https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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So how can you help?
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Listening to children’s feelings.
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Rewarding effort, not just “the product.”
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GEOGRAPHY - EnchantedLearning.com - 0 views
100 Diagrams That Changed the World | Brain Pickings - 0 views
Food: a guide for kids - 0 views
The World Top Incomes Database - 0 views
CmapTools - Home Page Cmap.html - 0 views
Wonders of the World - 0 views
Data | The World Bank - 0 views
Gapminder USA - 1 views
Infographics - GOOD - 0 views
Many Eyes : Browsing visualizations - 0 views
A Minnesota farm family fights to save its land - Washington Post - 1 views
its-all-in-the-personality-character-traits.pdf - 3 views
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I
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In this lesson, students will use their creativity, a graphic organizer, and a fun story to learn about character analysis.
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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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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With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views
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who's perpetually in motion,
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ho stares into space,
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w
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Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views
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Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
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at least once a week
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Teachers alternate roles of presenting, reviewing, and monitoring instruction.
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