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Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
nikkilh

Learning Disabilities (LD) | Center for Parent Information and Resources - 1 views

www.parentcenterhub.org/ld

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Learning disability definition
  • dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
    • nikkilh
      nikkilh on 29 Jan 22
       
      types of learning disabilities
  • When a child has a learning disability, he or she:
jkolodji

What is Non-Verbal Learning Disorder | NVLD Symptoms | Child Mind Institute - 2 views

childmind.org/...s-non-verbal-learning-disorder

Adaptations Siri Alphabet BSU NLD

shared by jkolodji on 29 Jan 22 - No Cached
  • What Is Non-Verbal Learning Disorder? Difficulty picking up concepts and patterns affects kids visually, socially and academically
    • nikkilh
      nikkilh on 29 Jan 22
       
      Nonverbal learning disability definition
  • Like autistic kids, kids with NLD often have trouble picking up social cues.
    • nikkilh
      nikkilh on 29 Jan 22
       
      what kinds of troubles kids with NLD have
  • Recognizing NLD patterns
    • nikkilh
      nikkilh on 29 Jan 22
       
      how to recognize NLD patterns
  • ...1 more annotation...
  • LD affects other, “non-verbal” kinds of learning like the ability to notice patterns and learn concepts. These include visual patterns, social patterns, and concepts in language and math.
  • jkolodji on 04 Feb 22
     
    Good article about non-verbal learning disorders
Katelyn Karsnia

Learning Disabilities Information Page | National Institute of Neurological Disorders a... - 0 views

www.ninds.nih.gov/...-disabilities-information-page

LD Siri ABCSoup ED3780

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Jan 22
       
      In school it's common that teachers will use and IEP to help support the student's learning/intervention of their learning disability
  • Learning disabilitie
  • isorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.
  • ...5 more annotations...
  • most common treatment for learning disabilities is special education.
  • perform a diagnostic educational evaluation assessing the child's academic and intellectual potential and level of academic performance.
  • not recognized until the child reaches school age
  • earning disabilities can be lifelong conditions.
  • single, isolated learning problem that has little impact on their lives.
Siri Anderson

Learning Styles | Center for Teaching | Vanderbilt University - 2 views

cft.vanderbilt.edu/...learning-styles-preferences

learning styles evidence article

shared by Siri Anderson on 12 Feb 23 - No Cached
  • there is no evidence to support the idea that matching activities to one’s learning style improves learning.
  • Siri Anderson on 12 Feb 23
     
    Just a reminder: Learning Styles is not a real factor in learning.
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.
chlohawk

How to Improve Distance Learning for Students With IEPs | Edutopia - 0 views

www.edutopia.org/...istance-learning-students-ieps

DL IEP parent-involvement

shared by chlohawk on 03 Sep 21 - No Cached
  • 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.
  • Initial remote IEP meeting:
  • Weekly check-ins:
  • ...12 more annotations...
  • Goal setting: P
  • Service delivery participation:
  • “Parents seem to be more invested as they take part in their child’s programming,”
  • Parents can see the skills their children are working on and can carry them over more effectively.”
  • increasing engagement during live, virtual, synchronous meetings.
  • IEP goals and objectives may not be the student’s preferred virtual learning activity.
  • Virtual book clubs:
  • Start virtual meetings with a fun, engaging activity:
  • Visuals, routines, schedules:
  • I create individualized weekly schedules for my students,
  • 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.”
  • Movement breaks:
  • chlohawk on 03 Sep 21
     
    Having parents involved, synchronous, and asynchronous strategies can help IEP students during distance learning
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
nikkilh

What Is Included in an IEP | Understood - For learning and thinking differences - 0 views

www.understood.org/...knowing-whats-in-an-iep

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • IEPs are developed by a group of professionals at school. One member of this IEP team typically acts as a case manager and oversees the IEP. You’re part of your child’s IEP team, too. That means you’ll be involved in the process as the IEP is made. The IEP team will use the results of your child’s evaluation testing to design the plan. The scores show the specific areas your child struggles with. Having that information allows the IEP team to provide the individualized instruction and supports your child needs.
    • nikkilh
      nikkilh on 29 Jan 22
       
      How IEPs are developed and whom they help
  • Here are some of the things the IEP will include: Your child’s present level of performance in school (PLOP) Individualized instruction and related services , such as occupational therapySupports like accommodations and
    • nikkilh
      nikkilh on 29 Jan 22
       
      What an IEP is likely to include
  • Your role in creating your child’s IEP doesn’t stop once the plan is done. In fact, it’s very important that you go over the IEP carefully and make sure it has everything it should have, and that you agree with what the school has proposed.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Parents role in creating an IEP.
jkolodji

