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Sara Dusbabek

Best social studies websites for elementary school students - Primary School (Other) - ... - 0 views

www.helium.com/...for-elementary-school-students

websites

shared by Sara Dusbabek on 12 Oct 09 - Cached
  • Sara Dusbabek on 12 Oct 09
     
    Here is a list which may prove helpful in the future for this class and/or lesson planning in the classroom.
Theresa Erickson

Write Your Representative - 2 views

writerep.house.gov/...welcome.shtml

NCSS Civic Ideals and Practices

shared by Theresa Erickson on 21 Nov 09 - No Cached
  • Theresa Erickson on 21 Nov 09
     
    I have also added another site similar to this one. This is a place to go to find contact information for the Representatives from each area. Students can easily access this information for writing letters.
  • emily lane on 30 Nov 09
     
    Besides the contact info (which is wonderful), this site has a section for kids, which teaches them various things about the senate and more. It also has teacher resources. This is a great site, one which could be very useful to a teacher,even if just to gain some knowledge.
Siri Anderson

Lesson Plans and Unit Plans: The Basis for Instruction - 0 views

www.ascd.org/...The-Basis-for-Instruction.aspx

backward_design Unit_Plans

shared by Siri Anderson on 04 Jan 19 - No Cached
  • A principal purpose Main topic or topics (e.g., World War II, reptiles, double-digit multiplication) Concepts (e.g., integrity, the Doppler effect) that unite lessons within the unit Essential skills to be developed Academic goals and desired outcomes Academic standards that directly relate to the subject area or areas Cross-curricular connections Methods to make the learning relevant throughout the unit Big ideas that link to additional big ideas to increase understanding Past learning that links to present learning and leads to future learning An understanding of students' current knowledge Questions to guide thinking each day and from day to day Questions based on recurring unit ideas or themes Clear expectations for learning of all students
Siri Anderson

Geography | The Australian Curriculum - 0 views

www.australiancurriculum.edu.au/...geography

social_studies MN_SS_Standards2020 geography

shared by Siri Anderson on 20 Aug 20 - No Cached
  • Siri Anderson on 20 Aug 20
     
    Australian Social Science content standards and curriculum outlined. Compared to MN Standards is much broader categories of understanding and way fewer standards to meet in any grade.
gracejohn2021

Paulo Freire | Internet Encyclopedia of Philosophy - 0 views

iep.utm.edu/freire

shared by gracejohn2021 on 22 Sep 21 - No Cached
  • To promote democratic interactions between people, Freire suggests that teachers problematize the issue being discussed.  When issues or questions are problematized by teachers who work through critical pedagogy, readily made answers are not available.  Students realize that although some questions do have clear-cut answers, many of our deeper questions do not have obvious answers.  When students learn that teachers are human beings just as everyone else, and that teachers do not know everything but that they are also learners, students then feel more confident in their own search for answers and more comfortable to critically raise questions of their own.  The banking method denies the need for dialogue because it assumes that the teacher is the one who possesses all the answers and the students are ignorant and in need of the teachers’ knowledge. In order to problematize a subject, the teacher assumes a humble and open attitude.
    • gracejohn2021
      gracejohn2021 on 22 Sep 21
       
      How could you promote independent problem-solving in the classroom without leading students along the way?
emerickjudy

Culturally Responsive Teaching - 1 views

www.newamerica.org/...culturally-responsive-teaching

CRP Culturally relevant pedagogy teaching

shared by emerickjudy on 22 Sep 21 - No Cached
  • concerns that, without the proper guidance, education leaders and individual educators can adopt simplistic views of what it means to teach in culturally responsive ways
  • key scholars and teacher educators Gloria Ladson-Billings, Geneva Gay, and Django Paris
    • emerickjudy
      emerickjudy on 22 Sep 21
       
      How do educators know if students are benefitting from the CRP or CRT approaches utilized in the classroom?
  • ...8 more annotations...
  • culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings
  • First, teaching must yield academic success. Second, teaching must help students develop positive ethnic and cultural identities while simultaneously helping them achieve academically. Third, teaching must support students’ ability “to recognize, understand, and critique current and social inequalities.”
  • Geneva Gay
  • culturally responsive teaching to define an approach that emphasizes “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”
  • positive changes on multiple levels, including instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness to improve learning for students.
  • Like Ladson-Billings, Gay also places a strong emphasis on providing opportunities for students to think critically about inequities in their own or their peers’ experience.
  • Django Paris
  • culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve
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."
Natasha Luebben

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 2 views

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

social studies resource

shared by Natasha Luebben on 06 Oct 21 - No Cached
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are asked to use their prior knowledge about what they know about immigration and this will allow the teacher to gage their level of understanding about the topic.
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are learning from their peers.
  • ...1 more annotation...
  • 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.
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are placed in groups and use their learning to research.
sadielaurenn

