Respect the Talking Piece. 2.
Speak from your Heart. 3.
Listen with your Heart. 4.
Speak with Respect. 5.
Listen with Respect. 6.
Remain in Circle. 7.
Honor Privacy. 8.
Circle up. 2.
Move to your left, it’s closest to your heart. 3.
Everyone has the option to pass. 4.
Allow for silence as talking piece gets passed from person to person.
Community Circle: Opening
Share your name or what you prefer to be called in this setting. -- Make sure to annunciate your name, so that others can hear the pronuncia0on of your name. Share a keyword from the circle guidelines that stands out to you.-- Do not explain why this key word stands out to you, just simply state it. •
Community Circle: Pair Up
1. In pairs, discuss the circle guidelines. 2. Use these questions as prompts. It is ok, if you don’t discuss all of the questions. Vibe with each other. Choose the ques0ons that most interest you: a. Which circle guideline speaks to you the most? Why? b. Are guidelines for class discussions important? Why or why not? c. How could guidelines for class discussions be used in a way to support Emergent Bilingual students?
Fillmore and Snow (2000) believe that, “teachers need to understand how to design the classroom language environment so as to optimize language and literacy learning and to avoid linguistic obstacles to content area learning”(p. 8).
Learning is contextual. As a teacher, I try to contextualize academic language for my students, while dialectically demystifying meanings for students. Students’ being able to access language is crucial in the act communicating ideas. Language is the bridge for mutual understanding, or the wall that diverts understanding. When there is understanding there is learning; thus, optimizing language and literacy learning can be done by focusing on student’s Funds of Knowledge (Moll et al., year). Funds of Knowledge may inform a stronger culturally - relevant pedagogy.
Community Circle: Square Up
1. With your current partner, “square up” with another group. Make sure everyone knows each other’s name and their favorite color. 2.
Discuss the following questions: •
Are you a learner who likes to speak in large group settings? Why or why not? •
What helps you to feel comfortable sharing in a large group? •
Is talking in front of large groups an important skill for our students to have? Why or why not? •
What role does ac0ve listening play in large group settings? 3. Ensure that everyone has an opportunity to speak. If you notice someone is not talking, directly invite them to participate. •
Miguel, what do you think? •
I’d really like to hear Irene’s perspec0ve.
Fillmore and Snow (2000) argue, “in as diverse a society as ours, teachers must be prepared to work with children from many different cultural, social, and linguistics backgrounds” (p. 7).
I strongly believe that teaching is a craft, creating educational experience for students. Teachers’ pedagogical methods must take consideration the educational needs of their students, from a Whole Child perspective. A Whole Child perspective understands that human beings are complex. LAUSD is comprised of varying different cultural, social, and linguistics backgrounds. Which is why it is crucial that urban teacher practice reflexivity a culturally- relevant pedagogies to drive the classroom curriculum. Thus, pedagogies should be locally informed and practiced.
Community Circle: Crazy Eight
1. With your “square up” group, find another “square up” group. 2. Language learning often involves music (listening, learning lyrics, singing). 3. In your group of eight decide on a song (that all members know) that could represent language learning for the group!
Community Circle: Artifact Sharing
1.Show an artifact (photo, artwork, book, memorabilia, album, poem, etc.) that you feel represents your own language learning. 2. In circle, share a short story about what your ar0fact tells us about you as a learner of language(s). 3. Model.
Community Circle: Artifact Sharing
1. After everyone has an opportunity to share their artifact, go around again the circle again. In this round, make connections with something that someone else in your circle shared. 2. Make sure to address people by their name. 3. Model
: Kamaya, I connected with you said about learning two languages at once. In my experience
Hess (2009) states that a level 4 extended thinking is, “articulate a new voice, alternate theme, new knowledge or perspective” (p. 1).
As a future teacher I plan to create many new media projects with the students, in order to work through Bloom’s last level of understanding, which is creation. Moreover, the first section of this box states that “synthesize information across multiple sources or texts”, is needed to be able to achieve a 4 level of thinking.
I wonder about how I can make the social science, particularly US and World history fun and innovative for all students. I believe that if I ask them to create projects then I can trick them into understanding the concept or unit. Learning is a social process and creating requires higher faculties of thinking. Seeing Hess’s analysis allowed me to think about ways to accommodate learning to all students.
I wonder how I can develop a fundamental tool-kit that I can use to help students build the fundamental skills in history, which then they can later utilize in college. With the new common core standards, I am inspired how teaching practices are now urged to follows a more organic flow. This level 4 idea reminds me of project-based learning strategies, having an idea or interest and learning with real world strategies. This pragmatic approach for learning is relevant and I feel that many students will positively respond to it.
