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Barb Hagen

ZOOM . activities . sci | PBS Kids - 0 views

pbskids.org/sci

NCSS Science Technology and Society science experiments activities education kids chemistry

shared by Barb Hagen on 30 Nov 09 - Cached
  • Barb Hagen on 30 Nov 09
     
    This has different areas of science; chemistry, enginerring, and forces and energy. Teachers and students can click on the experiment they wish to try. There are step by step instructions and a material list provided. Children also comment on the results from conducting the experiment, which are listed after the directions.
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
colleen schumack

Psychology Science Fair Projects - 0 views

www.crystal-clear-science-fair-projects.com/ogy-science-fair-projects.html

NCSS Individual Identity and Development

shared by colleen schumack on 30 Sep 09 - Cached
  • colleen schumack on 30 Sep 09
     
    Fun website suggesting science fair experiments including psychology experiements.
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.
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family

3140 lessons

shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      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.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      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.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      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.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
Siri Anderson

Video: Barack Obama Pays Tribute to Veterans Video - 0 views

vodpod.com/...obama-pays-tribute-to-veterans

NCSS Civic Ideals and Practices social_studies

shared by Siri Anderson on 11 Nov 09 - Cached
  • Siri Anderson on 11 Nov 09
     
    Obama tribute to Veterans with stories about his family's experience of service.
  • Siri Anderson on 11 Nov 09
     
    Obama tribute to Veterans with stories about his family's experience of service.
emerickjudy

Culturally Responsive Teaching - 1 views

www.newamerica.org/...culturally-responsive-teaching

CRP Culturally relevant pedagogy teaching

shared by emerickjudy on 22 Sep 21 - No Cached
  • 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
  • key scholars and teacher educators Gloria Ladson-Billings, Geneva Gay, and Django Paris
    • emerickjudy
      emerickjudy on 22 Sep 21
       
      How do educators know if students are benefitting from the CRP or CRT approaches utilized in the classroom?
  • ...8 more annotations...
  • culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings
  • 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.”
  • Geneva Gay
  • 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.”
  • positive changes on multiple levels, including instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness to improve learning for students.
  • 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.
  • Django Paris
  • culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • 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.
    • moltman
      moltman on 06 Oct 21
       
      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.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      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.
  • 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.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
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!
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • 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.
    • angieharris
      angieharris on 08 Oct 21
       
      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.
  • 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.
    • angieharris
      angieharris on 08 Oct 21
       
      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.
  • 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.
    • angieharris
      angieharris on 08 Oct 21
       
      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.
chlohawk

To reach girls in classroom, align practices to specific learning needs - kappanonline.org - 1 views

kappanonline.org/bs-reaching-girls-in-classroom

girls tips inclusion equality

shared by chlohawk on 03 Sep 21 - No Cached
  • 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.
  • 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.
  • One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
  • ...2 more annotations...
  • 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.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How can I work to meet the needs of boys AND girls in my classroom? What are the practices that will enhance the learning of them both without taking away from the other in any way?
  • chlohawk on 03 Sep 21
     
    Relating lessons to real life, having clear lessons that are collaborative, including class discussions, creating hands on activities, including creative arts and out of classroom experiences can better enhance the education of girl learners.
Bruce Rengo

OFCN's Academy Curricular Exchange - Social Studies - 0 views

ofcn.org/...cecsst123.html

Mn. Standards Geometry

shared by Bruce Rengo on 03 Sep 09 - Cached
  • Bruce Rengo on 03 Sep 09
     
    Experience on using the mileage key on maps.
kristinaolson30

A Day Without a Mexican (2004) - IMDb - 0 views

www.imdb.com/tt0377744

video

shared by kristinaolson30 on 03 Feb 11 - No Cached
  • kristinaolson30 on 03 Feb 11
     
