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.
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The Globalization Website - 0 views
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This website is full of information on debates, news, people, books, and theories.
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shared by Kara Dahl on 15 Oct 09
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Social Studies for Kids - Colonial Times - 2 views
www.socialstudiesforkids.com/...colonialtimes.htm
NCSS People Places and the Environment NCSS Time Continuity and Change
shared by Kara Dahl on 15 Oct 09
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This site offers much information on what life was like in Colonial times. It is geared toward students and very user-friendly.
Product Information - EBOOK Supporting the Whole Child: Reflections on Best Practi - 0 views
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Barack Obama - 1 views
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A great website for children to learn about Barack Obama. This website discusses parts of his life and helps children understand who our president is. -
This is a great overview of Obama's life thus far. This site also links to a ton of information about the presidency, it is very kid-friendly. It would be a great link for my kid lit wiki.
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Native Americans Facts for Kids: - 1 views
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Holly, I love this site. It has every Indian trible available to explore. I especially thought the Native American picture dictionaries were very neat and students would find then fasinating.
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A great comprehensive list of Native American information for students. I am going to recommend this site to a teacher I know whose students are researching different Native American groups throughout the United States. This will be a valuable site to reference again and again.
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Deforestation - 0 views
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I used this website for my wiki. It has great information about the amount of deforestation that occurs throughout the world each year. It also has great maps of how the worlds forssts have changed over time.
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shared by Siri Anderson on 13 Sep 18
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Using History to Inform the Modern Immigration Debate in the United States | McCorkle |... - 1 views
www.iajiss.org/...280
Social_Studies peer-reviewed curriculum pedagogy immigration debate united states
shared by Siri Anderson on 13 Sep 18
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Solid suggestions of how to approach immigration from a historical perspective to broaden student understanding of the current rhetoric around immigation.
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Geography | The Australian Curriculum - 0 views
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Australian Social Science content standards and curriculum outlined. Compared to MN Standards is much broader categories of understanding and way fewer standards to meet in any grade.
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Visualizing School Equity | Learning for Justice - 0 views
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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. -
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3. Ask to students to present their posters to the entire class.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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• learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
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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.
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I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
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• 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.
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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.
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Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
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Examples of Critical Pedagogy | K12 Academics - 1 views
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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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shared by sadielaurenn on 21 Sep 21
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How to Practice Culturally Relevant Pedagogy | Teach For America - 5 views
www.teachforamerica.org/...e-culturally-relevant-pedagogy
culturally relevant pedagogy inclusive pedagogies
shared by sadielaurenn on 21 Sep 21
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Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.
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Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to. An education that recognizes and celebrates their identities, lived experiences and culture. An education that nurtures their inherent brilliance and infinite potential. An education that doesn’t set them up to “fit into,” accept or replicate an inequitable system, but one that equips them with the tools to transform it. An education that cultivates strong trunks, beautiful branches, colorful leaves, and deep roots.
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Developing Empathy through Retold Fairy Tales | PBS LearningMedia - 0 views
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Ask students to define empathy
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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
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After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?
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4E: 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
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Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
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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
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As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
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7I support and expand learner expression in speaking, writing, and other media
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Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:
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7I support and expand learner expression in speaking, writing, and other media
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After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
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7I support and expand learner expression in speaking, writing, and other media
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shared by emilyfratzke on 01 Sep 21
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Five Keys to Successful Parent-Teacher Communication | Scholastic - 0 views
www.scholastic.com/...l-parent-teacher-communication
preschool school beginning start first-year education Parent communication
shared by emilyfratzke on 01 Sep 21
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Parent communication is easy to forget or put off. Here are some good ground rules to maintain good communication.
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Fetal alcohol spectrum disorder and learning | Inclusive Education - 0 views
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Get to know your student. Identify their interests and strengths. Use these to inform planning. Take an evidence-based approach to identify where they need support. Partner with the student, their whānau, and experts.
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Teachers who are knowledgeable and open to making adjustments to curriculum programs and learning spaces while maintaining high expectations, can produce great gains with children and young people living with FASD.
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may demonstrate significant differences in competencies across a range of areas.
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Identify needs and how to provide support, support self-regulation and positive behavior, implement helpful classroom strategies, and educate yourself on FASD in order to help support students affected by this
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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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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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
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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.
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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
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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
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Visual impairment in the classroom - 0 views
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Visual impairment in the classroom
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Visual cues are central to most early childhood education systems.
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This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
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In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
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Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
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Tips for teachers working with students who are visually impaired
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Below are some very basics tips to help accommodate your visually impaired students.
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Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
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Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
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It's good to continue assessing visually impaired students in case they need further assistance.
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For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
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This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
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Defining Visual Impairment for Parents and Special Education Teachers - 0 views
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As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”
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We, as teachers, need to remember that these impairments "adversely affect a child's educational performance".
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Early intervention can help a child strengthen his or her vision. This means that as a parent, you should waste no time if you suspect that your child possesses a visual impairment.
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I recently learned that an eye clinic near me, Brainerd, MN, provides free infancy eye exams to try to allow for early intervention of vision impairments!
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While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)Unusual habits (such as covering one eye or frequently rubbing eyes)Sitting abnormally close to a television or holding a book close to the face
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This could be helpful information to give parents if they are concerned about their child having vision problems at school, or if they can qualify for help, as well as suggesting they see an optometrist for further evaluation.
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Challenges in conceptualizing objects occur because the student lacks the vision to process objects the way that his or her classmates do. Sensory learning works well as a solution, according to NICHCY. This strategy helps students with visual impairments conceptualize by allowing them to use their other senses to understand an object.
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Allow visually impaired students opportunities to use their other senses through sensory learning.
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