# data[].attributes.body
microsystem
mesosystem
exosystem
macrosystem
chronosystem

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scientific study of behavior snd mental processes.

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the pattern of biological, cognitive, and socioemotional processes that begins at conception and continues throughout the lifespan

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Lakeville school leaders have directed teachers not to display Black Lives Matter signs in their classrooms, citing a district policy that bans school employees from demonstrating opinions on political issues at work.

The response from district administrators came after some teachers and principals asked about putting up signs - an action they said was meant to prompt and encourage classroom discussion on current events and social issues. In a memo to teachers, district leaders said that while some teachers may view Black Lives Matter as a broad social statement, the district also sees it as a political message and one linked to "specific political issues being debated today," such as "defunding the police." As such, the memo said, it is not in line with the district's stated goal of maintaining political neutrality. The policy does not apply to students.

"As we continue to experience a highly polarized political environment ... it is critical that our schools be places where political issues are not the focus of attention," read the memo from Superintendent Michael Baumann.

The move has stirred criticism on social media and in a recent school board meeting, where a handful of parents told school leaders that the ban on Black Lives Matter signs belies the district's stated commitments to equity and inclusion. They said teachers and students should be talking about racism and disparities and the topics brought to the forefront by the police killing of George Floyd in Minneapolis and the social unrest that has roiled the country - rather than trying to avoid controversial topics.

"I know these are very sensitive times, and I know that emotions are all over the place," Jermaine Davis told the board. "But if we are going to build future leaders, we cannot sweep stuff under the rug."

Policy previously used

The policy cited in the district's ban on Black Lives Matter signs is the same one that was invoked in recent years when students displayed the Confederate flag at school, and when teachers have attempted to use school resources to distribute campaign materials, Baumann said.

Don Sinner, president of the Lakeville teachers union, said his group believes the district is incorrectly applying the policy. He said that to many teachers, posting a Black Lives Matter sign is a way to demonstrate empathy to students and encourage respectful discussion.

"We disagree that it's political," he said.

Spokespeople for several other metro districts - including Minneapolis, St. Paul, Eastern Carver County, Mounds View and Wayzata - said they did not have specific policies on the display of Black Lives Matter signs, nor had school leaders issued specific direction.

Osseo Area Schools spokeswoman Barbara Olson said in a statement that her district expects employees to be aware of students' wide array of beliefs and to be thoughtful in deciding what messages they communicate to students through signs or clothing.

"We also have a longstanding practice that if an employee's message becomes disruptive to the learning/working environment we may intervene to address it," she said.

Educational purposes

A Bloomington Public Schools policy allows for "displaying/wearing politically sensitive items" for educational purposes, but they are to be removed "upon completion of the unit of study."

The Anoka-Hennepin school district permits the display of Black Lives Matter signs for the same reason Lakeville bans them - because they are political and relate to a matter of "public concern."

The district addressed the issue in a Sept. 15 memo to school principals, telling them teachers have a First Amendment right to speak on matters of public concern so long as their speech is not offensive, discriminatory or undermining their ability to do their job.

It noted, however, that teachers also need to adhere to district policy prohibiting staff from trying to persuade students or adopt a particular viewpoint.

"Like students, District employees do not leave their constitutional protections at the schoolhouse door," the memo read.

Baumann said Monday that he is open to revisiting the district's policy and noted a variety of equity efforts underway. He said the district is working to strengthen diversity in its teaching ranks and provide more training to staff members on social justice and equity. The school board will soon take up a formal statement on the district's goals on equity and justice, and Baumann said district leaders are working to gather more feedback from students.

After listening to comments at the board meeting, Baumann said he is committed to having a "courageous conversation" about disparities and race. But he said he worries that putting up a Black Lives Matter sign in a classroom could stop that discussion.

"There is a political component to this that stops people from listening," he said. "And I don't want to stop people from listening."

Authorities say they have found the body of a missing Florida college student who disappeared a week ago. A maintenance worker who entered her apartment unauthorized the day she disappeared and later killed himself is the prime suspect.

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Lakeville schools' ban on Black Lives Matter signs prompts debate

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Lakeville school leaders have directed teachers not to display Black Lives Matter signs in their classrooms, citing a district policy that bans school employees from demonstrating opinions on political issues at work. The response from district administrators came after some teachers and principals asked about putting up signs - an action they said was meant to prompt and encourage classroom discussion on current events and social issues.

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actions/mental representations that organize knowledge

# data[].attributes.body
The DONUT

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problem solving skills and the ability to adapt to and learn from experiences

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percieve and express emotions accurately and understand what the emotions mean, and be concious of themsleves and others emotional states

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distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world.
Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism

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the process of using familiar cultural information and processes to scaffold learning

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I. Awareness
II. Learning Partnership
III. Information Processing
IV. Community Building

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The solution to closing the learning gap in the classroom is tapping into and leaning into the students culture.

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too much cortisol, system shuts down.
Activates fight, flight, or freeze repsone.

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1. minamize social threats and mazamize opportunities to connect with others
2. positive relationships keep safety threat detection system in check
3. culture guides how we process information
4. attention drives learning
5. all new information must be coupled with existing funds of knowledge in order to be learned
6. brain physically grows through challenge to do more complex thinking and learning

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a relatively permanent influence on behavior, knowledge, and thinking skills, which comes about through experience

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Bandura's Social Cognitive Learning Theory

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Bandura's Social Cognitive Learning Theory

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A cognitive approach in which children manipulate information, monitor it, and strategize about it.