Applied Behavior Analysis (ABA) | Autism Speaks - 0 views

www.autismspeaks.org/applied-behavior-analysis

Adaptations Siri Alphabet ABA behavior ASD

shared by jkolodji on 14 Jan 22 - No Cached
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
  • ABA therapy applies our understanding of how behavior works
  • increase behaviors that are
  • ...9 more annotations...
  • helpful and decrease behaviors that are harmful or affect learning.
  • Positive reinforcement
  • therapist identifies a goal behavior
  • The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).
  • help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
  • praise, a toy or book, watching a video, access to playground or other location, and more.
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Applied Behavior Analysis (ABA) is a theory based on the science of learning and behavior
  • How does ABA therapy work?
    • nikkilh
      nikkilh on 29 Jan 22
       
      How ABA therapy works
  • Who provides ABA services?
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who provides ABA services
  • jkolodji on 04 Feb 22
     
    "What is Applied Behavior Analysis?  Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior."
nikkilh

Learning for Justice | Education Resources - 0 views

www.learningforjustice.org

LearningforJustice

shared by nikkilh on 12 Feb 22 - No Cached
  • “Teaching Tolerance provides me with the means to promote social justice, challenge bias, and engage students in discussions about diversity that would perhaps not happen otherwise.”
  • Students can make a pledge to help end continued racism.
  • These robust, ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.
  • ...1 more annotation...
  • Learning Plan Builder.
kvitti125

Grade 5 - 1 views

www.ojibwe-dakota-in-mn.com/grade-5.html

5th grade North American_History Minnesota Buffalo

shared by kvitti125 on 24 Mar 23 - No Cached
    • kvitti125
      kvitti125 on 24 Mar 23
       
      Could be used when learning about Minnesota History or when learning about native animals to Minnesota,
  • kvitti125 on 24 Mar 23
     
    Could be used when learning about Minnesota History or when learning about native animals to Minnesota,
Jill Ollmann

The Learning Network - The Learning Network Blog - NYTimes.com - 1 views

learning.blogs.nytimes.com

social studies New York Times lesson plans current events

shared by Jill Ollmann on 16 Jan 12 - Cached
  • Jill Ollmann on 16 Jan 12
     
    The Learning Network is a blog connecting learning with content found in the New York Times. There are lesson plans and ideas to teach students about what is happening today and in the past.
Siri Anderson

Lesson Plans and Unit Plans: The Basis for Instruction - 0 views

www.ascd.org/...The-Basis-for-Instruction.aspx

backward_design Unit_Plans

shared by Siri Anderson on 04 Jan 19 - No Cached
  • A principal purpose Main topic or topics (e.g., World War II, reptiles, double-digit multiplication) Concepts (e.g., integrity, the Doppler effect) that unite lessons within the unit Essential skills to be developed Academic goals and desired outcomes Academic standards that directly relate to the subject area or areas Cross-curricular connections Methods to make the learning relevant throughout the unit Big ideas that link to additional big ideas to increase understanding Past learning that links to present learning and leads to future learning An understanding of students' current knowledge Questions to guide thinking each day and from day to day Questions based on recurring unit ideas or themes Clear expectations for learning of all students
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.
madisonryb

6 Tips for Teaching in a Diverse Classroom | Imagine Learning - 0 views

www.imaginelearning.com/...esl_struggling-readers-2

Human_Relations Cultural_Awareness Cultural_Diveristy

shared by madisonryb on 08 Sep 21 - No Cached
  • madisonryb on 08 Sep 21
     
    Cultural Diversity in the Classroom: 1) Learn about your own culture 2) Learn about your student's culture 3) Understand your students; linguistic traits 4) Use this knowledge to inform your teaching 5) Use multicultural books and materials to foster cross-cultural understanding 6) Know about your students' home and school relationships
funkychika3

Honor as Power: The Practical Keys to Antiracist Teaching - 0 views

www1.ascd.org/...ys-to-antiracist-teaching.aspx

antiracist_pedagogy

shared by funkychika3 on 18 Sep 21 - No Cached
    • andersonallysa
      andersonallysa on 18 Sep 21
       
      As teachers how can we honor all of our student regardless of race, disability, sexual orientation, or gender to make them feel empowered in the classroom?
  • the strongholds of racism that are embedded into school systems as tradition or practices that have been the bedrock of schooling for as long as any of us can remember.
  • A truly antiracist learning environment empowers all learners to make decisions about their learning and leading in a welcoming and safe environment.
  • ...1 more annotation...
  • Recognize the power structure that exists—both past and present. Acknowledge the purposeful intent and actions of abolishing the limitations of the power structure at hand. Reflect the code of honor by empowering each member of the learning community daily in the structures, supports, and choices available. Make an effort to invite members of the learning community into positions of authority, power, and decision making—even if that means taking yourself out of power to do so. Create opportunities for members of the learning community to make powerful decisions that govern their best possible outcomes.
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.
Katelyn Karsnia

English-Language Learner Definition - 0 views

www.edglossary.org/english-language-learner

ELL ED3780 Siri ABCSoup

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
  • English-language learners, o
  • students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds,
  • o not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English.
  • ...8 more annotations...
  • fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds
  • overty, familial transiency, or non-citizenship status,
  • p
  • underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education.
  • For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses.
  • Dual-language education
  • English as a second language
  • Sheltered instruction
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