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Youtube site for Cultivating a Calling Keynote speakers Dr. Justin Comegys and Mr. Ry Culver, Two Guys Who Sort of Know What They’re Doing

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Youtube site for Cultivating a Calling Keynote speakers Dr. Justin Comegys and Mr. Ry Culver, Two Guys Who Sort of Know What They’re Doing

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https://www.youtube.com/channel/UCbNY_YtFIK3swH6sLXEPgEw

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From Jerod Phillips's Cultivating a Calling Keynote. For more information on Voxer:
1. Learn how educator's are leveraging the Voxer app for teaching, learning and leadership: http://midcareer.gse.upenn.edu/eduvoxers

2. Search #Eduvoxers on Twitter

3. Download the app and connect with:
Victor Smith: mrsmall215
Sarah Sarah: sarahdateechur
Demetrius Ball: demetrius_ball
Geniene Delahuny: geniened
Dr. William Deyamport: drwill

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Chicago inner city teacher creates Welcome to the 4th Grade song for his scholars! 

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Chicago inner city teacher creates Welcome to the 4th Grade song for his scholars! 

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Create a free teacher account on writeabout.com

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A community where students engage in high-interest writing for an authentic audience and teachers help students grow through the entire writing process.

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Free, adaptable cross curricular mini lessons from writeabout.com

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Write About | Help and Educator Resources

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Get started with Write About in your classroom using helpful tutorials and videos!

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Building a Community of Engaged Learners 

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Building a Community of Engaged Learners 

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Using Arts Education to Teach Social Justice

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Building a Community of Engaged Learners

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Building a Community of Engaged Learners

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Karen Eller and Elizabeth Washam

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Building a Community of Engaged Learners 022517

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Dr. Brewer
Room 741A

1:20 - 2:00pm

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ECET2 Redefining Classroom Presentation 

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Developing Teacher Leadership While Staying in the Classroom - Logic Model

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Developing Teacher Leadership While Staying in the Classroom - Logic Model

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Developing Teacher Leadership While Staying in the Classroom

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Developing Teacher Leadership While Staying in the Classroom

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Kate Bowski, Shani Benson, Karen Warner

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Personalized Learning in the Montessori Classroom (

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Personalized Learning in the Montessori Classroom (

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(Example of Montessori work plan)
Presented by Cheryl Jones and Jill Pyle

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Using Instructional Technology to Motivate and Engage Learners

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Using Instructional Technology to Motivate and Engage Learners

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Schoology Access Code: BGH8Q-6CPZD
joseph.evans@nccvt.k12.de.us
@joeevans1827

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Using the Arts to Teach Social Justice

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Contemporary Dance: Sketches (The Life of Harriet E. Wilson in Dance, Poetry and Music)

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Using the Arts to Teach Social Justice

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Art is a natural way for children to express their feelings and ideas. Looking at, thinking about and particularly making art together helps children build community and see themselves as important parts of their world.

This series capitalizes on children's natural relationship to art by prompting them to examine the ways art relates to community leadership and activism. The lessons can be used individually or as a full series and are not dependent on sequence.

Twelve Mini-Lessons

Lesson One: Art and Community Activism.
Students are introduced to the concepts of art and community activism and have a chance to discuss their understanding of these terms.

Lesson Two: Who Are the Activists in My Community?
Students develop a understanding of local community and consider what attributes make someone a community leader or activist.

Lesson Three: Art and LGBT Rights: Study of Symbols
Students learn about visual symbols that have played an important role in LGBT movements.

Lesson Four: Art and Accessibility: Study of Design
Students explore how artists can advocate for equal rights for people with physical disabilities using universal design.

Lesson Five: Art and Social Justice: What is a Portrait?
Students analyze portraits of well-known African Americans and consider the role of portraiture in fighting racial stereotypes.

Lesson Six: Art and Social Justice: What is in a Self Portrait?
Students analyze how artists of color have fought racial stereotypes through their work.

