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Siri Anderson

22 Mind-Blowing Infographics on Education | Socrato Learning Analytics Blog - 2 views

blog.socrato.com/wing-infographics-on-education

infographics Education

shared by Siri Anderson on 30 Mar 12 - No Cached
  • Siri Anderson on 30 Mar 12
     
    infographics on edudcation
Siri Anderson

Warming Arctic Permafrost Fuels Climate Change Worries - NYTimes.com - 0 views

www.nytimes.com/...ls-climate-change-worries.html

green_corps environment GlobalWarming NYT

shared by Siri Anderson on 18 Dec 11 - No Cached
  • Siri Anderson on 18 Dec 11
     
    Interact with this article on scientific inquiry into the thawing of the permafrost. Highlight one important fact. Ask one question or make a note about the entire article in a comment.
Maren Hackbarth

TheMint.org - Fun Financial Literacy Activities for Kids, Teens, Parents and Teachers - 0 views

www.themint.org/index.html

economics NCSS_production_distribution_consumption

shared by Maren Hackbarth on 30 Jan 12 - Cached
    • Maren Hackbarth
      Maren Hackbarth on 30 Jan 12
       
      It's never too early to teach kids about money management. This site has a variety of interactive games for kids/teens plus info for parents and teachers of 6-8th graders.
Siri Anderson

Sistine Chapel - 1 views

www.vatican.va/...index.html

Virtual_education virtualfieldtrip

shared by Siri Anderson on 04 Feb 12 - Cached
  • Siri Anderson on 04 Feb 12
     
    I love these virtual field trip opportunities. I always think of my grandma, who had one book with one map to teach world geography to all her students in a one room school house. We've just got no excuse not to be exciting these days. ; )
Siri Anderson

Kick It Film Contest on Vimeo - 0 views

vimeo.com/128015462

Digital Storytelling video contest New_Media_Literacies In the Director's Chair

shared by Siri Anderson on 17 May 15 - No Cached
  • Siri Anderson on 17 May 15
     
    Opportunity for kids to participate in digital video contest, and information on new media company promoting film history/digital literacy. This is Siri's new company!
Siri Anderson

One Planet Many People - 1 views

na.unep.net/unep-atlas.php

NCSS Global Connections

shared by Siri Anderson on 30 Aug 09 - Cached
  • Siri Anderson on 30 Aug 09
     
    great interactive maps on the environment
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.
Ann Thier

Historical Census Statistics on the Foreign-Born Population of the United States: 1850 ... - 0 views

www.census.gov/...twps0029.html

Immigration statistics

shared by Ann Thier on 24 Jan 11 - Cached
  • Ann Thier on 24 Jan 11
     
    Census statistics on immigration.
Siri Anderson

WGBH American Experience - Watch Online - 0 views

www.pbs.org/...onlineFilms

NCSS Time Continuity and Change history social_studies

shared by Siri Anderson on 08 Nov 09 - Cached
  • Siri Anderson on 08 Nov 09
     
    Free web videos on American History and Geography
  • Siri Anderson on 08 Nov 09
     
    Free web videos on American History and Geography
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.
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."
Bill Olson

What Does an Inclusive Classroom Look Like? - 0 views

inclusiveschools.org/-inclusive-classroom-look-like

inclusion decisions classrooms expectations

shared by Bill Olson on 04 Sep 21 - No Cached
  • Decisions are made on the basis of student needs and not on labels and places. The general education classroom at the student’s enrolled grade level is the reference point for student-specific planning. Expectations are high. Instruction is based on the curriculum standards adopted by the school or state. There is not a separate curriculum. Individualized supports are available when needed.
  • I like to think that effective inclusion is about names, the uniqueness of every child, and not numbers or scores.  It’s about student needs, and not the labels often attached to individual students.  And, effective inclusion is about the services provided rather than the places where those services are offered.
  • Although standards and observation checklists are helpful guides to identify inclusive classrooms, sometimes it’s easier to remember what I call the “3 R’s” of effective inclusion–respect, relationships and responsibility. 
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
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
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • 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

