small group, ask students to brainstorm
What Makes a Family? | Learning for Justice - 1 views
-
-
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
-
Ask students what a biography is
- ...7 more annotations...
The True History of Voting Rights | Learning for Justice - 0 views
-
This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.
They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views
-
Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
-
Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
-
Highlighted
-
-
Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
-
Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
-
-
Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
Search Classroom Resources | PBS LearningMedia - 3 views
-
ways that we can find out about people, places and events that took place a long time ago
-
-
This is an example of 4E.
-
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
-
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...
Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views
-
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.
-
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.
-
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.
-
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.
-
Culturally Responsive Teaching - 1 views
-
concerns that, without the proper guidance, education leaders and individual educators can adopt simplistic views of what it means to teach in culturally responsive ways
-
key scholars and teacher educators Gloria Ladson-Billings, Geneva Gay, and Django Paris
-
- ...8 more annotations...
They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 2 views
-
-
Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
-
- ...1 more annotation...
Culturally Responsive Teaching: 5 Strategies for Educators - 6 views
-
Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text. Culturally responsive teaching, on the other hand, acknowledges that there’s nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a “hook and anchor” to help draw students into the content using their past experiences.
-
When integrated into classroom instruction, culturally responsive strategies can have important benefits such as: Strengthening students’ sense of identity Promoting equity and inclusivity in the classroom Engaging students in the course material Supporting critical thinking
-
1. Activate students’ prior knowledge.
- ...4 more annotations...
1 - 11 of 11
Showing 20▼ items per page