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Bill Olson

Three Reasons Students Should Own Your Classroom's Twitter and Instagram Accounts | EdSurge News - 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. 
julielyncarlson

Teaching Gifted Students in Full-Inclusion Classrooms - Blog | USC Rossier - 0 views

rossieronline.usc.edu/...s-in-full-inclusion-classrooms

inclusion gifted talented

shared by julielyncarlson on 06 Sep 21 - No Cached
  • One of the benefits of teaching gifted children in a full-inclusion classroom is the ability to focus on their specific areas of giftedness
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      How can I help my gifted students feel normal?
  • Unfortunately, when students are identified as gifted, they are often treated as if they are gifted in every area and therefore receive high-level instruction in every area, even if they are not ready for it.
  • ...1 more annotation...
  • Being gifted is not easy. Often when gifted children are pulled out of the general education classroom they face ridicule from their peers.
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
Siri Anderson

Lesson 1 - Actions and consequences | Equality and Human Rights Commission - 0 views

www.equalityhumanrights.com/...son-1-actions-and-consequences

3140 Human Relations LessonPlans K-12

shared by Siri Anderson on 09 Nov 21 - No Cached
  • Understand that our actions can have positive and negative consequences. Be able to make choices that aim to create positive consequences.
  • Siri Anderson on 09 Nov 21
     
    Thansk to Lovely for this useful set of resources.
emilyfratzke

33 Ways to Start the First Year Off Right | NEA - 1 views

www.nea.org/...33-ways-start-first-year-right

preschool school beginning start first-year education

shared by emilyfratzke on 01 Sep 21 - No Cached
  • A little planning before school begins can pay big dividends throughout the school year. Starting off on the right foot can make all the difference.
mrsremick4

Scholars of Distinction - 0 views

education.mn.gov/...sod

GT IEP GIFTED

shared by mrsremick4 on 19 Nov 21 - No Cached
  • Scholars of Distinction The Minnesota Scholars of Distinction Award Program recognizes distinguished achievement by highly motivated, self-directed students in:LeadershipMathematicsScienceSocial StudiesScience, Technology, Engineering and Math (STEM)Theater Arts
mrsremick4

Jack Kent Cooke Foundation Scholarships | Northwestern Center for Talent Development - 0 views

www.ctd.northwestern.edu/-cooke-foundation-scholarships

GT IEP GIFTED

shared by mrsremick4 on 19 Nov 21 - No Cached
  • About the Jack Kent Cooke Foundation The Jack Kent Cooke Foundation is dedicated to advancing the education of exceptionally promising students who have financial need.
shaemorsfield

Culturally Responsive Teaching: 4 Misconceptions | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/ally-responsive-misconceptions

CRT CRP Culture

shared by shaemorsfield on 22 Sep 21 - No Cached
    • shaemorsfield
      shaemorsfield on 22 Sep 21
       
      After reviewing the misconceptions of CRT, what steps would you take to implement this practice in your classroom?
  • Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
  • Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
  • ...2 more annotations...
  • Misconception 4: Culturally responsive teaching is about choosing the right strategies.
  • Misconception 3: Culturally responsive teaching is all about building relationships and self-esteem.
mrssparker

Episode 78: Four Misconceptions About Culturally Responsive Teaching | Cult of Pedagogy - 3 views

www.cultofpedagogy.com/...episode-78

CRT CRP Culture Pedagogy Culturally Relevant Pedagogy

shared by mrssparker on 22 Sep 21 - No Cached
    • mrssparker
      mrssparker on 22 Sep 21
       
      After reviewing the misconceptions of CRT, what steps would you take to implement it in your own classroom?
  • Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
  • Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
  • ...2 more annotations...
  • Misconception 3: Culturally responsive teaching is about raising the self-esteem of our students.
  • Misconception 4: Culturally responsive teaching is about choosing the right strategies.
humzacj

Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education - Rae Shevalier, Barbara Ann McKenzie, 2012 - 0 views

journals.sagepub.com/...0042085912441483

Adaptations 5780 Culturally responsive teaching

shared by humzacj on 23 Sep 21 - No Cached
    • humzacj
      humzacj on 23 Sep 21
       
      What is a good way to build relation ships with students?
  • a
  • chlohawk on 25 Sep 21
     