Native-Land.ca | Our home on native land - 0 views

native-land.ca

Native_American geography land_use history

shared by Siri Anderson on 21 Oct 21 - No Cached
  • Siri Anderson on 21 Oct 21
     
    Interactive map to see who used to call the land you are on now home.
Siri Anderson

Seeing White - Scene on Radio - 2 views

www.sceneonradio.org/seeing-white

podcast race whiteness series history DruryLaneBooks

shared by Siri Anderson on 23 Sep 18 - No Cached
  • Siri Anderson on 23 Sep 18
     
    Great podcast for learning about the history of white people and how to understand race in our current context. Thanks to Gwen at the Drury Lane Bookstore in Grand Marais for turning me on to this!
jkolodji

Why Are Gifted Programs Needed? | National Association for Gifted Children - 1 views

www.nagc.org/...why-are-gifted-programs-needed

Adaptations Siri GT gifted 2e challenging

shared by jkolodji on 24 Feb 22 - No Cached
  • Gifted Programs Need
    • nikkilh
      nikkilh on 24 Feb 22
       
      The need for gifted programs
  • Gifted programming positively influences students’ futures. Several longitudinal studies have shown that gifted programs have a positive effect on students’ post-secondary plans.
  • Further benefits of gifted programs have been shown to include that students who had participated in gifted programs maintained their interests over time and stayed involved in creative productive work after they finished college and graduate school.
  • ...2 more annotations...
  • Additionally, gifted students need gifted programming in many cases because the “general education program is not yet ready to meet the needs of gifted students” (p. 9) due to lack of general educators’ training in gifted education and the pressure classroom teachers face to raise the performance of their struggling students. [2
    • drewevanaho
      drewevanaho on 09 Mar 22
       
      lack of training
  • According to one report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms.
  • jkolodji on 22 Mar 22
     
    The advantages of challenging gifted students in stats and evidence.
drewevanaho

Pervasive Developmental Disorders Information Page | National Institute of Neurological... - 1 views

www.ninds.nih.gov/...tal-Disorders-Information-Page

Adaptation SOUP PDD

shared by drewevanaho on 26 Apr 22 - No Cached
  • There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      "Treatment" for PDD
Katelyn Karsnia

Twice-Exceptional Students | National Association for Gifted Children - 2 views

www.nagc.org/...twice-exceptional-students

2e Siri ED3780 Gifted Students

shared by Katelyn Karsnia on 29 Jan 22 - No Cached
  • The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Twice exceptional definition
  • Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role
  • What the Teacher Might See What the Parent Might See
    • nikkilh
      nikkilh on 29 Jan 22
       
      What the adults see in the twice exceptional children/students
  • ...8 more annotations...
  • (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)
  • used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria
  • twice-exceptional,” also referred to as “2e,”
  • highly knowledgeable and talented in at least one particular domain.
  • ifficulty in the school environment, where organization, participation, and long-term planning play a role.
  • highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise
  • difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Feb 22
       
      What a 2e students look at home and school, great resource for parents
  • jkolodji on 04 Feb 22
     
    "Twice-Exceptional Students" Lots of information for parents and teachers!
drewevanaho

ADHD and School - HelpGuide.org - 1 views

www.helpguide.org/...t-disorder-adhd-and-school.htm

Adaptation ADD SOUP

shared by drewevanaho on 20 Mar 22 - No Cached
  • Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. If it’s convenient, meet in your child’s classroom so you can get a sense of their physical learning environment.Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how to help your child reach them.Listen carefully. Like you, your child’s teacher wants to see them succeed at school. Listen to what they have to say—even if it is sometimes hard to hear. Understanding your child’s challenges in school is the key to finding solutions that work.Share information. You know your child’s history, and your child’s teacher sees them every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.Ask the hard questions and give a complete picture. Be sure to list any medications your child takes and explain any other treatments. Share with the teacher which tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if they are eligible for any special services to help with learning.
    • drewevanaho
      drewevanaho on 20 Mar 22
       
      Tips for ADD/ADHD
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