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Siri Anderson

A Library of Anti-Racist Resources for Educators | Teacher2Teacher - 2 views

www.teacher2teacher.education/...rces-for-anti-racist-educators

anti-racism resources content_area_reading videos TopTen

shared by Siri Anderson on 23 Sep 21 - No Cached
    • arielmormul
      arielmormul on 23 Sep 21
       
      What are some healthy resources that us educators can use to create a classroom that is rooted in being anti-racist?
  • l
  • iving, growing library of anti-racism resources submitted by educators like you
  • ...15 more annotations...
  • collection of resources you’re finding helpful and wanted to share
  • collection of anti-racist resources for educators,
  • ALL students need and deserve characters who look like them and experience life’s challenges in a way that reflects their own
  • equally important that students explore cultures and experiences different from their own
  • use empowerment tools
  • Teaching Tolerance’ is a plethora of free and easy-to-access resources for anti-bias education. It offers lessons and strategies to ground my instructional practices in equity and social justice
  • c
  • onversation starters, reflection questions, even writing prompts that have empathy embedded into them, can help people of all ages break through the paralysis of not knowing what to say and/or the fear of saying something insensitive or offensive
  • address the intersectionality of antiracism and educational technology, along with its importance for educators regardless of where they fall in their career.
  • Be the equity leader in the building
  • onversation of racism will show up in your hallways. Deal with it. Do the work.
  • c
  • stand in the gap for students
  • alking about race is a college/career readiness skill
  • T
Jen Bartsch

PBS Teachers - Resources For The Classroom - 0 views

www.pbs.org/...preview

History Language Arts America Pioneers Homestead Act Westward Expansion

shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards and professional development opportunities delivered online. As stated in the lesson plan overview: "Through the activities presented in this lesson, students will become familiar with the tenets of the Homestead Act, the shifting borders of the American frontier, and the life faced by homesteaders. After a class discussion and examination of a variety of Web sites, students will complete an written assessment in which they will determine whether or not the land available through the Homestead Act was, in fact, "free." This lesson can be used as an introduction to a unit on American settlement in the latter half of the nineteenth century, or as a pre-viewing activity to the PBS series FRONTIER HOUSE. A basic knowledge of 19th-century United States history is required."
Siri Anderson

PBS Teachers | Resources For The Classroom - 0 views

www.pbs.org/...resources

pbs curriculum repositories elearning

shared by Siri Anderson on 02 Jun 11 - Cached
  • Siri Anderson on 02 Jun 11
     
    A new digital library of resources for teachers through PBS. 
Bill Olson

For Effective Schools, Teamwork Is Not Optional | Edutopia - 0 views

www.edutopia.org/...amwork-not-optional-sean-glaze

teamwork cohorts problem solving

shared by Bill Olson on 04 Sep 21 - No Cached
  • The greatest resource that teachers have is other teachers. But sadly, teamwork and collaboration are not commonly found in schools. Having taught for 20 years myself, I know how it works. Teachers have very challenging and stressful jobs, and part of what contributes to their level of challenge and stress is a teacher's tendency to isolate him- or herself. How many teachers close their door and feel like they are all alone in fighting their overwhelming battle against ignorance and apathy and paperwork and standardized testing?
  • began by adopting those exact habits of preparing alone and working in isolation. I was a lonely superhero who went home exhausted each day without the encouragement or support of my more experienced peers
  • I had assumed that I could be more effective when planning and working alone, but I eventually found that, when working with people, efficient is rarely truly effective.
  • ...2 more annotations...
  • To alleviate this feeling, instead of being tucked neatly away in separate rooms all the time, school administrations should give teachers the time and opportunity to talk and plan together, and to share laughter, encouragement, and ideas.
  • Effective administrations ensure that teachers can work together to plan, share ideas, and support each other. Once educators experience the benefits of collaboration, they will appreciate the camaraderie and creativity it provides.
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?
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
Kristiana Holmes

Helping Your Child Become a Responsible Citizen - 0 views

www.ed.gov/...index.html

Children as Responsible Citizens NCSS Individual Identity and Development

shared by Kristiana Holmes on 13 Sep 09 - Cached
  • Kristiana Holmes on 13 Sep 09
     
    This is a resource geared toward parents. It could be something given to parents hardcopy, suggested reading for parents via the internet, and/or used by the teacher. There are suggestions for books, magazines, activities, etc. as additional resources.
  • Barb Hagen on 29 Nov 09
     
    Kristiana, I liked the ideas that this site has for parents, as well as teachers. Very informative and is filled with wonderful ways to guide our children.
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?
Maren Hackbarth

Minnesota Historical Society | Minnesota Communities | Occupations | Hibbing | Mining - 1 views

www.mnhs.org/...occupations_mining.htm

minnesota mining primary_sources history social_studies

shared by Maren Hackbarth on 15 Nov 12 - No Cached
  • Maren Hackbarth on 15 Nov 12
     
    Examine Primary sources to learn about mining in MN history.  Also see http://www.mnhs.org/school/classroom/communities/teachers/index.html to find teacher resources like worksheets & answer keys. 
emily lane

