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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!
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
nikkilh

The Power of Mindfulness: What You Practice Grows Stronger | Shauna Shapiro | TEDxWashi... - 0 views

www.youtube.com/watch

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • 5:58Translator: Peter van de VenReviewer: Mile ŽivkovićUp nextLiveUpcomingCancelPlay NowYou're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmTEDx Talks
  • nikkilh on 12 Apr 22
     
    TED Talk Dr. Shauna Shaprio
madisonryb

22 Ways to Support Children with Disabilities in Inclusive Kindergarten Classrooms - Br... - 1 views

blog.brookespublishing.com/lusive-kindergarten-classrooms

Human_Relations Community_Building Support

shared by madisonryb on 09 Sep 21 - No Cached
  • madisonryb on 09 Sep 21
     
    Strategies on how to support students with disabilities.
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
julielyncarlson

Supporting Students with Down Syndrome In The Classroom - 0 views

www.dsrf.org/...down-syndrome-in-the-classroom

Down syndrome educator classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • just-right-challenge means you are meeting your student where they are at, adapting an activity to where they are still being challenged, but not too much that it seems unachievable and can lead to frustration.
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Zone of Proximal Development
  • Classroom
  • supportive seating
  • ...2 more annotations...
  • sensory needs being met?
  • Are teachers and/or other students aware of your student’s needs/how best to support their learning? Is there additional support in the classroom if needed?
Katelyn Karsnia

What is PBIS? | PBIS Rewards - 1 views

www.pbisrewards.com/...what-is-pbis

ABCSoup PBIS PBS Siri ED3780 Adaptations

shared by Katelyn Karsnia on 19 Mar 22 - No Cached
  • eaching positive and appropriate behavior, instead of punishing misbehavior, is the goal of Positive Behavior Interventions and Supports, or PBIS.
  • methods used to identify and support desired behaviors in the school setting.
  • PBIS seeks to reduce or eliminate poor behavior schoolwide through the encouragement of positive behaviors.
  • ...13 more annotations...
  • positive school climate includes
  • Tier 2 – Some Students
  • Tier 1 – Universal or Primary Prevention:
  • Schoolwide For all students, staff members, and settings Designed to reduce problem behaviors Increases instructional time
  • A feeling of safety Respect Engagement in learning Involvement in school life Shared vision Involvement of teachers, students, and families
  • ier 2 addresses at-risk behavior.
  • focus on specific groups of students and the underlying issues that may be causing the behavior.
  • Tier 2 interventions parse out the hidden causes behind negative behavior and provide support in changing those behaviors.
  • Tier 2 – Secondary Prevention: Group supports for some students Specialized interventions for students demonstrating at-risk behavior Prevents worsening of problem behaviors
  • These interventions target students who exhibit high-risk behavior.
  • ndividual plan created to address specific academic or behavioral concerns.
  • Tier 3 – Tertiary Prevention:
  • ndividual support for a few students Specialized interventions for students with high-risk behavior Designed to reduce severity of ongoing problem behaviors
chlohawk

With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views

www.ascd.org/...teaching-to-the-minds-of-boys

boys boy-friendly tips classroom

shared by chlohawk on 03 Sep 21 - No Cached
  • who's perpetually in motion,
  • ho stares into space,
  • w
  • ...12 more annotations...
  • turns in rushed and sloppy work and receives failing grades.
  • By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
  • he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
  • he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
  • Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
  • n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
  • eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
  • One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
  • parents sign homework assignments.
  • One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How and when can I implement one of these strategies in the first week of school with my boy learners?
  • Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.
  • chlohawk on 03 Sep 21
     
    Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
Siri Anderson

'Increase Teachers of Color Act of 2021' clears education committee on party-line vote ... - 0 views

www.house.leg.state.mn.us/...15517

teacher-education equity race MN legislature

shared by Siri Anderson on 18 Nov 21 - No Cached
  • requiring districts to modify their World’s Best Workforce strategic plans to include access for all learners to an ethnic studies curriculum using culturally responsive methodologies;
  • Siri Anderson on 18 Nov 21
     
    MN legislation to support improving the diversification of the teaching workforce! Share with your friends! Ask your institution what opportunities there are to support your progress if you are BIPOC
sherrillk4452

12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom

ML Learners

shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
  • ...29 more annotations...
  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
  • By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
nikkilh

Special Education - 0 views

education.mn.gov/sped

AlphabetSoup

shared by nikkilh on 28 Jan 22 - No Cached
  • Students in special education have a disability and are in need of specialized instruction.
  • comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
  • Individualized Education Program (IEP)
  • ...9 more annotations...
  • Students and others with disabilities have the same rights and responsibilities as other people.
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
  • Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
  • IEP
  • outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
  • Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
  • Students in special education have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP).
    • nikkilh
      nikkilh on 29 Jan 22
       
      who the office of special education helps
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
    • nikkilh
      nikkilh on 29 Jan 22
       
      how interagency person-center IEP helps students
  • The Individual Education Program (IEP)
    • nikkilh
      nikkilh on 29 Jan 22
       
