Greetings all,

Here are the two resources I was able to find with open access using the instructions listed above:

Google Advanced Search:  https://link.springer.com/article/10.1007/s11217-016-9561-0

Google Advanced Image Search:  https://snl.no/Paulo_Freire (the photo)

I look forward to seeing everyone else's.

Best,

Tiffany

https://fctl.ucf.edu/teaching-resources/teaching-strategies/teaching-methods-overview/

This is a great tool I was unfamiliar with. I've bookmarked these to use them quickly...and frequently.

Google Advanced Search Topic Link:
https://mississippitoday.org/2020/08/17/there-are-a-lot-of-things-happening-in-our-country-that-students-have-feelings-about/

Google Advanced Image Search results:
https://www.google.com/search?as_st=y&tbm=isch&as_q=students+of+color&as_epq=&as_oq=&as_eq=&imgsz=&imgar=&imgc=&imgcolor=&imgtype=&cr=&as_sitesearch=&safe=images&as_filetype=&tbs=sur%3Acl

Using the Google Advanced Search I found this rubric- which I will very likely use in the "analyzing existing rubrics for equity" activity in the module I am going to develop: https://www.oercommons.org/authoring/59919-persuasive-speech-rubric/view 

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.thebigidea.nz%2Fgrow%2Fdevelopment-resources%2F139014-what-are-infographics-and-how-are-they-used&psig=AOvVaw1qU__SBFdxFRuvrb3gkVPC&ust=1623261993163000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCKC5z6vQiPECFQAAAAAdAAAAABAI

Trauma informed teaching strategies 

1)

https://traumainformedschoolpractices.pressbooks.com/chapter/chapter-8-implementing-trauma-informed-school-practices-in-the-classroom/

Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

2)

https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/

Content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2021 Vanderbilt University

3) (hard to find an image)

http://worship.calvin.edu/dotAsset/e37d8061-6df5-47ee-a92b-64b07a87a887.png

Hello, this is what I was able to find:

This was from my advanced google search: https://www.fromthesquare.org/school-to-prison-pipeline/

And the attached image is from my advanced google image search.

Hi folks, I looked up brain plasticity and culture to see what might come up. Found some good stuff:

https://www.scielo.br/j/hcsm/a/TTtPWhx9G8Ympmb3ZBtyM7H/?lang=en

https://images.app.goo.gl/Yj8ye7wECMX54ujSA

I wanted to create a module that would include how the hero's journey is depicted in modern entertainment. With that in mind, I chose and found the following on Rick Grimes and The Walking Dead: 

https://lataeya.com/2018/11/05/the-journey-of-rick-grimes/

Here are tw articles that I'll certainly use for one of my units!

3 Steps to Developing an Asset-Based Approach to Teaching

Through this approach, which focuses on students’ strengths, teachers can plan instruction that promotes a growth mindset.

By Angela Di Michele Lalor

October 22, 2020

Alan Ingram / Alamy Stock Photo

As educators welcomed students to the 2020–21 school year, they did so with great care and attention to their social and emotional needs. Now, as school routines become habits and students dive deeper into their learning, this message of hope and support must continue to be conveyed during instruction.

If students only hear of the gaps in their learning or that they have fallen behind, they will begin to act according to the low benchmark that has been set for their achievement. An asset-based approach to teaching is one that is grounded in what students can do rather than what they cannot do or areas of weakness. It is an embodiment of growth mindset in instruction.

3 STEPS TO USING AN ASSET-BASED APPROACH TO TEACHING

1. Begin with a diagnostic learning activity that provides information about what students know and can do. A simple way to design a diagnostic learning activity that focuses on what students can do is to align the task to the skills or concepts from the previous grade level. Most standards are scaffolded from one grade level or course to the next. For example, in mathematics, this is known as coherence. In science, it can be seen through progressions of the Disciplinary Core Ideas (DCI). By looking at standards or intentionally identifying foundational skills or concepts in a curriculum document, teachers can quickly access this information.

