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Smithsonian Education - 0 views
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History and Culture- Lesson Plans -
U.S. Senate: Senators Home - 0 views
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This may be useful for many lessons. This could be used for helping students determine who their senators are and how to contact them.
Presidential history - 0 views
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This site offers great history about the presidency, as well as great primary source lessons.
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I liked this site, especially the hands on activities. Anytime there is something for the students to get involved with it enhances their learning.
Multicultural Games and Activities - 1 views
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It's humbling to learn about our world's hunger problem. Countless individuals die from starvation every day throughout the world, yet our country enjoys overabundance at every level. How can we create a balance?
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Wow, is this site full of cultural ideas. Thats great that they have the lessons, ideas and activities all laid out and categorized. How fun and easy to use this site.
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This site offers a ton of games and activities for multicultural awareness.
Lesson Plans, Adolescence Social Studies - Just for Teachers - Research Guides @ Fordha... - 0 views
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"The SCIM-C process of historical thinking is a means to scaffold historical thinking in the social studies classroom. The five steps of this process ask that students: Summarize the source, by identifying the author and mein purpose of the source. Contextualizing the period of time and the place in which the source was produced. Inferring the perspectives and interpretations of the source's message. Monitoring what other information is needed in order to understand the source. Corroborating the similarities and differences between the various sources which they have examined regarding this topic. By going through this process, students would be better able to make sense of the source and present stronger text-based evidence regarding what they have learned from this source."
Hopping on the Number Line - 0 views
its-all-in-the-personality-character-traits.pdf - 3 views
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In this lesson, students will use their creativity, a graphic organizer, and a fun story to learn about character analysis.
Buddy Share | Learning for Justice - 0 views
Multiculturalism and Diversity | Scholastic - 0 views
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Multiculturalism and diversity are very important concepts to our teaching. Today's classroom is far more diverse than ever and will continue to grow. This article helps provide different resources in teaching diversity in classrooms.
Creating a Happy Classroom: 5 Ways to Spread the Happiness | PSHE blog | PSHE Lessons |... - 0 views
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How to create a happy environment for students.
They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views
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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.
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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.
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Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
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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.
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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.
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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.
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"Ask your students to brainstorm a definition for the word, and jot down their ideas."
Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views
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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.
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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.
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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.
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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.
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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.
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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.
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Three Reasons Students Should Own Your Classroom's Twitter and Instagram Accounts | EdS... - 0 views
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When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Students will always do their worst writing when they know the only person who will ultimately view it is their teacher. How many assignments in classrooms are completed solely for teacher as a requirement of the curriculum?
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Within the past few years, this idea of branding our schools/classrooms has become extremely valuable, as it promotes transparency by painting an accurate, live picture of what is taking place. Yet, in reality, the majority of the time the educators are the ones telling these stories. While this certainly has its place, ultimately what matters most is how students feel about their experiences. Social media has allowed my students to share our classroom happenings through their eyes. It has allowed my students the opportunity to both establish and share the culture of our classroom and our school, and ultimately create our “brand”.
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Social media is happening—with or without you. The lessons my students learn by taking ownership of social media ends up enhancing all of their work, both in and out of school. And let’s be honest… wouldn’t you prefer to have your students write the story of your classroom, rather than someone else?
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"To take this a step further, I also had parents come in one night to complete the boot camp, as well. That's right-a parent social media bootcamp, where my students were the teachers, helped their parents get set up with accounts, and taught them about everything from retweets to our district hashtags."
Benefits of Diversity in Schools | Queens University Online - 0 views
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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.
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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.
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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.
Inclusivity in the Classroom | Center for Teaching Excellence - 0 views
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Inclusivity in the Classroom
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Make it Personal
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Include Various Perspectives
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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So how can you help?
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Listening to children’s feelings.
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Rewarding effort, not just “the product.”
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Teacher handbook for dyslexia
The First 2 Weeks in a Self-Contained SPED Classroom - Mrs. D's Corner - 0 views
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As the school year begins, it’s always fun to learn more about your students in a way that celebrates individuality and promotes creativity! Using this beginning of the year digital all about me activity is as a creative way for my students to set goals, express their favorites, and have something to look back on for their school year in our class.
Working With Families of Children With Special Needs | VLS - 0 views
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Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs.
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The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom.
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In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004).
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