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macycosley

Practicing Anti-Racist Pedagogy - Inclusive Teaching - 1 views

sites.lsa.umich.edu/...anti-racist-practices

SPED Anti-racism Pedagogy

shared by macycosley on 22 Sep 21 - No Cached
  • Practicing Anti-Racism and Anti-Racist Pedagogy: An Overview
    • macycosley
      macycosley on 22 Sep 21
       
      Anti-racism is a full time job, it's not something that you can do one day and not do the next. In order to best advocate for you students, and practice anti-racism, how will you approach students when their light conversation makes racist jokes?
Siri Anderson

PBL-TECH - Wise Practice Case - 2 views

156.56.1.74/...index.php

Social_studies instructional_strategies SITE2016

shared by Siri Anderson on 23 Mar 16 - No Cached
  • Siri Anderson on 23 Mar 16
     
    Video lessons on best practices for Social Studies instruction.
funkychika3

Honor as Power: The Practical Keys to Antiracist Teaching - 0 views

www1.ascd.org/...ys-to-antiracist-teaching.aspx

antiracist_pedagogy

shared by funkychika3 on 18 Sep 21 - No Cached
    • andersonallysa
      andersonallysa on 18 Sep 21
       
      As teachers how can we honor all of our student regardless of race, disability, sexual orientation, or gender to make them feel empowered in the classroom?
  • the strongholds of racism that are embedded into school systems as tradition or practices that have been the bedrock of schooling for as long as any of us can remember.
  • A truly antiracist learning environment empowers all learners to make decisions about their learning and leading in a welcoming and safe environment.
  • ...1 more annotation...
  • Recognize the power structure that exists—both past and present. Acknowledge the purposeful intent and actions of abolishing the limitations of the power structure at hand. Reflect the code of honor by empowering each member of the learning community daily in the structures, supports, and choices available. Make an effort to invite members of the learning community into positions of authority, power, and decision making—even if that means taking yourself out of power to do so. Create opportunities for members of the learning community to make powerful decisions that govern their best possible outcomes.
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.
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.
Siri Anderson

Best Practices in Social Studies - 1 views

cfl.state.mn.us/...001048.pdf

social_studies Pedagogy

shared by Siri Anderson on 25 Oct 09 - No Cached
  • Siri Anderson on 25 Oct 09
     
    Ought to be required reading!
chlohawk

How to Improve Distance Learning for Students With IEPs | Edutopia - 0 views

www.edutopia.org/...istance-learning-students-ieps

DL IEP parent-involvement

shared by chlohawk on 03 Sep 21 - No Cached
  • The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.
  • Initial remote IEP meeting:
  • Weekly check-ins:
  • ...12 more annotations...
  • Goal setting: P
  • Service delivery participation:
  • “Parents seem to be more invested as they take part in their child’s programming,”
  • Parents can see the skills their children are working on and can carry them over more effectively.”
  • increasing engagement during live, virtual, synchronous meetings.
  • IEP goals and objectives may not be the student’s preferred virtual learning activity.
  • Virtual book clubs:
  • Start virtual meetings with a fun, engaging activity:
  • Visuals, routines, schedules:
  • I create individualized weekly schedules for my students,
  • ncluded in these schedules are their assignments and expectations with links to documents, websites, or other materials in a centrally located document. These schedules assist the students and caregivers with pacing, planning, organization, and task completion, among other functional skills.”
  • Movement breaks:
  • chlohawk on 03 Sep 21
     
    Having parents involved, synchronous, and asynchronous strategies can help IEP students during distance learning
clwisniewski

Gender and Racially Equitable STEM Teaching Strategies - Home - 1 views

genderequitableteachingstrategies.weebly.com

SciGirls GETS nsf weebly culturally-responsive_pedagogy gender-equity pedagogy instructional_strategies best-practice

shared by clwisniewski on 21 Sep 21 - No Cached
  • clwisniewski on 21 Sep 21
     
    This is a resource for teachers wanting to improve their efficacy with students historically marginalized from STEM education and career pathways. Lots of great ideas for making learning relevant and engaging to diverse student populations. Siri Anderson designed it with Barb Billington from the University of MN. Spread the power of pedagogy!
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?
nikkilh

Southeast Comprehensive Center Information Request.pdf - 0 views

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • Best Practices, Strategies, and Recommendations for Improving School Climate and Culture
  • ED’s guidance is developed to assist stakeholders with effectively selecting and implementing supports that work to improve outcomes for children.
  • In addition to the four levels of evidence for choosing interventions, the ED guidance document emphasizes that “ways to strengthen the effectiveness of ESEA investments include identifying local needs, selecting evidence-based interventions that SEAs, LEAs, and schools have the capacity to implement, planning for and then supporting the intervention, and examining and reflecting upon how the intervention is working,” as illustrated in the figure from the guidance document (U.S. Department of Education, 2016, p. 3).
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