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SDG GRAPHIC ORGANIZER :pencil2: : (Unit 3 (Wormeli, R. (n.d.) Redos,…
SDG GRAPHIC ORGANIZER :pencil2:
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Unit 4
Bocala, C., & Boudett, K. P. (2015). Teaching educators habits of mind for using data wisely. Teachers College Record, 117(4). 040304, 20 pages.
• Data Collection: Observation is the most common kind of data. Comparing work in other classes. Collaboration with other teachers.
Rueda, R., Gallego, M., & Moll, L. (2000). The least restrictive environment: A place or a context? Remedial and Special Education, 21(2), 70–78.
• LRE is where students can best perform academically and socially.
• Can students with identified disabilities obtain the same level of academic achievement in the general education classroom with additional assistance as compared to a pull-out program in a separate learning environment?
Unit 2
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience. Chapter 4: Building community, pp. 95–133.
• Students respond well to: sense of care, teacher accessibility, honesty, desire to connect, high expectations are normative, both peer and student - teacher relationships are imperative.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience. Chapter 7: Creating protective school environments, pp. 195–204.
• Treat issues of young men of color like AMERICAN PROBLEM, not African American or Latino Problem.
• Increasing school reforms downplayed the importance of addressing social and economical issues students face
Jaramillo, J. A. (1996, Fall). Vygotsky's sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133–140. Academic OneFile.
Individuals are developed in a social setting, therefore even though adults guide student learning they are widely influenced by peers , which can be brought together thru problem solving activities.
Learning is constructed based on previous experiences and personal beliefs.
The learner (student) needs to be actively involved in their own learning process, they learn by doing
A teacher can teach anything (content) to any student as long as the scaffolding techniques used are at the same level as the student's proximal development
Haberman, M. (1991). Pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290–294.
Talked about good practices teacher's should have both in and out of the class ( Record keeping, parent conferences, etc)
Illustrated that the constant use of direct instruction as the only pedagogical method of teaching caused often caused an atmosphere of passive resentment from the students who would feel a need to resist the teacher.
Gave various scenarios as an indication of good teaching (use of technology, use of student self reflection, etc)
Stated that students need to be in control and have ownership of their classroom
Santamaria, L. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214–247.
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• CRT (Culturally relevant teaching) and DI (differentiated instruction) used provide frameworks educators and help teachers work with diverse students in complex multidimensional classrooms.
• Best teaching practices: consider all learners in a classroom setting and pay close attention to differences in academic, cultural, linguistic, and socioeconomic diversity.
• Minimize labeling students and their resulting connotations.
• Learn how to distinguish between learning differences/problems and cultural/linguistic diversity to avoid confusing these issues when meeting the needs of all learners.
Unit 3
Jones, K. A. et al. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment. American Secondary Education, 41(3), 21–33.
• Keys to Classroom Management:
o Student- teacher relationships
o High Expectations for student behavior
o Non-verbal cues and redirection
o Teacher consistency
o Teacher Perseverance and Assertiveness
o Capitalizing on Human Resources
o Restorative justice
o School wide consistency for student behavior
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Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience Chapter 6: Resilience and achievement (use of data), pp. 95-¬‐133.
Social emotional learning is the basis of content based learning
Students need to feel a sense of fairness and belonging
Dimensions of Learning
Cognitive: Peers influence students more than teachers
Behavioral: Teachers should not turn a blind eye to unacceptable behavior
Relational: It is important to foster real relationships with students
Ormrod, J. E. Assessment and grading in the differentiated classroom (8th ed.). Chapter 14: Classroom Assessment Strategies
A large range of learning assessment tools such as; formative, summative, informal, formal, paper-pencil, performance, criterion-referenced, norm-referenced, standardized test, teacher-developed, traditional, and authentic assessments.
Teacher-developed assessments can sometimes be more effective than using standardized tests when attempting to track a student’s learning on specific objectives in a classroom.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience. Chapter 2: Assumptions and strategies, pp. 23-¬53.
All the schools in the book used very similar strategies despite the fact that none of them shared their ideas with one another
Importance of role models in particular for latino and black males who may be subject to predjuices and sterotypes
There is no support from neuro scientists, genetisist, or brain reseachers for the fact that boys learn different than girls
Milner, H. R. (2012). Beyond a test score: Explaining opportunity gaps in educational practice. Journal of Black Studies, 43(6), 693–718.
