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What about the other kids in the room? - Unconditional - 4 views

unconditionallearning.org/...out-the-other-kids-in-the-room trauma-informed-pedagogy Jessamay_Pesek EdPsych 3110-5110 Adaptations 3780-5780
shared by Siri Anderson on 23 Feb 23 - No Cached
  • The “other students” in the room have agency over how they show up in difficult moments. Just like we support students to practice and use their agency responsibly in their learning, friendships, and community, we can do the same when it comes to moments of crisis
  • What’s the dividing line between stress and trauma? While there’s no clear answer, one key element is sense-making
  • When we are upset and overwhelmed, sometimes we hurt others.
  • ...1 more annotation...
  • Our students need us to help them understand what it means when a classmate is struggling. They need us to create space and hear how they felt, and validate their emotions. They need help understanding why a situation got so big and scary all of a sudden. They need to hear us say that their classmate is getting the support they need (and mean it), and to hear us say that their classmate is still a cherished member of our community
  • Siri Anderson on 23 Feb 23
     
    Great read forwarded by Dr. Pesek.
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Learning Styles | Center for Teaching | Vanderbilt University - 2 views

cft.vanderbilt.edu/...learning-styles-preferences learning styles evidence article
shared by Siri Anderson on 12 Feb 23 - No Cached
  • there is no evidence to support the idea that matching activities to one’s learning style improves learning.
  • Siri Anderson on 12 Feb 23
     
    Just a reminder: Learning Styles is not a real factor in learning.
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RACIAL EQUITY PRINCIPLES - WHITE SUPREMACY CULTURE - 1 views

www.whitesupremacyculture.info/racial-equity-principles.html anti-racism social_justice Citizen_Action organizing whiteness 3140-5140
shared by Siri Anderson on 12 Feb 23 - No Cached
  • Siri Anderson on 12 Feb 23
     
    This is really useful guide for anti-racist practice considerations.
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Celebrating and Learning About Black History and Culture | Reading Rockets - 3 views

www.readingrockets.org/...blackhistory blackhistory lessonplan book
shared by ckain7 on 12 Feb 23 - No Cached
    • ckain7
      ckain7 on 12 Feb 23
       
      What are other book recommendations for Black History Month?
  • Brittany Plunkett on 12 Feb 23
     
    My oldest daughter got books about Rosa Parks, Martin Luther King jr and Ruby Bridges through Scholastic. They have books that are age appropriate from K up. https://shop.scholastic.com/teachers-ecommerce/teacher/search-results.html?text=black%20history

Jim Crow Resources for educators - 2 views

started by Brittany Plunkett on 12 Feb 23 no follow-up yet
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Sticky Notes - Diigo help - 4 views

help.diigo.com/...sticky-notes-diigolet
shared by Siri Anderson on 01 Feb 23 - No Cached
    • Siri Anderson
      Siri Anderson on 01 Feb 23
       
      Great tutorials on sticky notes and more diigo phenomena.
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Psychology - YouTube - 0 views

www.youtube.com/playlist EdPsych 3110-5110 3780-5780 crashcourse
shared by Siri Anderson on 14 Jan 23 - No Cached
  • Siri Anderson on 14 Jan 23
     
    Wow a video series on psych that covers many core concepts. If your memory of Intro to Psych is limited or you never had to take it, watch these!
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Frontiers | Could Acting Training Improve Social Cognition and Emotional Control? - 0 views

www.frontiersin.org/...full Theory_of_Mind SEL theater acting emotional-health 3110-5110
shared by Siri Anderson on 17 Oct 22 - No Cached
  • Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).
  • The ability to represent others' mental states, referred to as ToM or cognitive empathy, plays a critical role in understanding and navigating social situations
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12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom ML Learners
shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
  • ...29 more annotations...
  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
  • By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
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