    A thick fog surrounds California's borders, communication beyond state lines is cut off, and the Mexicans disappear: workers, spouses, and business owners are missing. Cars are abandoned in the street, food is left cooking on the stove. We meet the wife of a musician who's gone, a state Senator whose maid doesn't show up for work, and a farm owner whose produce is ripe and unpicked. A scientist asks any Mexicans who haven't disappeared to volunteer for genetic experiments: a female newscaster and the daughter of the musician may be the only missing links around. Why them? And where have all the Mexicans gone? Even the border guards grieve. The state and its economy grind to a halt.
  • kristinaolson30 on 03 Feb 11
     
    I don't know if this is an appropriate video or not, but one of my friends mentioned it at Bunco last night so I thought I would share it.
kristinaolson30

Rough Riders (TV 1997) - IMDb - 0 views

www.imdb.com/tt0118453

video history movies

shared by kristinaolson30 on 29 Jan 11 - No Cached
  • kristinaolson30 on 29 Jan 11
     
    "Storyline In 1898 the US government decided to intervene on the side of the Cuban rebels in their struggle against Spanish rule. Assistant Navy Secretary Theodore Roosevelt decides to experience the war first hand by promoting and joining a volunteer cavalry regiment. The regiment, later known as the Rough Riders, brings together volunteers from all corners of the nation and all walks of life. When Roosevelt and his men finally land on Cuba, they face ambush, intense enemy fire, and a desperate, outnumbered charge up a defended hill. "
kristinaolson30

All Quiet on the Western Front (1930) - IMDb - 0 views

www.imdb.com/tt0020629

video

shared by kristinaolson30 on 29 Jan 11 - No Cached
  • kristinaolson30 on 29 Jan 11
     
    "This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. "
  • kristinaolson30 on 29 Jan 11
     
    Another movie
juliajohnson00

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 - No Cached
  • tell their own stories and explore the stories of other Americans
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      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
  • A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 7I: support and expand learner expression in speaking, writing, and other media.
  • Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 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.
sadielaurenn

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 - No Cached
  • 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.  
  • 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.
    • sadielaurenn
      sadielaurenn on 21 Sep 21
       
      Great piece to remember as a teacher.
crispinfletcher

Trauma-Informed Schools | NEA - 7 views

www.nea.org/...trauma-informed-schools

trauma-informed-pedagogy trauma help strategies PTSD poor ACE

shared by crispinfletcher on 21 Sep 21 - No Cached
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      1 in 5 means any given class there are going to be more then a handful of students with 2 or more ACEs
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      What are some key skills and methods to build your teacher toolboxs to help reach all your students?
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      video on slide 7 we recommend
  • ...10 more annotations...
  • adverse childhood experiences (ACEs)
  • One in five U.S. children had two or more ACEs
  • most educators encounter trauma-affected students throughout their careers
  • Downloads
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  • chlohawk on 25 Sep 21
     
    Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
Siri Anderson

A Library of Anti-Racist Resources for Educators | Teacher2Teacher - 2 views

www.teacher2teacher.education/...rces-for-anti-racist-educators

anti-racism resources content_area_reading videos TopTen

shared by Siri Anderson on 23 Sep 21 - No Cached
    • arielmormul
      arielmormul on 23 Sep 21
       
      What are some healthy resources that us educators can use to create a classroom that is rooted in being anti-racist?
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  • iving, growing library of anti-racism resources submitted by educators like you
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  • collection of resources you’re finding helpful and wanted to share
  • collection of anti-racist resources for educators,
  • ALL students need and deserve characters who look like them and experience life’s challenges in a way that reflects their own
  • equally important that students explore cultures and experiences different from their own
  • use empowerment tools
  • Teaching Tolerance’ is a plethora of free and easy-to-access resources for anti-bias education. It offers lessons and strategies to ground my instructional practices in equity and social justice
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  • onversation starters, reflection questions, even writing prompts that have empathy embedded into them, can help people of all ages break through the paralysis of not knowing what to say and/or the fear of saying something insensitive or offensive
  • address the intersectionality of antiracism and educational technology, along with its importance for educators regardless of where they fall in their career.
  • Be the equity leader in the building
  • onversation of racism will show up in your hallways. Deal with it. Do the work.
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  • stand in the gap for students
  • alking about race is a college/career readiness skill
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