Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.
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How to Practice Culturally Relevant Pedagogy | Teach For America - 5 views
www.teachforamerica.org/...e-culturally-relevant-pedagogy
culturally relevant pedagogy inclusive pedagogies
shared by sadielaurenn on 21 Sep 21
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Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to. An education that recognizes and celebrates their identities, lived experiences and culture. An education that nurtures their inherent brilliance and infinite potential. An education that doesn’t set them up to “fit into,” accept or replicate an inequitable system, but one that equips them with the tools to transform it. An education that cultivates strong trunks, beautiful branches, colorful leaves, and deep roots.
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How to Improve Distance Learning for Students With IEPs | Edutopia - 0 views
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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.
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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.”
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To reach girls in classroom, align practices to specific learning needs - kappanonline.org - 1 views
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Characteristics of lessons Clear lessons; Lessons relevant to students’ lives; and Collaborative lessons. Particular activities Class discussions; Hands-on; Multimodal; Creativity and the creative arts; and Out-of-class experiences.
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Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
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One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
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Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
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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
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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!
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Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views
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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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Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?
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expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.
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We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.
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"Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."
Lesson_Resource_Teach_It.pdf (application/pdf Object) - 0 views
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Galileo Educational Network Association - 0 views
www.galileo.org/...essential_questions.html
essentialquestions essential_questions education curriculum Essential Questions history inquiry
shared by Alys Mosher on 28 Sep 10
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Attempts to answer essential questions allow people to explore the connection between their personal, individual, unique experience of the world and its exterior, objective, held-in-common dimensions
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allow us to explore what knowledge is, how it came to be, and how it has changed through human history
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The Answer Sheet - What 'Superman' got wrong, point by point - 0 views
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social_studies school-improvement ROI teacher_education
shared by Siri Anderson on 28 Sep 10
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According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach
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The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
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Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.
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Share Your Story : Minnesota's Greatest Generation : mnhs.org - 0 views
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Visualizing School Equity | Learning for Justice - 0 views
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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.
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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.
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3. Ask to students to present their posters to the entire class.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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• learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
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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.
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I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
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• 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.
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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.
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Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
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Building Community - Centre for Teaching and Learning - Western University - 0 views
teaching.uwo.ca/...building-community.html
Human_Relations Community_Building Positive_Community_Environment
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Culturally Responsive Teaching - 1 views
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concerns that, without the proper guidance, education leaders and individual educators can adopt simplistic views of what it means to teach in culturally responsive ways
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culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings
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First, teaching must yield academic success. Second, teaching must help students develop positive ethnic and cultural identities while simultaneously helping them achieve academically. Third, teaching must support students’ ability “to recognize, understand, and critique current and social inequalities.”
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culturally responsive teaching to define an approach that emphasizes “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”
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positive changes on multiple levels, including instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness to improve learning for students.
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Like Ladson-Billings, Gay also places a strong emphasis on providing opportunities for students to think critically about inequities in their own or their peers’ experience.
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culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve
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Storytelling in the Social Studies Classroom | Read Write Think - 1 views
www.readwritethink.org/...lling-social-studies-classroom
Lesson Plan Improvments Human Relations Social Studies
shared by juliajohnson00 on 27 Sep 21
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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.
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Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning - 0 views
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Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
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Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
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Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
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Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
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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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