For example, the following learning targets are based on English language arts standards:

Fifth grade: I can use the supporting details to determine the central idea.

Sixth grade: I can explain how supporting details are used to develop the central idea.

As a simple diagnostic, students read and annotate an article using text tags to identify key details and then use the tagged details to write the central idea. A sixth-grade teacher would review student work focused on the details that the students selected and how they were used to write the central idea, or the fifth-grade expectation.

With this information, the teacher can plan instruction to provide strategies for moving students from identifying the central idea to explaining how it is developed. Additional pathways are created for students who have this skill and need more practice or are ready to apply it in different ways.

2. Provide different learning pathways so that all students have the opportunity to meet high expectations. Time has always been precious in the classroom, and it feels even more so as learning this year takes place in remote or blended environments. A learning plan that can be used in these various settings may be strategically constructed so that all students are able to work toward high expectations from their starting point.

The learning plan begins with the diagnostic activity. The student can then choose or the teacher may select different pathways through the plan, with students completing a core set of learning activities aligned to the plan’s learning target to ensure that they are all working toward high expectations.

Pathway A embeds instruction and review so that students build background knowledge and skills. For example, students create criteria for identifying important details. They use the criteria to identify details to tag that reveal the central idea.

Pathway B includes additional activities for student practice and application. For example, students use SEE (statement, evidence, explanation) as a cognitive routine for explaining the connection between the central idea statement and the evidence from text.

Pathway C provides activities for deepening understanding or applying learning in new ways. For example, students use SEE to evaluate a text that presents a different point of view.

Creating pathways will help eliminate endless review, repetitive tasks, and/or disengagement that can come from the one-size-fits-all approach to instruction. It communicates to the students that the teacher believes each of them is a unique but ready and able learner.

(Click here for a full example of a learning plan for a sixth grader with an asset-based approach to instruction.)

3. Provide feedback to students identifying what they can do and strategies for using their strengths to address areas of need. Embedded in each learning activity is a formative-assessment moment. These are tangible or observable evidence of student learning. In an asset-based approach to learning, they are used to provide students with feedback that includes three important pieces of information.

Strength: The evidence you selected clearly identifies the important information about the impact of the transcontinental railroad on different groups of people.

Need: The central idea is a summary statement of what is most important about the text. How can you say what is most important without rewriting all of the details?

Next step: Write the central idea for two or three paragraphs in your own words before writing the central idea for the entire text.

It is important to note that not all students need to receive the same feedback at the same time. The formative-assessment moment exists as an opportunity for students to receive the feedback they need when they need it. However, all students deserve specific and tailored feedback at some time during their learning.

When teachers begin to look at what students understand, know, and can do, it changes the way the teacher and their students approach learning. The teacher begins to leverage what students know as a means for moving learning forward. For students, small successes lead to larger ones and help develop belief in their own capability as well as the willingness to engage when learning becomes difficult. When students are made aware of how they can learn, they take another step toward being independent, self-regulated learners.

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FILED UNDER

• Differentiated Instruction
• Teaching Strategies
• Social & Emotional Learning (SEL)

The Importance of Focusing on Students’ Assets

By Larry Ferlazzo — December 16, 2019  25 min read

Larry Ferlazzo

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Opinion Contributor,  Education Week

Larry Ferlazzo is an English and social studies teacher at Luther Burbank High School in Sacramento, Calif.

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(This is the second post in a five-part series. You can see Part One here.)

The new question-of-the-week is:

What can teachers do to help highlight student assets and not their deficits? In other words, what can teachers do to help create that mindset for themselves when they look at students and what can they do to help students develop the same view?

In Part One, Adeyemi Stembridge, Ph.D., Dr. Larry J. Walker, Carmen Nguyen, Julie Jee, Shawna Coppola, Kevin Parr, and Andrew Sharos share their responses. You can listen to a 10-minute conversation I had with Adeyemi, Larry, and Carmen on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Today, Lisa Westman, Salome Thomas El, T.J. Vari, Joseph Jones, Amber Chandler, Michelle Shory, Ed.S., Irina V. McGrath, Ph.D., Rita Platt, Cheryl Mizerny, and Adria Klein, Ph.D., contribute their commentaries.

