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sabrinaetienne

Freedom Schools Curriculum - 1 views

www.educationanddemocracy.org/...C_CC1_Units1to6.htm

Critical_Pedagogy Leslie_Dunlap US_history Myles_Horton 1965 race hegemony what works

shared by sabrinaetienne on 26 Sep 21 - No Cached
  • sabrinaetienne on 26 Sep 21
     
    "The SECONDARY SET OF QUESTIONS is: 1. What does the majority culture have that we want? 2. What does the majority culture have that we don't want? 3. What do we have that we want to keep"
Maren Hackbarth

Select A Candidate | Minnesota Public Radio News - 0 views

minnesota.publicradio.org/...select_a_candidate

politics election NCSS_individual_groups_and_Institutions

shared by Maren Hackbarth on 03 Feb 12 - Cached
  • Maren Hackbarth on 03 Feb 12
     
    By answering a series of questions about major issues, you can quickly learn which candidates are most closely aligned with your views. You'll be able to learn more about each candidate and find out how your results compare with those of others who take the survey. The Select A Candidate survey is available for the 2012 Minnesota GOP Presidential Caucus. Watch for additional races later in the election season.
Siri Anderson

Frontiers | Could Acting Training Improve Social Cognition and Emotional Control? - 0 views

www.frontiersin.org/...full

Theory_of_Mind SEL theater acting emotional-health 3110-5110

shared by Siri Anderson on 17 Oct 22 - No Cached
  • Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).
  • The ability to represent others' mental states, referred to as ToM or cognitive empathy, plays a critical role in understanding and navigating social situations
Siri Anderson

U.S. Religious Knowledge Quiz - 0 views

features.pewforum.org/...us-religious-knowledge

religion

shared by Siri Anderson on 10 Jan 12 - No Cached
  • Siri Anderson on 10 Jan 12
     
    Another pre-test of baseline knowledge, this one on major world religions.
Stephanie Mohs

Famous People of the Civil War - 0 views

cybersleuth-kids.com/...index.htm

NCSS I F:Knowledge of major events and people the Civil War

shared by Stephanie Mohs on 08 Sep 09 - Cached
  • Stephanie Mohs on 08 Sep 09
     
    Famous People of the Civil War
Siri Anderson

HowStuffWorks "5 Major Events of the Great Depression" - 0 views

money.howstuffworks.com/-depression-events-videos2.htm

social_studies economics US_history

shared by Siri Anderson on 25 Oct 10 - No Cached
  • Siri Anderson on 25 Oct 10
     
    Useful resource Janessa thanks!
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.
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  • 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.
Bryce Jacobson

Actual "green light letter." - 0 views

education.baseballhalloffame.org/...fdr_letter.html

NCSS People Places and the Environment

shared by Bryce Jacobson on 31 Mar 10 - Cached
  • Bryce Jacobson on 31 Mar 10
     
    This is the original transcript of the document from FDR to MLB commissioner Kenesay Mountain Landis to give major league baseball the green light to continue through the war.
Bryce Jacobson

Real life "A league of their own." - 0 views

www.aagpbl.org/index.cfm

NCSS People Places and the Environment

shared by Bryce Jacobson on 31 Mar 10 - Cached
  • Bryce Jacobson on 31 Mar 10
     
    While Major league baseball still kept playing, it was Minor League baseball that was suffering. It was this group of women ball players that kept the small towns from falling during war time.
Bryce Jacobson

Major, Minor and even Negro league baseball players who participated in WWI. - 1 views

www.baseballinwartime.com/...player_biographies.htm

NCSS People Places and the Environment

shared by Bryce Jacobson on 31 Mar 10 - Cached
  • Bryce Jacobson on 31 Mar 10
     
    This is a great list that represents how our countries popular leaders actually became all-around leaders WWII
Siri Anderson