Five interconnected topics:
Color Blindness: When teachers adopt a color blind approach in teaching they actually hinder the students as they are not preparing the lessons to cater to who the student fully is (including their race)
Cultural Conflicts: Students and teacher cultures can vary, so the teacher cannot just teach from his own cultural perspective
Myth of Meritocracy:Educational practices, advantages, opportunities are not equal for all students and just working hard won't help you achieve "the American Dream"
Low expectations and Defecit Mindsets: This practices prevents teacher's from creating challenging work for the students, as they believe the students cannot handle the workload/content. Educators believe the student will fail if they are given more challenging work
Context-Neutral Mindsets: Educators must understand difference between teaching in different environments, with students of different cultures and socioeconomic backgrounds.
Fix School Discipline. (n.d.) Fix School Discipline tool kit. Restorative Justice and School-¬wide Positive Behavior Intervention Support (SWPBIS). FixSchoolDiscipline.org
Restorative Justice
Promoting a positive school environment.
Affective alternative to punitive responses and school suspensions.
Wormeli, R. (n.d.) Redos, retakes, and do-overs, Part 1 (Video). Stenhouse Publishers
• Fixed vs. Growth mindset.
• Make lesson miraculous.
• Don’t let students quit.
• Retakes and do overs: 24xs before getting to 80% proficient.
Unit 5
Benjo, C. & Cantet, L. (2008). the class [Motion Picture]. France: Haut et Court.
Lack of critical reflection.
Poor examples of effective pedagogical practices.
Lack of positive teacher-student retionships and respect.
Missed teachable moments.
Lack of classroom management.
Dissard, J., & Peng. G. (2013). I Learn America [Documentary]. United States.
Safe environment, and respecting each other and value regardless of who they are.
Positive examples of effective pedagogical practices.
Equipped students for problems. Addressed the variety of needs, skill set approach, shared experiences, hearing others.
Unit 1
Rodgers, C. (2002, July). Voices inside schools. Harvard Educational Review, 72(2), 230–254.
• In 2050, African Americans, Asians, and Latinos will be 57% of our student population in the U.S.
• We need to realize our cultural backgrounds.
• Our backgrounds will be different than our students.
Finnan, C. (2013). Perceptions of self and other in the elementary classroom: From George Spindler's “Roger Harker story” to today's classrooms. Anthropology & Education Quarterly, 44.1, 94–103.
• Teachers tend to favor students most like themselves.
• Students often feel like they fall short when they don’t share the same social identity.
• Students remember the way their teacher makes them feel, feeling connected, safe.
• Taking the time to get to know their students and help them create a positive sense of self.
Camangian, P. (2010). Starting with self: Teaching autoethnography to foster critically caring literacies. Research in the Teaching of English, 179–204.
•“develop a knowledge of self while identifying with one another against social forces that perpetuate the dehumanizing conditions facing them as they cope with the struggles of their everyday life.”
Connecting curricula to the needs of our future students by creating culturally relevant, caring, and critically transformative pedagogy.
Self-reflection is the the first step to identifying any bias we may have and not subjected our students to them. We can't control the social toxins students may face, but we can control how we respond to them in our classrooms.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for Resilience.
Chapter 5: Reconstructing social identities, pp. 137–163.
• Boys discovering their identities in terms of race, ethnicity, and gender.
• Dealing with the pressure of negative stereotypes that also have a strong appeal.
• Constructing a positive sense of self. Dealing with a society that is patriarchal where boys are supposed to be strong and powerful. Racial and ethnic identities embodied through their connections with history and community.
• Focus on developing resilience, building character and how to handle situations in a large society.
• Preconceived notions on masculinity may lead to relations of dominance with girls and women. Girls as a cognitive and sexual distraction.
Hollins, E. (2008). Culture in school learning: Revealing the deep meaning. Routledge. Chapters 1–3.
• Teachers must construct a definition of culture to guide decision making when planning instruction for diverse students.
• "Personalizing cultural diversity, acquiring positive racial identity, reclaiming ethnic identity, connecting shared human experiences that transcend cultural, ethnic, and racial boundaries".
Culturally relevant practices & self-reflection to improve teaching methods.
Examining ideologies, communication, social interaction patterns, childrearing practices, beliefs and values to reveal the meaning of culture.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience
Chapter 3: Curriculum and instruction, pp. 55–94.
The importance of cultural relevance in instruction, skill development, academic challenges.