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Siri Anderson

Open Collections Program: Immigration to the US - , 1789-1930 - 0 views

ocp.hul.harvard.edu/immigration

immigration US_history Harvard geography movement research database

shared by Siri Anderson on 24 Nov 10 - Cached
  • Siri Anderson on 24 Nov 10
     
    Consider for looking at various periods of immigration in US history.
Siri Anderson

Lesson Plans, Adolescence Social Studies - Just for Teachers - Research Guides @ Fordha... - 0 views

fordham.libguides.com/c.php

backward_design Unit_Plans social studies

shared by Siri Anderson on 04 Jan 19 - No Cached
  • Siri Anderson on 04 Jan 19
     
    "The SCIM-C process of historical thinking is a means to scaffold historical thinking in the social studies classroom.  The five steps of this process ask that students: Summarize the source, by identifying the author and mein purpose of the source. Contextualizing the period of time and the place in which the source was produced. Inferring the perspectives and interpretations of the source's message. Monitoring what other information is needed in order to understand the source. Corroborating the similarities and differences between the various sources which they have examined regarding this topic. By going through this process, students would be better able to make sense of the source and present stronger text-based evidence regarding what they have learned from this source."
chlohawk

Working with Emotionally and Behaviorally Challenged Students - Behavior Management Tec... - 1 views

www.teachervision.com/...haviorally-challenged-students

EBD behavior tips

shared by chlohawk on 03 Sep 21 - No Cached
  • chlohawk on 03 Sep 21
     
    Effective techniques for various grades when working with EBD students. When to ignore, nonverbal signals, touch control, interest boosting, etc. can be helpful
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. ; )
Stephanie Mohs

Social Studies Lesson Plans - 0 views

www.col-ed.org/social.html

All NCSS Standards addressed in various lesson plans

shared by Stephanie Mohs on 08 Sep 09 - Cached
  • Stephanie Mohs on 08 Sep 09
     
    Over 100 Social Studies Lesson Plan ideas for grades K-8
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.
  • ...15 more annotations...
  • 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.
Amanda Blumhoefer

Multicultural - 0 views

www.csuchico.edu/...MCSites.html

NCSS Culture

shared by Amanda Blumhoefer on 09 Mar 10 - Cached
  • Amanda Blumhoefer on 09 Mar 10
     
    This site offers some valuable links to various sites for multicultural health information.
Siri Anderson

What is Sociology? - 0 views

www.dartmouth.edu/...intro.html

shared by Siri Anderson on 23 Jan 11 - No Cached
  • . It examines the ways in which the forms of social structure -- groups, organizations, communities, social categories (such as class, sex, age, or race), and various social institutions (such as kinship, economic, political, or religious) affect human attitudes, actions, and opportunities.
Siri Anderson

PostPartisan - Wisconsin: Dueling statistics about public employees - 0 views

voices.washingtonpost.com/...nsin_dueling_statistics_a.html

Walker unions collective_bargaining

shared by Siri Anderson on 24 Feb 11 - No Cached
  • Siri Anderson on 24 Feb 11
     
    Looks at various representations of data on state incomes.
Theresa Erickson

Write Your Representative - 2 views

writerep.house.gov/...welcome.shtml

NCSS Civic Ideals and Practices

shared by Theresa Erickson on 21 Nov 09 - No Cached
  • Theresa Erickson on 21 Nov 09
     
    I have also added another site similar to this one. This is a place to go to find contact information for the Representatives from each area. Students can easily access this information for writing letters.
  • emily lane on 30 Nov 09
     
    Besides the contact info (which is wonderful), this site has a section for kids, which teaches them various things about the senate and more. It also has teacher resources. This is a great site, one which could be very useful to a teacher,even if just to gain some knowledge.
Bill Olson

Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning - 0 views

poorvucenter.yale.edu/InclusiveTeachingStrategies

diversity inclusion awareness

shared by Bill Olson on 04 Sep 21 - No Cached
  • Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
  • Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
  • Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
  • ...1 more annotation...
  • Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
gracejohn2021

Inclusivity in the Classroom | Center for Teaching Excellence - 0 views

teach.ufl.edu/...inclusivity-in-the-classroom

Inclusivity lesson classroom Learning Environment

shared by gracejohn2021 on 06 Sep 21 - No Cached
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.
nikkilh

Public Law 94-142 - LAWS.com - 0 views

administrative.laws.com/public-law-94-142

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Public law 94-142 is the Individuals with disabilities education Act. This piece of legislations is a United States federal law that is responsible for governing how states and various public agencies provide early intervention, special education and other related services to children with disabilities.
    • nikkilh
      nikkilh on 29 Jan 22
       
      PL 94-142 mini definition
  • What are the provisions of Public Law 94-142?
  • What role do parents play?
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