      what an IEP is and how it helps the student
Katelyn Karsnia

What is RTI | Three Tiers of RTI | Navigating Education - 0 views

navigatingeducation.com/...03

ABCSoup ED3780 Siri Adaptations RTI

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • RTI consists of three tiers, or levels of academic support, which help teachers and schools better identify, target, and support, both students and their individual skill deficits.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What RTI does to help students in school
  • Tier 1 consists of universal instruction for all students,
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What Teir 1 = universal instruction for all students
  • ier 2 consists of targeted intervention for specific groups of students
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Teir 2 = Targeted intervention groups for specific students
  • ...5 more annotations...
  • between 6% and 15% of students are identified as needing additional support in specific academic domains (reading, writing, math, language, and/or behavior), beyond the standard whole group instruction and support from the classroom teacher.
  • ier 2 interventions can take as long as eight weeks before academic improvement is noticeable
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      How long it could see changes in students' academic ability with interventions
  • Tier 3 consists of highly targeted individualized and intensive interventions, and typically consists of between 1% and 5% of students.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Tier 3 = Highly targeted individuals and intensive interventions
  • RTI Tiers Types of Interventions % of Students Expectations Tier 1 Universal instruction for all students >=80% Children may experience academic challenges or frustration at times, but they can quickly overcome such difficulties with little impact to their overall academic performance. Tier 2 Targeted intervention for specific groups of students 6% – 15% It can take as long as eight weeks before academic improvement is noticeable, and children/students may need to remain at Tier 2 for a bit of time to increase or maintain their growth. Tier 3 Highly targeted individualized and intensive interventions 1% – 5% The specific nature of a child’s difficulty must be more closely examined, which is typically done through formal educational/academic evaluations.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Statistics about the RTI three tiers
  • Response to Intervention, or RTI, is an approach used throughout the country to meet the ever-changing academic needs of children/students
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.
Natasha Luebben

Developing Empathy through Retold Fairy Tales | PBS LearningMedia - 0 views

lptv.pbslearningmedia.org/...thy-through-retold-fairy-tales

social studies resource

shared by Natasha Luebben on 10 Oct 21 - No Cached
  • Ask students to define empathy
    • Natasha Luebben
      Natasha Luebben on 10 Oct 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
  • After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E: 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
  • Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      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
  • ...3 more annotations...
  • As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
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?
rebeccaschreurs

Introduction: Support Students With Primary Sources | Minnesota Historical Society - 1 views

www.mnhs.org/intro

CRP Minnesota Historical Society primary sources

shared by rebeccaschreurs on 21 Sep 21 - No Cached
  • Support Students With Primary Sources
  • Support Students With Primary Sources
  • hese materials to investigate cultural competence with teaching colleagues or students.
  • ...1 more annotation...
  • Identity Circles f
  • rebeccaschreurs on 21 Sep 21
     
    Minnesota Historical Society CRP
nikkilh

What is Positive Behavior Support? - 0 views

www.apbs.org/pbs

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Positive Behavior Support definition
  • intervention strategies
  • Systems Change
drewevanaho

Behavior Intervention Positive Behavior Support PBS, Intensive, Individualized - 1 views

challengingbehavior.cbcs.usf.edu/...index.html

Adaptation SOUP PBS

shared by drewevanaho on 29 Jan 22 - No Cached
  • PBS provides a process to understand and resolve the problem behavior of individuals or children that is based on values and empirical research.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What Positive Behavior Support is
  • The Origins of PBS
  • Evolution
  • ...1 more annotation...
  • In the early 1980’s, there were important advances in the design and application of interventions for challenging behavior. These advances were driven by research on innovations in approaches for behavior change and shifts in cultural values about the use of aversive and dehumanizing intervention practices with vulnerable populations. The non-aversive technology that emerged in the late 1980’s and early 1990s for addressing the challenging behaviors of individuals with severe disabilities was referred to as positive behavioral support (PBS). This approach included the use of functional assessment, antecedent manipulations, teaching strategies, and changes in reinforcement contingencies with a focus on achieving lifestyle changes as the outcome of intervention.
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      Origin of PBS
Breanna Kalal

Scientific Scribbles » Organic Farming: Facts or Fantasy? - 0 views

blogs.unimelb.edu.au/...ganic-farming-facts-or-fantasy

Organic foods fact fantasy farming

shared by Breanna Kalal on 28 Jan 12 - No Cached
  • Breanna Kalal on 28 Jan 12
     
    After reading Omnivores Dilemma and hearing about the mis-truth's we are told about organic, free range, cage free food. I found this article that supports that the shopper should be wear. Is organic food good? Yes, but is the truth about it's claims the truth, it seems the truth may be stretched in the marketing.
Siri Anderson

leading and learning: Making learning Visible - John Hattie - 0 views

leading-learning.blogspot.com/...rning-visible-john-hattie.html

NCSS Civic Ideals and Practices

shared by Siri Anderson on 24 Aug 09 - Cached
  • Hattie's meta analysis ( a synthesis of 50000 previous studies) found that overwhelmingly student teacher interaction came out on top.
  • Siri Anderson on 24 Aug 09
     
    This is just a general resource on best practice in education. It applies, certainly, to Social Studies instruction but is a great overall resource to have for knowing what is most likely to work!
  • Siri Anderson on 24 Aug 09
     
    Democracy is contingent on having an educated populace in the 20th and 21st centuries. Therefore, knowing how to effectively teach is incumbent on those of us trying to support this part of our society.
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