How to Practice Culturally Relevant Pedagogy | Teach For America - 5 views

www.teachforamerica.org/...e-culturally-relevant-pedagogy

culturally relevant pedagogy inclusive pedagogies

shared by sadielaurenn on 21 Sep 21 - No Cached
  • Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.  
  • Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to.  An education that recognizes and celebrates their identities, lived experiences and culture. An education that nurtures their inherent brilliance and infinite potential.  An education that doesn’t set them up to “fit into,” accept or replicate an inequitable system, but one that equips them with the tools to transform it. An education that cultivates strong trunks, beautiful branches, colorful leaves, and deep roots.
    • sadielaurenn
      sadielaurenn on 21 Sep 21
       
      Great piece to remember as a teacher.
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!
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 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" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
chlohawk

Fetal alcohol spectrum disorder and learning | Inclusive Education - 0 views

www.inclusive.tki.org.nz/...spectrum-disorder-and-learning

FASD disability tips

shared by chlohawk on 03 Sep 21 - No Cached
  • Get to know your student. Identify their interests and strengths. Use these to inform planning. Take an evidence-based approach to identify where they need support. Partner with the student, their whānau, and experts.
  • Teachers who are knowledgeable and open to making adjustments to curriculum programs and learning spaces while maintaining high expectations, can produce great gains with children and young people living with FASD.
  • may demonstrate significant differences in competencies across a range of areas.
  • chlohawk on 03 Sep 21
     
    Identify needs and how to provide support, support self-regulation and positive behavior, implement helpful classroom strategies, and educate yourself on FASD in order to help support students affected by this
sadielaurenn

Culturally Responsive Teaching: 5 Strategies for Educators - 6 views

www.northeastern.edu/...responsive-teaching-strategies

shared by sadielaurenn on 21 Sep 21 - No Cached
  • Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text. Culturally responsive teaching, on the other hand, acknowledges that there’s nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a “hook and anchor” to help draw students into the content using their past experiences.
  • When integrated into classroom instruction, culturally responsive strategies can have important benefits such as: Strengthening students’ sense of identity  Promoting equity and inclusivity in the classroom Engaging students in the course material Supporting critical thinking
  • 1. Activate students’ prior knowledge.
  • ...4 more annotations...
  • 2. Make learning contextual.
  • 3. Encourage students to leverage their cultural capital.
  • 4. Reconsider your classroom setup.
  • 5. Build relationships.
  • sadielaurenn on 21 Sep 21
     
    steps to culturally relevant teaching importance culturally relevant pedagogy inclusive pedagogies
Bill Olson

Role of Special Education Teachers in an Inclusive Classroom | American University - 1 views

soeonline.american.edu/...ve-special-education-classroom

disability special education promotion

shared by Bill Olson on 04 Sep 21 - No Cached
  • The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. Under IDEA, inclusive education (or mainstreaming) has become a standard operating procedure for US public schools. Students with IEPs can range from individuals with Down syndrome or forms of autism to those with speech impediments or dyslexia—all of which require varying levels of support.
  • For inclusion to show positive benefits, the learning environment and instructional models must be carefully established to provide strong learning opportunities for all students. Special education and general education teachers must have mutual respect and open minds toward the philosophy of inclusion, as well as strong administrative support and knowledge of how to meet the needs of students with disabilities.
  • Special education teachers serve as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the importance of inclusion and how to best implement inclusion in all campus activities. Advocacy might include requesting inclusion-focused professional development activities—especially programs that help general education teachers better understand inclusion best practices—or providing information to community members about success rates of inclusive teaching.
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!
Katelyn Karsnia

Community Based Asst. Tool REVISED INTRO REV.indd.pdf - 2 views

CBA ABCSoup Siri ED3780 Assessment

shared by Katelyn Karsnia on 25 Jan 22 - No Cached
  • Community-based Skills Assessment was designed to help
  • professionals assess the current skill levels and abilities of individuals with autism beginning at age 12 and continuing into adulthood in order to develop a comprehensive plan.
  • irst tool to assess needs in the area of community-based living from transportation to financial management to peer relationships and more.
  • ...5 more annotations...
  • both a criterion-based observation and interview-based process to measure knowledge, skills and behaviors
  • assessment
  • first scale
  • rates the level of independence with which the individual is able to perform the skills.
  • econd scale rates the individual on the number of environments where he or she performs the skills.
nikkilh

Parent Educator Resource Centers (PERC) - 0 views

wvde.state.wv.us/...percbackground.html

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • The purpose of the project is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Purpose of the West Virginia PERC project
  • A team consisting of a parent of a special needs child and an educator staffs each PERC
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who is on the team
  • All PERCs have certain common functions and responsibilities including: Providing information, resources, and training for parents on important issues such as parenting skills, problem solving, educational planning for their child, behavior management, home learning activities, and other topics to strengthen home-to-school partnerships; Assisting families on an individual basis to better understand their children's educational needs and to discover opportunities and options for meeting these needs; Connecting families with appropriate community services; and Offering information, resources, and training to educators to increase the skills, knowledge and attitudes needed to encourage and strengthen family involvement and positive school-to-home partnerships.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What the PERCs have in common as to their functions and responsibilities
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