    Hi there! I think that building relationships with students is key to being able to work with them in the classroom. I think that it's not as hard as we think it may be, and that it's much like building relationships with fellow adults, but children can be very different. It does differ with their age, but I think it starts with learning about their interests, even dislikes, and what's important to them. If they happen to like spiders, like a student I worked with the other day, I was then able to suggest to him to draw one while he was thinking of what to do for drawing an animal. Although we can't really have one-on-one experiences with our students as much, it all happens in stages and the dedication to fostering the relationship is so important!
chlohawk

Critical Pedagogy | K12 Academics - 0 views

www.k12academics.com/...critical-pedagogy

CP

shared by chlohawk on 22 Sep 21 - No Cached
  • chlohawk on 25 Sep 21
     
    What are some situations you could see yourself using Critical Pedagogy in your own classroom?
clwisniewski

Culturally Relevant Pedagogy with Primary Sources Videos | Minnesota Historical Society - 7 views

www.mnhs.org/videos

social_studies video teacher-education primary sources MNHS Heidi_Kloempken culturally-responsive_pedagogy CRP

shared by clwisniewski on 18 Aug 20 - No Cached
    • clwisniewski
      clwisniewski on 23 Sep 21
       
      How will you use primary sources in your classroom?
  • gracejohn2021 on 27 Sep 21
     
    I think that primary sources could be really neat to tie into social studies lessons. For instance, you could use a journal entry recounting an event from someone as a primary source, and then learn about that event and have students write what it would be like if they lived through that event. To tie in culturally relevant pedagogy, I think it would be creative to use a journal entry from someone in history discussing a tradition or important part of their culture, and then students in the class can write their own journal entries about their own culture and an important tradition or aspect of it.
Kelly Nuthak

getSTEM - Connecting Educators and Businesses around STEM - 0 views

getstem-mn.com

STEM resources connections

shared by Kelly Nuthak on 10 Apr 22 - No Cached
    • Kelly Nuthak
      Kelly Nuthak on 10 Apr 22
       
      online tools for STEM in Minnesota
  • getSTEM
mrsremick4

What I Learned As An Ex-Gifted Kid | Caroline Cannistra | TEDxAshburnSalon - YouTube - 0 views

www.youtube.com/watch

Gifted and Talented identify first-person Caronline Cannistra

shared by mrsremick4 on 26 Nov 21 - No Cached
  • Gifted children often lead double lives. Intellectually, they may seem like small, eccentric adults, and they may prefer the company of adults, but in many ways they are still children. For this reason, many gifted education experts have doubts about letting gifted students start college several years early. In this talk, you will hear about my experience entering a college environment at age 13. You’ll hear about my successes and failures, the way I interact with the professional and academic world, and what I am learning now as an ex-gifted adult. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at
julielyncarlson

Supporting Students with Down Syndrome In The Classroom - 0 views

www.dsrf.org/...down-syndrome-in-the-classroom

Down syndrome educator classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • just-right-challenge means you are meeting your student where they are at, adapting an activity to where they are still being challenged, but not too much that it seems unachievable and can lead to frustration.
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Zone of Proximal Development
  • Classroom
  • supportive seating
  • ...2 more annotations...
  • sensory needs being met?
  • Are teachers and/or other students aware of your student’s needs/how best to support their learning? Is there additional support in the classroom if needed?
Maria Hillukka

adhd success story ted - YouTube - 0 views

www.youtube.com/watch

Disorder_ADHD_neurological ADHD Success-Stories Success-story education

shared by Maria Hillukka on 29 Nov 21 - No Cached
  • Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava
  • Maria Hillukka on 29 Nov 21
     
    Great success story of an individual with ADHD. McCabe shares her journey of ADHD throughout school and how it affected her.
nikkilh

5 Principles of Outstanding Classroom Management | Edutopia - 0 views

www.edutopia.org/...tstanding-classroom-management

ClassroomManagement

shared by nikkilh on 14 Mar 22 - No Cached
    • nikkilh
      nikkilh on 14 Mar 22
       
      Classroom management
  • 5 Principles of Outstanding Classroom Management
  • 1. Take Care of Yourself to Take Care of Your Students
  • ...11 more annotations...
  • Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
  • 2. Focus on Building Relationships
  • Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
  • 3. Set Rules, Boundaries, and Expectations (and Do It Early)
  • Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
  • 4. Take a Strength-Based Approach
  • A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
  • don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
  • Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
  • 5. Involve Parents and Guardians
  • The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
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