Division of Labor - Contemporary Divisions Of Labor - Gender, Cohabitation, Theory, Fam... - 0 views

family.jrank.org/...temporary-Divisions-Labor.html

shared by Siri Anderson on 23 Jan 11 - No Cached
  • Nevertheless, the average married woman in the United States did about three times as much cooking, cleaning, laundry, and other routine housework in the 1990s as the average married man. Household work continues to be divided according to gender, with women performing the vast majority of the repetitive indoor housework tasks and men performing occasional outdoor tasks (Coltrane 2000).
  • Getting married increases women's domestic labor, whereas it decreases men's.
  • Educational differences between spouses are rarely associated with divisions of labor, and men with more education often report doing more housework, rather than less, as resource theories predict. Similarly, total family earnings have little effect on how much housework men do, though middle-class men talk more about the importance of sharing than working-class men. Some studies show that spouses with more equal incomes— usually in the working class—share more household labor, but women still do more than men when they have similar jobs
  • Siri Anderson on 23 Jan 11
     
    stats on gender and household responsibilities in the US today
Siri Anderson

Make Everybody Hurt - NYTimes.com - 0 views

www.nytimes.com/...22brooks.html

Walker Brooks economics

shared by Siri Anderson on 24 Feb 11 - No Cached
  • The foundation of this unwritten constitution has to be this principle: make everybody hurt. The cuts have to be spread more or less equitably among as many groups as possible.
  • I’d invite Governor Walker and the debt fighters everywhere to think of themselves as founding fathers of austerity. They are not only balancing budgets, they are setting precedent for a process that will last decades. By their example, they have to create habits that diverse majorities can respect and embrace.
Siri Anderson

Social Mobility Report 2020 - Reports - World Economic Forum - 0 views

reports.weforum.org/...introduction

ethics_in_the_information_age cultural-change policy WorldBank economicsofprosperity

shared by Siri Anderson on 21 Feb 21 - No Cached
  • Across the first three industrial revolutions, increasing equality of opportunity brought about by each subsequent industrial revolution’s reconfiguration of economic forces has been a major driver of social mobility, leading to more inclusive and dynamic economies and societies over the long term.
  • For more people to thrive in the Fourth Industrial Revolution and navigate the transition towards a more inclusive economy, the present state of social mobility is not economically or socially desirable, nor sustainable
  • The economic dynamics of digital platforms, big data and automation are increasingly promoting market concentration and ‘winner-takes-all’ markets.
  • ...1 more annotation...
  • The main beneficiaries of these changes have been owners of technology or intellectual or physical capital—innovators, investors and shareholders—which has contributed to the rising wealth and income gap between those who depend on their labour and those who own capital.8
Bill Olson

Three Reasons Students Should Own Your Classroom's Twitter and Instagram Accounts | EdS... - 0 views

www.edsurge.com/...twitter-and-instagram-accounts

digital citizenship twitter edtech socialmedia parent-teacher-communication

shared by Bill Olson on 04 Sep 21 - No Cached
  • When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Students will always do their worst writing when they know the only person who will ultimately view it is their teacher. How many assignments in classrooms are completed solely for teacher as a requirement of the curriculum?
  • Within the past few years, this idea of branding our schools/classrooms has become extremely valuable, as it promotes transparency by painting an accurate, live picture of what is taking place. Yet, in reality, the majority of the time the educators are the ones telling these stories. While this certainly has its place, ultimately what matters most is how students feel about their experiences. Social media has allowed my students to share our classroom happenings through their eyes. It has allowed my students the opportunity to both establish and share the culture of our classroom and our school, and ultimately create our “brand”.
  • Social media is happening—with or without you. The lessons my students learn by taking ownership of social media ends up enhancing all of their work, both in and out of school. And let’s be honest… wouldn’t you prefer to have your students write the story of your classroom, rather than someone else?
  • Bill Olson on 04 Sep 21
     
    "To take this a step further, I also had parents come in one night to complete the boot camp, as well. That's right-a parent social media bootcamp, where my students were the teachers, helped their parents get set up with accounts, and taught them about everything from retweets to our district hashtags."
nikkilh

