cultural norms, and formal institutional policies.
Gaynell Lyman

Ken Robinson: Do schools kill creativity? | TED Talk | TED.com - 2 views

www.ted.com/...n_says_schools_kill_creativity

creativity KenRobinson why personalizedlearning video

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    This is the most viewed TED Talk of all-time, and for good reason. Sir Ken Robinson provides a stunning and articulate call to action for schools to rethink the very nature of learning. This is perhaps one the most powerful arguments for the "why" of Project-Based Learning.
Tony Borash

CASEL SEL 3 Signature Practices Playbook - 1 views

casel.org/ignature-practices-playbook-v3

shared by Tony Borash on 01 Dec 22 - No Cached
  • Tony Borash on 01 Dec 22
     
    The SEL 3 Signature Practices were developed in response to these commonly heard questions: "But what does SEL LOOK like?" and "How can we start doing SEL right now?" Educators and OST providers understood and believed in the power of SEL, but sought clarity about how to demonstrate and observe SEL in action during the school day and beyond. The SEL 3 Signature Practices are one tool for fostering a supportive environment and promote SEL. They intentionally and explicitly help build a habit of practices through which students and adults enhance their SEL skills. While not an SEL curriculum, these practices are one concrete example of a way to help people understand and practice the goals of an overall systemic SEL implementation plan.
Tony Borash

6 Principles of Game-Based Learning - Pt. 1 - YouTube - 0 views

www.youtube.com/watch

shared by Tony Borash on 11 Feb 22 - No Cached
  • Tony Borash on 11 Feb 22
     
    Minecraft six principles of game-based learning: The failure dynamic, fail early, fail often. Teach students to take risks in a safe environment- a game. The flexibility dynamic. Provide multiple paths to success. Old school video games had one way to win. Newer "sandbox" games are more open. The construction dynamic. Build something that matters. Students want to create things with a purpose. Minecraft lets them create something difficult and worthwhile. The situated meaning. Learn new ideas by experiencing them. Students learn vocabulary in real-time, as it pertains to playing with others in the game; or learn math as they understand construction. Systems thinking. Learn how all pieces can fit or be fitted. Games help players see how their actions fit into the bigger picture, not just the individual. Build empathy. Bring players together to learn a common goal. By communicating and working together, players build empathy through their avatars by raising awareness of local or global goals.
John Ross

For the Sake of Argument | American Federation of Teachers - 0 views

www.aft.org/...friedrich_bear_fox

LanguageArts Writing PBL AuthenticIntellectualWork

shared by John Ross on 27 Jun 19 - No Cached
  • NWP’s approach to argument writing starts with having students understand multiple points of view that go beyond pros and cons and are based on multiple pieces of evidence, which ultimately enables students to take responsible civic action.
  • Participating in a conversation is central to our understanding of argument. Before students develop a solid claim for an argument, they need to get a good sense of what the range of credible voices are saying and what a variety of positions are around the topic. Students have to first distinguish between credible and unreliable sources, and then identify the range of legitimate opinions on a single issue. This initial move counters the argument culture by seeking understanding before taking a stand.
  • Many schools, especially in high-poverty areas, are accustomed to professional development providers that materialize for a short period of time, promise success, and then disappear. The NWP, however, relies on well-established local Writing Projects to provide professional development, believing that local teachers are the best teachers of other local teachers. This relationship helps break down resistance to change.
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  • The C3WP framework rests on what are known as “cycles of instruction” that integrate the program’s three essential components: instructional resources for teaching argument writing, formative assessment tools, and intensive professional development—all developed by teachers for teachers.
  • Each C3WP instructional resource describes a four- to six-day sequence of instructional activities that focuses on developing a small number of argument skills (e.g., developing a claim, ranking evidence, coming to terms with opposing viewpoints). Ideally, teachers will teach at least four of these resources each year to help students gradually improve their ability to write evidence-based arguments
  • 1. Focus on a specific set of skills or practices in argument writing that build over the course of an academic year.
  • rather than attempting to teach everything about argument in a single unit
  • 2. Provide text sets that represent multiple perspectives on a topic, beyond pro and con.
  • A text set typically:Grows in complexity from easily accessible texts to more difficult;Takes into account various positions, perspectives, or angles on a topic;Provides a range of accessible reading levels;Includes multiple genres (e.g., video, image, written text, infographic, data, interview); andConsists of multiple text types, including both informational and argumentative.
  • 3. Describe iterative reading and writing practices that build knowledge about a topic.
  • 4. Support the recursive development of claims that emerge and evolve through reading and writing.
  • 5. Help intentionally organize and structure students’ writing to advance their arguments.
  • there is no single “right” way to organize and use evidence in an op-ed.
  • 6. Embed formative assessment opportunities in classroom practice to identify areas of strength and inform next steps for teaching and learning.
  • C3WP engages teachers in collaboratively assessing students’ written arguments to understand what students can already do and what they need to learn next.
  • Most participating schools and districts, including those in the original evaluation, are underresourced, are under pressure to raise test scores, and often experience high teacher turnover.
  • John Ross on 27 Jun 19
     
    Being used in Norton City, one of the VA4LIN divisions.
Gaynell Lyman

Coherence | Corwin - 2 views

us.corwin.com/...book244044

Coherence CollaborativeCulture deeperlearning Drivers Fullan Direction accountability action

shared by Gaynell Lyman on 17 Apr 20 - No Cached
  • Gaynell Lyman on 17 Apr 20
     
    I just ordered this book. Who wants to do a book study?
ms_mac4

Five Practices to Do Today for More Effective Instructional Coaching - 2 views

www.insighteducationgroup.com/...fective-instructional-coaching

learner profile

shared by ms_mac4 on 05 Mar 21 - No Cached
  • coaching is not scripted, but is embedded in a conversation
  • when teachers do not even realize a conversation was actually coaching because it was truly a dialogue between professionals—fluid, natural, action oriented, and collegial—then you have truly become a coach
  • Coaching teachers or principals in a vacuum (i.e. without a framework to ground the conversation), can be very tricky for even the most experienced coaches and invites the common pitfall of basing the coaching conversation on opinion.
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  • Find or create a learner-centered framework for your school or district.
ms_mac4

To Be a Great Educator and Leader, Emotional Intelligence Is Essential (Opinion) - 0 views

www.edweek.org/...01

leadership reflection self-assessment emotional intelligence

shared by ms_mac4 on 22 Jan 24 - No Cached
  • The way in which we communicate with others can impact relationships, trust, and change.
  • In order to reflect, leaders need to be aware of their own emotional intelligence and find ready-to-go strategies,
  • it’s always a good practice to try to find that all elusive time to ponder as you begin to enhance your own emotional intelligence.
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  • Self-awareness: One’s ability to recognize their own emotions, strengths, and challenges.
  • Self-regulation: The ability to monitor and regulate one’s behaviors.
  • Motivation: Being excited and engaged in an environment
  • Social skills: The ability to be able to speak to people from all walks of life purposefully.
  • Empathy: Being aware of how your actions impact others’ feelings
  • After reflecting on how you spend your time, consider some spaces where you can practice reflection. Is it right after school? Is it in the morning before students arrive? Is it during your commute?
  • Ongoing discussion and reflection is critical to our professional success and student achievement.
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