Community Circle: Wrapping Up
Go around the circle and share one word about where you are at right now. •
The Three “ Rs ” of Restorative Justice
Respect, Relationships, and Responsibility
Ink + Pair + Share
1. Take one minute and briefly write down (or type), themes that came up during the community circle. 2. Find an elbow partner and reflect on the community circle. 3. Be prepared to share with the whole class.
Exit Slip (Formative Assessment)
Students write exit split to sum up classroom learning.
Close Reading with An Image (Interpretation + Production)
Close Reading with an Image
Explanation + Purpose
: Students identify key ideas and details in a content-‐based image
. By focusing on the details, students develop the skill to closely look at evidence prior to inferring or evaluating
Teacher strategically selects an image connected to content
to students’ lives. The image should elicit descriptive language. •
with partners to identify textual details and use a descrip9ve map to organize their thoughts. Based on the details (textual evidence), students can infer and/or evaluate.
Scaffolding for “emergent bilingual” students
Images provide access to content without having to read printed text. Emergent bilinguals can use early English skills and/or native language. •
Develops descriptive language and skill. •
Through peer collaboration, students receive comprehensible input
Sentence Frames (Production)
Provide a partial frame for students to begin a sentence and express an idea. Sentence starters should include academic terms.• Look at English Language Development (ELD) and Content StandardsSentence starters should include a variety of different academic language proficiency levels. For students to move higher in academic language proficiency, there should be sentence frames just above their proficiency level.
Cornell Notes (Interpretation)
Cornell note taking stimulates critical thinking skills.
Note taking helps students remember what is said in class. •
A good set of notes can help students work on assignments and prepare for tests outside of the classroom.
Why take notes?
Good notes allow students to help each other problem solve
Good Notes help students organize and process data and information. •
Helps student recall by getting them to process their notes 3 times.
Writing is a great tool for learning!
Summary is added at the end of ALL note pages on the subject (not at the end of each page). • Summary added AFTER questions are finished
Bloom's Taxonomy of Cognitive Domain
Bloom's Taxonomy of Cognitive Domain
1. KNOWLEDGE: recalling information 2. COMPREHENSION: understandingmeaning3. APPLICATION: using learning in newsituations4. ANALYSIS: ability to see parts &relationships5. SYNTHESIS: Use parts to create a newwhole6. EVALUATION: judgment based on criteria
Say, Mean, MATTER
English Language Development (ELD) Standards: Fewer + Clearer + Higher
Sustained dialogue on a variety of topics and content areas.Explain thinking and build on others’ ideas.Construct arguments and jusFfy posiFons persuasively with sound evidence. Effectively produce written and oral texts in a variety ofinformaFonal and literacy text types. Chapter #1, page 35
Reading Journals (Double Entry or T-chart)
Set-up an appointment with four different colleagues.
Ideas for CollaboraCve Clock
Scaffolding in Collaborative Clocks
1. Locate the 2 sides of the room and the true or false signs. 2. Readthestatementonthewhiteboard. 3. Basedonthestatement, decide where along the true/false spectrum you stand in your current beliefs. 4. Findonepersonneartowhereyouarestanding,taketurns explaining why you are standing there. 5. Be ready to share reflections with whole class.
Turning students into writers through an emphasis on a high volume of writing and daily protected writing in which to engage the writing “When writers write every day, they begin to compose even they are not composing. They enter into ￼￼￼￼￼￼￼￼a constant state of composition (Graves, 2013, p. 58). When students have time to write each day it leads to great fluency and proficiency.
Writers Workshop Protocol
• Mini Lesson (5 – 10 minutes)• Status of the Class (2 – 3 minutes)• Write & Confer (20 – 40 minutes)• Sharing: Author’s Chair (10 minutes)
Writers Workshop: Write & Confer
Writers Workshop: Author’s Chair
• Writing together as a class with the teacher as facilitator.• Collaboratively coming up with a model to use as an example.
Like an exist slip:What concept from our TED507 Word Wall do you think you will most likely use for you language autobiography?
Aesthetical elements could be utilized as tools to promote holistic and humanistic urban schooling pedagogies. Integrating aesthetic elements in the classroom enhances student’s nuanced learning preferences, varying in relation to student’s contextual reality. Oxford (1990) defines learning strategies as “actions taken by the student to make learning easier, faster, more self-directed, more effective, and transferrable to new situations (Oxford, 1990) Using aesthetics sparked dialogue, created a focusing environment and hosted a enjoyable classroom experience. Varying aesthetics elements serve as tools to help aid the creation of more inclusive learning spaces that supports scholar’s cognitive development in public schools.