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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.
sabrinaetienne

Best content in Social Studies, Human Resources and Adptations | Diigo - Groups - 1 views

groups.diigo.com/...bsu-social-studies

ID ASD teaching children

shared by sabrinaetienne on 26 Sep 21 - No Cached
    • sabrinaetienne
      sabrinaetienne on 26 Sep 21
       
      What information or question might you ask your students to question what they have been taught or think they know?
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"
Katelyn Karsnia

Deaf or Hard of Hearing | DO-IT - 1 views

www.washington.edu/...deaf-or-hard-hearing

HOH ED3780 Siri ABCSoup Helen Keller

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Jan 22
       
      Helen Keller
  • ommunicate through a sign language interpreter.
  • American Sign Language (ASL) is widely used and has its own grammar and word order.
  • ...7 more annotations...
  • Handouts that can be read before or after class or other presentation are useful.
  • Examples of accommodations
  • interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations
  • When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.
  • direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.
  • Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.
  • They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.
nikkilh

Progress Test in English - GL Education - 0 views

www.gl-education.com/...progress-test-in-english

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • The Progress Test in English (PTE) assessment enables you to accurately measure how your school and your students are performing – student by student, class by class and year by year. 
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of Progress Test in English (PTE)
  • The tests can be used initially at the start of the year to set a baseline and from then on at the end of the year to measure and track progress
  • Detailed reports for teachers analyse key dimensions of learning and provide a question-by-question breakdown to help identify those students who may need extra support, and in which areas.
nikkilh

https://bemidjistate.learn.minnstate.edu/content/2022/5721814-20225226170/The%20goals%2... - 0 views

bemidjistate.learn.minnstate.edu/...als%20of%20differentiation.pdf

Differentation

shared by nikkilh on 29 Jan 22 - No Cached
    • nikkilh
      nikkilh on 29 Jan 22
       
      The Goals of Differentiation ~Differentiated instruction helps students not only master content, but also from their own identities as learners. Carol Ann Tomlinson
    • nikkilh
      nikkilh on 29 Jan 22
       
      What questions teachers need to ask themselves and how to change the thought process in the questioning
    • nikkilh
      nikkilh on 29 Jan 22
       
      What differentiation is
  • ...3 more annotations...
    • nikkilh
      nikkilh on 29 Jan 22
       
      Why do differentiation
    • nikkilh
      nikkilh on 29 Jan 22
       
      Ensuring the workload fits the student
    • nikkilh
      nikkilh on 29 Jan 22
       
      How teachers use differentiated instruction in their classrooms to make sure they fit the class
Siri Anderson

Cube Creator - 0 views

www.readwritethink.org/...cube_creator

content_area_reading games reading

shared by Siri Anderson on 15 Mar 12 - No Cached
  • Siri Anderson on 15 Mar 12
     
    Create unique dice for students to roll to answer questions about what you are reading.
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.
Siri Anderson

Paddle-to-the-Sea by Holling Clancy Holling - 0 views

www.googlelittrips.com/...by_Holling_Clancy_Holling.html

google geography GoogleEarth social_studies content_area_reading literature

shared by Siri Anderson on 06 Jan 12 - No Cached
  • Siri Anderson on 06 Jan 12
     
    Here is an example of lesson materials for a unit in geography and literature developed within Google Earth. Students take a tour of the places that are traveled to in Google Earth while being prompted with appropriate questions and content links for each chapter of the text. Really fun.
Siri Anderson

Facing the Future | Curriculum Details - 0 views

www.facingthefuture.org/...Default.aspx

social studies essential questions curriculum global issues NCSS Global Connections

shared by Siri Anderson on 17 Sep 09 - Cached
  • Siri Anderson on 17 Sep 09
     
    Free resources!
Siri Anderson

Essential Questions - 1 views

mrbzle.com/essential.cfm

essential InstructionalDesign social_studies

shared by Siri Anderson on 27 Sep 10 - No Cached
  • Siri Anderson on 27 Sep 10
     
    Thanks Melissa!
Siri Anderson

Demographic and Economic Profile MN.pdf (application/pdf Object) - 1 views

www.mnaimhac.org/...%20Economic%20Profile%20MN.pdf

MN Demographics economics income geography cartogram

shared by Siri Anderson on 03 Oct 10 - No Cached
  • Siri Anderson on 03 Oct 10
     
    For those teaching maps and MN this type of document can be very useful for generating some higher level questioning about a variety of social studies topics.
Siri Anderson

It's a Wonderful Life - The Richest Man In Town - movieclips - 0 views

movieclips.com/...the_richest_man_in_town

videos movies clips social_studies essential questions

shared by Siri Anderson on 06 Dec 09 - Cached
  • Siri Anderson on 06 Dec 09
     
    What is it to be wealthy?
Siri Anderson

Rob Roy - What Is Honor - movieclips - 0 views

movieclips.com/...what_is_honor

videos movies clips social_studies essential questions

shared by Siri Anderson on 06 Dec 09 - Cached
  • Siri Anderson on 06 Dec 09
     
    What is honor?
Kandace Norby

Historical Events between 1803 and 1853 ? - Yahoo! Answers - 0 views

answers.yahoo.com/...index

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - No Cached
  • Kandace Norby on 26 Mar 10
     
    History dates that I want to remember and understand!
Siri Anderson

About C3 Teachers - C3 Teachers - 0 views

www.c3teachers.org/about-c3-teachers

C3 Framework Social_studies teachers

shared by Siri Anderson on 22 Aug 19 - No Cached
  • support students’ question, learn, apply, analyze, collaborate, express, and act in authentic social studies experiences
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.
jessiwattenhofer

Examples of Critical Pedagogy | K12 Academics - 1 views

www.k12academics.com/...examples

critical_pedagogy opinion pedagogy classroom examples

shared by jessiwattenhofer on 23 Sep 21 - No Cached
    • jessiwattenhofer
      jessiwattenhofer on 23 Sep 21
       
      I usually need to see some sort of examples to connect new learning to experiences I have had. While others are showing great information, I thought I would add some examples to relate to. My question would be: Are there any other songs, movies, books or quotes you could think of that would be examples of Critical Pedagogy? How about historical events?
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