Response From Lisa Westman

Lisa Westman is a writer, speaker, and consultant who works with school systems across the country to implement student-driven differentiation, standards-based learning, and instructional-coaching programs. She has over 15 years of experience as a teacher and an instructional coach specializing in differentiation. She is the author of Student-Driven Differentiation: 8 Steps to Harmonize Learning in the Classroom (Corwin). Connect with Lisa on Twitter: @lisa_westman:

Two years ago, I wrote a blog post entitled The greatest deficiency in education is our obsession with showcasing deficits. As I transitioned from the classroom after 15 years to a full-time consultant visiting schools across the country, I was struck by how focused many education stakeholders are on deficits rather than strengths.

As I have grown in my role, I have found the most efficient and effective way to ensure teachers focus on students’ strengths is for administrators to focus on teachers’ strengths first. When administrators model this behavior for teachers and embody a strengths-based mindset, this lens quickly spreads to teachers doing the same in their classrooms and then to students focusing on strengths in themselves and others.

The following are three ways administrators can model a highly contagious strengths-based mindset that quickly leads to teachers embodying the same principles in their classrooms:

1) Give nonattribute praise: This is a method I learned from Jim Knight while studying to become an instructional coach. Instead of saying, “You’re good at that,” give teachers and students specific feedback about a commendable effort: “I noticed how you have been taking steps to ensure your students have the majority of the talk time during class discussions. You use some really creative turn and talk strategies. Kudos to you!” If you want to take this a step further, you can ask teachers to demonstrate a strategy at a staff meeting or take a quick video of them in action (if they are comfortable ... and by consistently focusing on strengths, teachers WILL become more comfortable).

2) Replace walk-throughs with look-fors: Nothing kills a teacher’s spirit quicker than a walk-through looking for “missing” things. And, oftentimes, these walk-throughs are well-intended yet poorly implemented (more on that here). Instead of walk-throughs, conduct “look-fors” and highlight the things teachers are doing.

3) Use internal capacity to build capacity: Recently, I was working with a teacher in a school who said, “I was planning on leaving this school, and then our new principal started.” When I asked her what the new principal did, she said, “He noticed I needed a challenge and presented me with an opportunity to build a mindfulness program for our students. This is something I am passionate about and have experience doing. Now, I am so excited to come back next school year.” The key here was the new principal noticed what his teachers needed and proactively approached the situation before his teacher was “burnt out” beyond repair.

When administrators go “first” using strategies like the ones suggested above, teachers will feel more supported and excited about their roles. Teachers will then then emulate those behaviors resulting in a full educational community focused on strengths rather than deficits.

Response From Salome Thomas El, T.J. Vari & Joseph Jones

T.J. Vari, Salome Thomas El and Joseph Jones are district and school leaders in Delaware:

The pendulum is swinging back again, and fortunately, it’s going in the right direction. For

Resources I found for my unit!

I enjoyed Google Advanced Search Engine!

1st Link:

Arts Intergration in Education: https://courses.lumenlearning.com/suny-music-and-the-child/chapter/chapter-12-music-integration-3/

Hi,

Here are two resouces I found for my module topic. 

https://www.flickr.com/photos/ergonomic/3506930431

https://www.frontiersin.org/articles/10.3389/fnhum.2017.00447/full

Leah 

Music Conducting Resources:

What is Conducting? - journal article

Sarah Ionnides - Conducting.jpg

I enjoyed the creative commons quiz.  A valuable resource for learners and instructors.

Inclusion Word Cloud

https://images.app.goo.gl/Lxg8hX5sJVGsr93q7

Article

Cordell, A. (2020). The Implications of Disproportionate Individualized Education Plan Classifications in New York City Schools. Columbia Social Work Review, 18(1), 1–11. https://doi.org/10.7916/cswr.v18i1.5925