# data[].attributes.body
Focusing of mental resources

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The retention of information over time

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Process by which information gets into memory.

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Retention of information over time.

# data[].attributes.body
the process of taking information out of storage

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Preparing to be a Culturally Responsive Practictioner

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Preparing to be a Culturally Responsive Practictioner

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Refers to the unconcious attitudes and stereotypes that shape our responses to certain groups, especially around race, class, and language.
Operates involuntarily, often without ones awareness or intentional control.

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- Begin with an intention
- Self examination; making the familiar strange
- Identify your cultural frames of refernece
- Map your cultural reference points
- Widen your interpretation aperture
- Identify your triggers and common ones
- Practice emotional self management
- Identify what sets you off
- Label your feelings when they arise
- Create "early warning system"

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1. Spend time viewing the replay in your mind
2. Make a list of your assumptions, reactions, and interpretations of behaviors as the scenario replays
3. Try alternative explanations
4. Check your explanations
5. Build your cross-cultural backround knowledge
6. Leverage technology and watch things that allow you to virtually step into another cultural experience

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Building the Foundation of Learning Partnerships

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Building the Foundation of Learning Partnerships

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TRUST

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a teacher/student relationship in which the teacher builds trust and becomes the students ally in order to help the student reach a higher level of achievement

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- selective vulnerability
- familiarity
- similarity of interests
- concern
- competence

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ideas that group objects, events, ad characteristics on the basis of common properties

# data[].attributes.body
1. define the concept
2. claarify terms in the definition
3. gives examples to illustrate key feature/characteristics
4. provide additional examples

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manipulating and transforming information into memory which often is done to form concepts, reason, think critcally, make decisions, think creatively, and solve problems

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- confirmation bias, belief preserverance, overconfidence bias, hindsight bias

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Evaluating alternatives and making choices among them

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ability to think about something in novel and unusual ways and come up with unique solutions to problems.
- convergent thinking
- divergent thinking

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find an appropriate way to attain a goal.
1. find/frame problems
2. develop good problem solving strategies
3. evaluate solutions
4. rethink/redefine problems and solutions overtime

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applying previous experiences and knowledge to learning or problem solving in a new situation

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Forward Reaching v. Backward Reaching Transfer

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Forward Reaching v. Backward Reaching Transfer

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approach that emphasizes the social contexts of learning and that knowledge is mutually built and constructed

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Teachers and Peers as Joint Contributors to Students' Learning

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Teachers and Peers as Joint Contributors to Students' Learning

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a technique in which an expert stretches and supports a novice's understanding and use of culture's skills

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a cognitive apprenticeship between an expert and a novice
- classroom aides
-classroom volunteers
-classroom mentors
- peer tutors

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Learning that occurs when students work in small groups to help each other learn

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a systematic, organized, strategy for planning lessons.
-decide what and how to teach before you do it
-task
-time

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statements that communicate proposed changes in students behavior to reach desired levels of performance
-students behavior
-performace criteria
-conditions under which the behavior will occur

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structured, teacher centered approach focused on academic activity; characterized by teacher direction and control, high teacher expectations for student progress, and efforts to keep negative affect to a minimum

# data[].attributes.body
reviewing previous activity, discuss lesson objective, provide clear explicit instruction, and give lesson overview
-advance organizers
-expository advance organizers
-comparative advance organizers

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Move focus away from teacher and on to student
-cognitive and metacognitive factors
- motivational and instructional factors
- developmental and social factors
- individual difference factors

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emphasizes real life problem solving

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questions that reflect the heart of the curriculum
-the most important things that students should explore and learn

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learning in which students construct an understanding on their own

# data[].attributes.body
The internet, the web, graphics, and presentation

# data[].attributes.body
focuses on helping the dependent learner begin and stay on the intense path towards independent learning

# data[].attributes.body
the victim mentally a learner adoptes when repeatedly subjected to negative stimulus. Overtime the learner stops trying to avoid the stimulus and belives they are helpless to change the situation. Inlcudes lack of confidence in ones ability and a belief that effort is useless

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A students fear of confirming a negative stereotype about their racial, ethnic, or socieconomic groups by their actions

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student internalizes negative social messages about their racial group, begins to believe them, and loses confidence

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the first step for teachers to restore hope for struggling students left on the wrong side of the achievement gap.
-acknowledge and validate

# data[].attributes.body
a teacher who communicates personal warmth towards students while at the same time, demands they work towards high standards, provides concrete guidance and support for meeting the standards, particularly corrective feedback, opportunities for information processing, and culturally relevant meaning making

# data[].attributes.body
a way of giving feedback that reassures the student that theu are not viewed in the light of a negative stereotype
- explicit holding of high standards
- personal assurance
- specific actionable steps

# data[].attributes.body
the process that energize, direct, and sustain behavior

# data[].attributes.body
a view that stresses students capacity for personal growth, freedom to chase their destiny, and positive quality

# data[].attributes.body
the theory that individuals are motivated to discover the underlying causes of their own behavior ad performance

# data[].attributes.body
cognitive engagement and self motivation for improvment characterize adolescents with a mastery motivation