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Tracing Roosevelt's Path Down the 'River of Doubt' : NPR - 1 views

www.npr.org/...story.php

River Doubt Roosevelt Amazon

shared by Tingting Wang on 15 Jan 10 - Cached

- Tingting Wang on 15 Jan 10
  
  Don't miss this radio program.
  
  <div class="cArrow"> </div><div class="cContentInner">Don't miss this radio program. </div>
  
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Tingting Wang on 15 Jan 10

It includes a short radio show talking about the book and Roosevelt's adventure, which helps you get a brief idea of the book quickly.

<div class="cArrow"> </div><div class="cContentInner">It includes a short radio show talking about the book and Roosevelt's adventure, which helps you get a brief idea of the book quickly. </div>

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Myths and Legends Story Creator 2 : Editor - 0 views

myths.e2bn.org/story_creator

digitalstorytelling writing myths animation legends web2.0 storytelling education

shared by Siri Anderson on 07 Mar 10 - Cached

Siri Anderson on 07 Mar 10

Another story telling tool.

<div class="cArrow"> </div><div class="cContentInner">Another story telling tool.</div>

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Share Your Story : Minnesota's Greatest Generation : mnhs.org - 0 views

people.mnhs.org/...categories.cfm

social studies primary_sources stories MN History

shared by Siri Anderson on 09 Jan 11 - No Cached

Siri Anderson on 09 Jan 11

You can read first person accounts of MN history here -- and add your own!

<div class="cArrow"> </div><div class="cContentInner">You can read first person accounts of MN history here -- and add your own!</div>

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CBC News - Health - Brain simulates actions in stories as a person reads: study - 0 views

www.cbc.ca/...reading-study.html

brain cognition literacy background-knowledge prior-knowledge

shared by Siri Anderson on 09 Jan 11 - No Cached

Siri Anderson on 09 Jan 11

In order to simulate the topic about which you read, you would need some knowledge of that topic. How can you instill some prior knowledge in your students before doing a reading so all students can do this?

<div class="cArrow"> </div><div class="cContentInner">In order to simulate the topic about which you read, you would need some knowledge of that topic. How can you instill some prior knowledge in your students before doing a reading so all students can do this?</div>

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All Quiet on the Western Front (1930) - IMDb - 0 views

www.imdb.com/tt0020629

video

shared by kristinaolson30 on 29 Jan 11 - No Cached

kristinaolson30 on 29 Jan 11

"This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. "

<div class="cArrow"> </div><div class="cContentInner">"This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. "</div>

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kristinaolson30 on 29 Jan 11

Another movie

<div class="cArrow"> </div><div class="cContentInner">Another movie</div>

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Looking at Our Own Cultural Artifacts - 0 views

www.amnh.org/...sc_u07_looking.pdf

NCSS Culture People Places and Environment Time Continuity and Change Individual Development and Identity Individuals Groups and Institutions Global Connections Artifacts

shared by Jen Bartsch on 06 Oct 09 - No Cached

Jen Bartsch on 06 Oct 09

"There is no single objective way to describe why an artifact is significant to a culture. Objects are important to different people for different reasons. To make this idea personal, students will be invited to bring to class important cultural artifacts from their own lives. Each object will be "interpreted" by a student anthropologist who will make hypotheses regarding the importance of this object. The student anthropologist will also determine what this artifact says about the culture of the owner. The owner of the artifact will get a chance to tell their actual story."

<div class="cArrow"> </div><div class="cContentInner">"There is no single objective way to describe why an artifact is significant to a culture. Objects are important to different people for different reasons. To make this idea personal, students will be invited to bring to class important cultural artifacts from their own lives. Each object will be "interpreted" by a student anthropologist who will make hypotheses regarding the importance of this object. The student anthropologist will also determine what this artifact says about the culture of the owner. The owner of the artifact will get a chance to tell their actual story."</div>

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General Motors streetcar conspiracy - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...al_Motors_streetcar_conspiracy

urban-planning

shared by Siri Anderson on 09 Jan 15 - Cached

Siri Anderson on 09 Jan 15

Great project to have a Minnesota classroom add Minneapolis to this story.

<div class="cArrow"> </div><div class="cContentInner">Great project to have a Minnesota classroom add Minneapolis to this story.</div>

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Global Oneness Project | Bringing the World to Your Classroom - 1 views

www.globalonenessproject.org

world_geography globalization curriculum resources

shared by Siri Anderson on 13 Aug 15 - No Cached

Even the Walls is a short documentary about the multi-generational residents living within Yesler Terrrace, a public-housing neighborhood in downtown Seattle grappling with the forces of gentrification.
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Siri Anderson on 13 Aug 15

Interesting stories and resources exploring global issues. Secondary level. Challenging content.

<div class="cArrow"> </div><div class="cContentInner">Interesting stories and resources exploring global issues. Secondary level. Challenging content.</div>

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A Minnesota farm family fights to save its land - Washington Post - 1 views

www.washingtonpost.com/...family-fights-to-save-its-land

Farming Agriculture Ag_Advocate Trades Mary_Carson

shared by Siri Anderson on 17 Dec 20 - No Cached

Siri Anderson on 17 Dec 20

Beautifully told story of the harrowing life of hard-strapped farmers.

