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Bill Olson

Benefits of Diversity in Schools | Queens University Online - 0 views

online.queens.edu/...enefits-of-diversity-in-school

diversity inclusion schools studies

shared by Bill Olson on 04 Sep 21 - No Cached
  • While many individuals may immediately think of race when speaking about diversity, there are numerous aspects that actually play into diversity, especially in a classroom setting. Religion, gender, economic background and even learning styles are all notable factors, and it is crucial to remember each one when promoting diversity in schools. Incorporating lesson plans that account for all forms of diversity is key.
  • A recent study in the journal “Child Development” illustrated that students feel safer in school and in life when they are educated in a diverse setting. Students are able to learn about different cultures and backgrounds, allowing them to feel a greater sense of comfort with these differences. That in turn makes them more comfortable with themselves, leading to a deeper sense of safety.
  • Promoting diversity in schools is more than just encouraging students of different backgrounds to attend certain schools. It requires administrators to think critically about the ways diversity impacts education. A school administration degree readies graduates for promoting and teaching diversity as a means of accepting it. Educators and administrative leaders can help students better understand that while everyone is different, in the most fundamental ways, everyone is the same and should be treated with respect. This will go far in helping students accept diversity and promote it in their daily lives.
Patrick Eliasen

» The Relationship Between Science and Technology » Exemplary Resources for M... - 3 views

expertvoices.nsdl.org/...between-science-and-technology

NCSS Standard 3(n)

shared by Patrick Eliasen on 30 Aug 09 - Cached
  • Patrick Eliasen on 30 Aug 09
     
    Science Resources for Middle School
  • Siri Anderson on 31 Aug 09
     
    When you go to add tags do the NCSS ten standards show themselves as separate tags that you can just click on?
Bill Olson

Critical pedagogy: schools must equip students to challenge the status quo | Teacher Ne... - 0 views

www.theguardian.com/...ogy-schools-students-challenge

critical classroom implement doing schools cultural literacy opinion

shared by Bill Olson on 24 Sep 21 - No Cached
  • The pedagogy popularised by E.D.Hirsch, and recently promoted by the likes of Civitas, reduces teaching into nothing more than a bleak transmission model of learning.
  • "cultural literacy".
  • But Hirsch's "cultural literacy" is a hegemonic vision produced for and by the white middle class to help maintain the social and economic status quo.
  • ...8 more annotations...
  • Young people who enter the educational system and don't conform to this vision are immediately disadvantaged by virtue of their race, income or chromosomes.
  • Moreover, teaching a prescribed "core knowledge" instills a culture of conformity and an insipid, passive absorption of carefully selected knowledge among young people.
  • The narcissistic notion that we can help underprivileged students by providing them with teachers who are privileged young graduates from elite institutions is a mistake.
  • Teachers can't ignore the contexts, culture, histories and meanings that students bring to their school.
  • Working class students and other minority groups need an education that prepares them with the knowledge of identifying the problems and conflicts in their life and the skills to act on that knowledge so they can improve their current situations.
  • School leaders have a duty to promote learning that encourage students to question rather than forcing teachers to lead drill-oriented, stimulus-and-response methodologies.
  • Students need the freedom and encouragement to determine and discover who they are and to understand that the system shouldn't define them – but rather give them the skills, knowledge and beliefs to understand that they can set the agenda.
  • The philosophy was first described by Paulo Freire and has since been developed by the likes of Henry Giroux, Peter McLaren and Roger Simon. Critical pedagogy isn't a prescriptive set of practices – it's a continuous moral project that enables young people to develop a social awareness of freedom. This pedagogy connects classroom learning with the experiences, histories and resources that every student brings to their school. It allows students to understand that with knowledge comes power; the power that can enable young people to do something differently in their moment in time and take positive and constructive action.
  • Bill Olson on 24 Sep 21
     
    This article is an opinion piece about why critical pedagogy is important to teach to students. What do you think the best way to support your underprivileged students is?
Jen Bartsch

Free Tools -Middle School Tech - 2 views

www.slideshare.net/...iddle-school-tech-presentation

shared by Jen Bartsch on 28 Nov 09 - Cached
    • Jen Bartsch
      Jen Bartsch on 28 Nov 09
       
      Wow! It's hard to believe all of these tools are available to use in the classroom. I can't wait to try some out!
  • Theresa Erickson on 30 Nov 09
     
