Exploring Community History and Cultural Influence | Learning for Justice - 2 views
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LESSON
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for joe learning for justice lesson plan: community history
small group, ask students to brainstorm
Group items tagged
What Makes a Family? | Learning for Justice - 1 views
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This is an example of 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." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
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Have them describe different family make-ups
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This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
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Ask students what a biography is
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This is an example of 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" Students knowledge of what a biography is will be influenced by their previous knowledge.
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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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Working with Emotionally and Behaviorally Challenged Students - Behavior Management Tec... - 1 views
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Planned ignoring
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Signal interference
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Proximity and touch control
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Effective techniques for various grades when working with EBD students. When to ignore, nonverbal signals, touch control, interest boosting, etc. can be helpful
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.
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).
The True History of Voting Rights | Learning for Justice - 0 views
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This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.
Three Models of Curriculum for Gifted and Talented Students | The National Research Cen... - 0 views
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excellent resource in helping teachers develop challenging curriculum for gifted and talented students in their classroom. The book is unique in that it focuses exclusively on curriculum development and is geared toward all grade levels. Three curriculum models are emphasized throughout the book and each is explained in detail in the first chapter.
Free Gifted Resources and Curriculum - 0 views
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“ If you’re a teacher, consider incorporating TEDTalks into your courses. Distributed under a Creative Commons license, TEDTalks are freely available for use in the classroom — just credit the source and don’t distort the speakers’ intended meaning.”
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Gifted Resources: Curriculum
3ddcbdfe594741548174aaae0e932e12_Elements and Strategies.pdf - 0 views
Introduction: Support Students With Primary Sources | Minnesota Historical Society - 1 views
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Support Students With Primary Sources
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Support Students With Primary Sources
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hese materials to investigate cultural competence with teaching colleagues or students.
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Minnesota Historical Society CRP
Culturally Responsive Teaching: 4 Misconceptions | Cult of Pedagogy - 1 views
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After reviewing the misconceptions of CRT, what steps would you take to implement this practice in your classroom?
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Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
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Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
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Episode 78: Four Misconceptions About Culturally Responsive Teaching | Cult of Pedagogy - 3 views
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After reviewing the misconceptions of CRT, what steps would you take to implement it in your own classroom?
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Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
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Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
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Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education... - 0 views
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What is a good way to build relation ships with students?
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a
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Hi there! I think that building relationships with students is key to being able to work with them in the classroom. I think that it's not as hard as we think it may be, and that it's much like building relationships with fellow adults, but children can be very different. It does differ with their age, but I think it starts with learning about their interests, even dislikes, and what's important to them. If they happen to like spiders, like a student I worked with the other day, I was then able to suggest to him to draw one while he was thinking of what to do for drawing an animal. Although we can't really have one-on-one experiences with our students as much, it all happens in stages and the dedication to fostering the relationship is so important!
Critical Pedagogy | K12 Academics - 0 views
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What are some situations you could see yourself using Critical Pedagogy in your own classroom?
Culturally Relevant Pedagogy with Primary Sources Videos | Minnesota Historical Society - 7 views
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How will you use primary sources in your classroom?
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I think that primary sources could be really neat to tie into social studies lessons. For instance, you could use a journal entry recounting an event from someone as a primary source, and then learn about that event and have students write what it would be like if they lived through that event. To tie in culturally relevant pedagogy, I think it would be creative to use a journal entry from someone in history discussing a tradition or important part of their culture, and then students in the class can write their own journal entries about their own culture and an important tradition or aspect of it.
Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views
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Top 10 questions
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If I walked into your classroom during an outstanding lesson, what would I see and hear?
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animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behaviour that supports learning."
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Five Ideas to Change Teaching About Thanksgiving, in Classrooms and at Home | Smithsoni... - 1 views
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