TheMint.org - Ideas for Teachers - Scarcity, Choice and Decisions - 0 views

www.themint.org/...city-choice-and-decisions.html

NCSS production distribution and consumption

shared by emily lane on 04 Sep 09 - Cached
  • emily lane on 04 Sep 09
     
    This site is a great resource for learning econonmic principles. It includes helpful information for consumers, fun for kids and lesson ideas for teachers.
Jen Bartsch

Smithsonian Education - Lesson Plans - 1 views

www.smithsonianeducation.org/...lesson_plans.html

History Art World Cultures Science Language Arts Health Anthropology Geography Mathematics Music Special Needs Technology

shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    Educational information, activities and resources for educators, families, and students. Educational materials emphasize inquiry based learning with primary sources and museum collections. Smithsonian visit planning for educators, students and families. This site is an incredible resource for a teacher involved in any discipline.
  • Laurie Antonson on 29 Nov 09
     
    In this age of increasing cutbacks in school funding, it is rare for students to be able to take field trips to museums. Thus, it is more important than ever to take advantage of virtual field trips where students can be exposed to primary sources and museum collections without leaving the classroom.
emily lane

Teacher Lesson Plan - In Congress Assembled - 0 views

lcweb2.loc.gov/...conintro.html

NCSS Time continuity and change

shared by emily lane on 04 Sep 09 - Cached
  • emily lane on 04 Sep 09
     
    This resource for teachers provides lesson plans in which students examine continuity and change in the governing of the United States, students look at the Constitution and link early legislative debates to issues of today - from the Learning Page, the Library of Congress
Tingting Wang

Journey Into Amazonia -- Teacher Resources - 1 views

www.pbs.org/...teacher.html

Amazon Social Studies

shared by Tingting Wang on 23 Jan 10 - Cached
  • Tingting Wang on 24 Jan 10
     
    Really cool website for teachers who are planning to teach Amazon. Lots of resources.
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
    • moltman
      moltman on 06 Oct 21
       
      Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
Katelyn Karsnia

Twice-Exceptional Students | National Association for Gifted Children - 2 views

www.nagc.org/...twice-exceptional-students

2e Siri ED3780 Gifted Students

shared by Katelyn Karsnia on 29 Jan 22 - No Cached
  • The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Twice exceptional definition
  • Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role
  • What the Teacher Might See What the Parent Might See
    • nikkilh
      nikkilh on 29 Jan 22
       
      What the adults see in the twice exceptional children/students
  • ...8 more annotations...
  • (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)
  • used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria
  • twice-exceptional,” also referred to as “2e,”
  • highly knowledgeable and talented in at least one particular domain.
  • ifficulty in the school environment, where organization, participation, and long-term planning play a role.
  • highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise
  • difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Feb 22
       
      What a 2e students look at home and school, great resource for parents
  • jkolodji on 04 Feb 22
     
    "Twice-Exceptional Students" Lots of information for parents and teachers!
Siri Anderson

GEOFEST Minnesota - 0 views

www.macalester.edu/...index.htm

NCSS Global Connections NCSS People Places and the Environment NCSS Production Distribution and Consumption

shared by Siri Anderson on 06 Sep 09 - Cached
  • Siri Anderson on 06 Sep 09
     
    This is an amazing resource from the MAGE center at Macalester. Click on each of the sessions at the top to see a list of free curriculum resources on Social Studies themes. Also look for opportunities to do free education forums with this group. Very useful materials!
cindy alfred

Immigration Printables, Lessons, & Resources (Grades K-12) - TeacherVision.com - 0 views

www.teachervision.fen.com/...6633.html

Immigration

shared by cindy alfred on 14 Jan 11 - Cached
  • cindy alfred on 14 Jan 11
     
    Site offers many resources on immigration. Provides lesson plans, printables, references and articles to use in the classroom on immigration.
Mary Eggebraaten

Labor History Resource for Teachers - 0 views

www.aft.org/...labo

Labor History Teacher Tools

shared by Mary Eggebraaten on 28 Jan 11 - No Cached
  • Mary Eggebraaten on 28 Jan 11
     
    The latest AFT article on labor and a tool for teachers
julielyncarlson

Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views

education.wm.edu/...effectiveteach

inclusive classroom methods

shared by julielyncarlson on 06 Sep 21 - No Cached
  • Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
  • at least once a week
  • Teachers alternate roles of presenting, reviewing, and monitoring instruction.
  • ...11 more annotations...
  • Be aware of student needs and provide the accommodations
  • Students are divided into mixed-ability groups
  • One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
  • Differentiate instruction
  • Tips for Classroom Management
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      How do I incorporate accommodations into the classroom rules? What do I need to think about here?
  • Think "universal design" when planning instruction. "
  • Provide opportunities for students to work in small groups and in pairs.
  • graphic organizers
  • "I do" (teacher model), "We do" (group practice), and "You do"
  • think, pair, share"
  • Teach learning strategies along with content material.
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