    Thank you for adding a site that describes so much different technology. I love the use of technology in the classroom and so do students. This is a great tool to use when I need to add something new in the class.
colleen schumack

MrDonn.org - Sociology Lesson Plans - 0 views

www.mrdonn.org/sociology.html

NCSS Individual Identity and Development

shared by colleen schumack on 07 Oct 09 - Cached
  • colleen schumack on 07 Oct 09
     
    Lesson plans dealing with relationship issues for middle school students.
Siri Anderson

History Alive | The United States Through Industrialism | Middle School History Textboo... - 0 views

www.teachtci.com/...d-states-through-industrialism

history united states SocialStudies curriculum online tools

shared by Siri Anderson on 30 Oct 14 - No Cached
  • Siri Anderson on 30 Oct 14
     
    Interactive social studies curriculum, K-12, perhaps best suited to 1:1 settings.
Siri Anderson

Two Billion Miles: interactive video story - 0 views

twobillionmiles.com

refugees immigration migration refugee simulation interactive simulation

shared by Siri Anderson on 05 Jan 16 - No Cached
  • Siri Anderson on 05 Jan 16
     
    Great resource for conveying to middle school or late elementary students the challenges/expoeriences of modern day refugees.
Siri Anderson

How to Teach Mental Health Coping Skills - Healthy Minds - 5 views

childmind.org/...educators

SEL video online_resources California developmentally-appropriate

shared by Siri Anderson on 17 Aug 22 - No Cached
chloe_swanson liked it
  • Siri Anderson on 17 Aug 22
     
    Three sets of videos to teach kids about health minds for elementary, middle and high school students.
Siri Anderson

Teaching with Technology in the Middle: Getting Ready for Social Justice LIVE - 0 views

stevefulton.blogspot.com/...y-for-social-justice-live.html

NCSS Civic Ideals and Practices Citizen_Action social_action middle school

shared by Siri Anderson on 19 Feb 11 - No Cached
  • Siri Anderson on 19 Feb 11
     
    This looks like a really interesting example of a teacher who is using social studies content in language arts to work on social justice issues.
Marah Ryks

No Impact Project » For Educators - 0 views

noimpactproject.org/ol-environment-curriculum-html

eco consumption green lesson plans

shared by Marah Ryks on 22 Jan 12 - Cached
  • Marah Ryks on 22 Jan 12
     
    This site contains free lesson plans on consumption, energy, food, transportation, and water. The site has limitless opportunities, whether you use it as a starting point for a lesson, to teaching the whole curriculum. Note that the site is FREE, and the lesson plans can be adapted to the younger grades.
Siri Anderson

Course: US History (Garrison) - 0 views

courseweb.hopkins.k12.mn.us/...view.php

social_studies US_history colonialhistory

shared by Siri Anderson on 16 Nov 10 - No Cached
  • Siri Anderson on 16 Nov 10
     
    Here is an example of a middle school website with activities around early American history. This teacher is a friend of mine she does a great job!
Jaime Morse

History Classroom - 0 views

www.history.com/classroom

NCSS Sci

shared by Jaime Morse on 17 Feb 10 - Cached
  • Jaime Morse on 17 Feb 10
     
    This site provides a lot of information and free curriculum for middle and high school classrooms.
Siri Anderson

Gary Stager: First We Kill the Teacher Unions! - 0 views

www.huffingtonpost.com/...kill-the-teacher_b_123421.html

Walker unions

shared by Siri Anderson on 24 Feb 11 - Cached
  • First Amendment of the Bill of Rights guarantees unions. The right to organize is the embodiment of our cherished Freedom of Assembly. Unions built the American middle class while building our roads, bridges, cars, schools, hospitals and other institutions we cannot live without
Siri Anderson

"The Effects of Parent-Teacher Communication using Digital Tools in Ear" by NaTeal Bosc... - 0 views

sophia.stkate.edu/231

StKate graduate_student action-research LMS parent-teacher-communication

shared by Siri Anderson on 29 Oct 21 - No Cached
  • Although Seesaw had much greater efficacy at the early elementary than middle school level, this may have been related to institutional factors.
  • Siri Anderson on 29 Oct 21
     
    This is that project I presented in Amsterdam!
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
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