<div class="cArrow"> </div><div class="cContentInner">Beautifully told story of the harrowing life of hard-strapped farmers.</div>

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Write an If-Then Adventure Story - Applied Digital Skills - 0 views

applieddigitalskills.withgoogle.com/...overview.html

BSU LMS adaptations

shared by funkychika3 on 15 Oct 21 - No Cached

Storytelling in the Social Studies Classroom | Read Write Think - 1 views

www.readwritethink.org/...lling-social-studies-classroom

Lesson Plan Improvments Human Relations Social Studies

shared by juliajohnson00 on 27 Sep 21 - No Cached

tell their own stories and explore the stories of other Americans
- juliajohnson00 on 27 Sep 21
  
  Standard 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. Standard 7I - support and expand learner expression in speaking, writing, and other media
  
  <div class="cArrow"> </div><div class="cContentInner">Standard 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. Standard 7I - support and expand learner expression in speaking, writing, and other media</div>
  
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A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
- juliajohnson00 on 27 Sep 21
  
  Standard 7I: support and expand learner expression in speaking, writing, and other media.
  
  <div class="cArrow"> </div><div class="cContentInner">Standard 7I: support and expand learner expression in speaking, writing, and other media.</div>
  
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Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
- juliajohnson00 on 27 Sep 21
  
  Standard 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.
  
  <div class="cArrow"> </div><div class="cContentInner">Standard 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.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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?
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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”.
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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?
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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."

<div class="cArrow"> </div><div class="cContentInner">"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."</div>

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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views

reading disability learning dyslexia handbook

shared by emerickjudy on 03 Sep 21 - No Cached

So how can you help?
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Listening to children’s feelings.
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Rewarding effort, not just “the product.”
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...32 more annotations...
Helping students set realistic goals for themselves.
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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Accommodations Involving Materials
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The teacher can help by underlining or highlighting the significant parts of the directions.
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tear pages from workbooks and materials to present small assignments to students
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a blank sheet of paper can be used to cover sections of the page n
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a blank sheet of paper can be used to cover sections of the page
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asking them to repeat the directions in their own words.
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Teachers then must supplement the material with practice activities.
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a glossary of content
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A reading guide helps the reader understand the main ideas
- emerickjudy on 03 Sep 21
  
  Graphic organizers
  
  <div class="cArrow"> </div><div class="cContentInner">Graphic organizers</div>
  
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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text to speech programs,
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audio books,
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Accommodations
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Accommodations Involving Interactive Instruction
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Highlight essential information
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break down the directions into subsets
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Accommodations
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Accommodations Involving Student Performance
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response mode can be changed to underlining, selecting from multiple choices, sorting, or marking.
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respond on individual chalkboards/whiteboards
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graphic organizers.
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graphic organizers
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lace students close to the teacher.
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use of assignment books or calendars
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
- emerickjudy on 03 Sep 21
  
  TRY THIS!
  
  <div class="cArrow"> </div><div class="cContentInner">TRY THIS!</div>
  
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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Students can be allowed to complete projects instead of oral reports or vice versa.
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Screenings should be used with all children in a school, beginning in kindergarten,
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score <16 = Minimal Risk  Total Score 16-21 = Moderate Risk  Total Score >21 = Significant Risk
- emerickjudy on 03 Sep 21
  
  Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results
  
  <div class="cArrow"> </div><div class="cContentInner">Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results</div>
  
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emerickjudy on 03 Sep 21

Teacher handbook for dyslexia

<div class="cArrow"> </div><div class="cContentInner">Teacher handbook for dyslexia</div>

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The True History of Voting Rights | Learning for Justice - 0 views

www.learningforjustice.org/...-true-history-of-voting-rights

CCC LessonPlans suffrage voting_rights Tim_Goodwin

shared by Siri Anderson on 05 Nov 21 - No Cached

Siri Anderson on 05 Nov 21

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Paul Willis Story - YouTube - 0 views

www.youtube.com/watch

shared by Siri Anderson on 14 Feb 12 - No Cached

Siri Anderson on 14 Feb 12

Chipotle's exemplar farmer speaks about monoculture and raising animals.

<div class="cArrow"> </div><div class="cContentInner">Chipotle's exemplar farmer speaks about monoculture and raising animals.</div>

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Awesome Stories - 0 views

www.awesomestories.com

history primary_sources online_resources

shared by Siri Anderson on 15 Mar 12 - Cached

Swedish workers by the hundreds bust a move on lunch breaks - USATODAY.com - 1 views

www.usatoday.com/...1

swedish lunch

shared by Siri Anderson on 03 Apr 12 - No Cached

Siri Anderson on 03 Apr 12

Hmmm... could we start a new trend here?

<div class="cArrow"> </div><div class="cContentInner">Hmmm... could we start a new trend here?</div>

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Storybricks Web Demo - 0 views

play.storybricks.com/play.php

digital storytelling games online learning

shared by Siri Anderson on 22 May 12 - No Cached

Siri Anderson on 22 May 12

Build edit and play your own stories online. Looks promising for 4th-7th graders.

<div class="cArrow"> </div><div class="cContentInner">Build edit and play your own stories online. Looks promising for 4th-7th graders.</div>

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film | story - Home - 0 views

www.filmstory.org

film history world_geography World_History database resource