Lesson Seven: Activate Activism: Planning Our Message
Students work collaboratively to select a message or theme for a communal activism mural.

Lesson Eight: Activate Activism: Planning Our Mural
Students work collaboratively to determine the artistic elements of their communal activist mural.

Lesson Nine: Activate Activism: Creating Our Mural, Part One
Students begin collaborative work on their communal activism mural.

Lesson Ten: Activate Activism: Creating Our Mural, Part Two
Students complete collaborative work on their communal activism mural.

Lesson Eleven: Exhibition: Sharing and Celebrating Our Mural With Others in Our Community
Students invite people from their school, families and community to view their activism mural and share in the lessons they have learned about the relationship between art and activism.

Lesson Twelve: Art and Activism Reflection: Looking Back on What We've Learned
Students reflect on the different concepts they have engaged with over the course of the series and set goals for themselves as community members and potential artist activists.

These lessons address the following standards using the Common Core State Standards for English Language Arts.
CCSS SL.1, SL.2, SL.3, SL.4

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This lesson series capitalizes on children's natural relationship to art by prompting them examine the ways art relates to community leadership and activism. The lessons can be used individually or as a full series and are not dependent on sequence.

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam 

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Keep It, Junk It, Cloud It

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How do students demonstrate their understanding of the text?

2. How do student facilitators help to increase participation and engagement?

3. What role does Ms. Brouhard play in this discussion?

School Details

Glenview Elementary School
4215 La Cresta Avenue
Oakland CA 94602

Data Provided By:

Teachers

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Keep it or Junk it: A Student-Run Lesson

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Jennifer Brouhard's fifth graders consider the question, "What happened as a result of English settlement in Jamestown, Virginia?" They read a short informational text and work in pairs to brainstorms possible answers to the focus question. The first pair of students presents their possible answers to this class.

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Building a Community of Engaged Learners:  Karen Eller and Elizabeth Washam

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Building a Community of Engaged Learners:  Karen Eller and Elizabeth Washam

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More Protocals for the Classroom

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The New York State Education Department is no longer supporting the EngageNY.org website and it will no longer be available for use after April 15, 2022. NYSED encourages educators to download any EngageNY content they wish to use in the future.

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam

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Drum Dream Girl:  Incorporating Music into the Classroom

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Official site for children's Book Illustrator, Rafael Lopez.

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam

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Building a Community of Engaged Learners: Karen Eller and Elizabeth Washam

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Give One, Get One, Move On (Go Go Mo): Management in the Active Classroom

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Jill Znaczko's eighth-graders at the Expeditionary Learning Middle School in Syracuse, New York, use the Go Go Mo protocol to share and gain knowledge in preparation for an assessment.

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Building a Community of Engaged Learners:  Karen Eller and Elizabeth Washam 

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Building a Community of Engaged Learners:  Karen Eller and Elizabeth Washam 

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Give One, Get One, Move On

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Resources shared in Keynote

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Helpful Links and Videos

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Teaching Cards to use with students

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Slides

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How To Guide

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Schoology Access Code:
R4P28-J2PR3

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Schoology Access Code:
QV8MN-CR8WJ

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Ed Tech Resources + Schoology = A Perfect Marriage

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Ed Tech Resources + Schoology = A Perfect Marriage

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Use the following code to join this course:
PNQGT-8RDC3

tara.saladyga@nccvt.k12.de.us
@TSaladyga

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Use the following code to join this course:
PJRPJ-R8D9X

tara.saladyga@nccvt.k12.de.us
@TSaladyga

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Group Discussion Questions for Personalized Learning through Socio-Dramatic Play

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Group Discussion Questions for Personalized Learning through Socio-Dramatic Play

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Schoology 101- How to sign up for Schoology

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Schoology 101- How to sign up for Schoology

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Schoology 101 - How to sign up for schoology