5 Principles of Outstanding Classroom Management | Edutopia - 0 views

www.edutopia.org/...tstanding-classroom-management

ClassroomManagement

shared by nikkilh on 14 Mar 22 - No Cached
    • nikkilh
      nikkilh on 14 Mar 22
       
      Classroom management
  • 5 Principles of Outstanding Classroom Management
  • 1. Take Care of Yourself to Take Care of Your Students
  • ...11 more annotations...
  • Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
  • 2. Focus on Building Relationships
  • Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
  • 3. Set Rules, Boundaries, and Expectations (and Do It Early)
  • Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
  • 4. Take a Strength-Based Approach
  • A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
  • don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
  • Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
  • 5. Involve Parents and Guardians
  • The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
Katelyn Karsnia

Summary of Select Federal Legislation Affecting Special Education: PL 105-15 - 1 views

PL 105-17 IDEA ED3780 Siri ABCSoup Adaptions SPED

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • Katelyn Karsnia on 20 Mar 22
     
    This gives a summary of what changed for individuals with Disabilities Education Act of 1997, which is revision of Individuals with Disabilities Education Act of 1990.
drewevanaho

Free Appropriate Public Education under Section 504 - 2 views

www2.ed.gov/...edlite-FAPE504.html

Adaptation Management SOUP FAPE

shared by drewevanaho on 29 Jan 22 - No Cached
  • The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What Free appropriate public education (FAPE) is and who qualifies for it
  • How Is an Appropriate Education Defined?
    • nikkilh
      nikkilh on 29 Jan 22
       
      How appropriate education is defined
  • Education Services Must Meet Individual Needs
    • nikkilh
      nikkilh on 29 Jan 22
       
      what education services must meet for individuals needs
  • ...1 more annotation...
  • All qualified persons with disabilities within the jurisdiction of a school district are entitled to a free appropriate public education. The ED Section 504 regulation defines a person with a disability as “any person who: (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.” 3
    • drewevanaho
      drewevanaho on 25 Apr 22
       
      Who is entitled to FAPE
nikkilh

Traumatic Brain Injury / Concussion | Concussion | Traumatic Brain Injury | CDC Injury ... - 0 views

www.cdc.gov/...index.html

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • A traumatic brain injury, or TBI, is an injury that affects how the brain works. TBI is a major cause of death and disability in the United States. Anyone can experience a TBI, but data suggest that some groups are at greater risk for getting a TBI or having worse health outcomes after the injury.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Traumatic brain injury definition
nikkilh

Introduction to the Americans with Disabilities Act | Beta.ADA.gov - 1 views

beta.ada.gov/...intro-to-ada

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, color, sex, national origin, age, and religion
    • nikkilh
      nikkilh on 29 Jan 22
       
      Important to remember what the ADA does for people with disabilities
  • A person with a disability is someone who: has a physical or mental impairment that substantially limits one or more major life activities, has a history or record of such an impairment (such as cancer that is in remission), or is perceived by others as having such an impairment (such as a person who has scars from a severe burn).
    • nikkilh
      nikkilh on 29 Jan 22
       
      good idea to have clarification who is "disabled" according to the ADA
  • ection of the ADA: Title I Applies to: employers that have 15 or more employees, including state/local governments, employment agencies, and labor unions. General requirement: Employers must provide people with disabilities an equal opportunit
    • nikkilh
      nikkilh on 29 Jan 22
       
      knowing employees/employers rights with the ADA
  • ...2 more annotations...
  • S
  • y to benefit from the employment-related opportunities available to others. This includes things like recruitment, hiring, promotions, training, pay, and social activities. The ADA includes specific requirements for employers to ensure that people with disabilities have equal access to employment. Learn more about these requirements on the Equal Employment Opportunity Commission’s guidance for employers. How to file a complaint: File a Charge of Discrimination with the Equal Employment Opportunity Commission.
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