Social Mobility Report 2020 - Reports - World Economic Forum - 0 views
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Across the first three industrial revolutions, increasing equality of opportunity brought about by each subsequent industrial revolution’s reconfiguration of economic forces has been a major driver of social mobility, leading to more inclusive and dynamic economies and societies over the long term.
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For more people to thrive in the Fourth Industrial Revolution and navigate the transition towards a more inclusive economy, the present state of social mobility is not economically or socially desirable, nor sustainable
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The economic dynamics of digital platforms, big data and automation are increasingly promoting market concentration and ‘winner-takes-all’ markets.
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About Native Knowledge 360° | Native Knowledge 360° - Interactive Teaching Re... - 1 views
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Native Knowledge 360° (NK360°) provides educators and students with new perspectives on Native American history and cultures.
How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views
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the students will explore what it means to them to be an American
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"I am an American because_____and____."
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might wish to watch the film, And Then They Came for Us,
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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.
Storytelling in the Social Studies Classroom | Read Write Think - 1 views
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tell their own stories and explore the stories of other Americans
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Standard 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. Standard 7I - support and expand learner expression in speaking, writing, and other media
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A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
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Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
What Makes a Family? | Learning for Justice - 1 views
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small group, ask students to brainstorm
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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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Ask students what a biography is
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Teamwork Skills: Being an Effective Group Member | Centre for Teaching Excellence | Uni... - 0 views
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To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: can explain their own ideas express their feelings in an open but non-threatening way listen carefully to others ask questions to clarify others’ ideas and emotions can sense how others feel based on their nonverbal communication will initiate conversations about group climate or process if they sense tensions brewing reflect on the activities and interactions of their group and encourage other group members to do so as well
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To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
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.
Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views
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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.
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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.
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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.
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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.
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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.
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#pasttofuture - YouTube - 0 views
'Increase Teachers of Color Act of 2021' clears education committee on party-line vote ... - 0 views
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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;
3ddcbdfe594741548174aaae0e932e12_Elements and Strategies.pdf - 0 views
Gender and Racially Equitable STEM Teaching Strategies - Home - 1 views
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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!
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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