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Juan Luis Guerra 4.40 - Ojalá Que Llueva Café (Video Oficial)

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The classroom culture and concept of predominantly speaking in Spanish to each other is beneficial in helping one master a new language that they are trying to learn, and eventually become natural speakers of the language.

The group activity of the students listening to a song, and to fill in the blank spaces on the lyrics worksheet, was also a great classroom activity as it can enhance the students ability to listen closely and to be more attentive on what the song lyrics were saying in order to successfully complete the assignment.

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The concept of evidence and group conversation and having voices heard in larger conversations.

Love having the conversation based off of current events and Oppenheimer movie. I felt a strong desire to discuss the idea of colonialism and what that means.

Love all of the inclusion and seeing the students minds engaging and thoughtful.

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A community of student historians explores Japan after World War II. 

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A community of student historians explores Japan after World War II. 

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The quality of student contributions spoke beautifully to the success of flipped classroom instruction (instructional strategy) Mr. Flemer implemented to support an inclusive and productive learning environment (classroom culture) for our students. Students worked together with Mr. Flemer and one another (relationship building) to explore the US Occupation of Japan Following WWII. Presentation of the topic was enriched by different perspectives as students, in small groups, discussed and shared responsibility with Mr. Flemer for summarizing their understanding, including based on sources (Prisoners of Geography and an Edpuzzle) that were assigned for students to consult for homework.

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Jump Over the Imaginary Ball! Led by student Erik Rodriguez. 

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Jump Over the Imaginary Ball! Led by student Erik Rodriguez. 

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In Ms. Davey's Intro Theater Arts class, students research then lead theater-inspired ensemble games for warm-up. Creating theater becomes the literal embodiment of building an inclusive community. Students are present together, playing, and thinking about where they're coming from to know where they're going. Students are supported to activate socio-emotional learning, connect to each other, listen, and engage. They are encouraged to respond physically to the creative power of emotion. Through diverse scenarios, everyone takes a turn leading the group and all have a role to play.

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What did you gain from your experience in your team member's classroom that you can bring into your own teaching practice to strengthen inclusion and belonging for our students?

You might post about:
•An instructional strategy
•Classroom culture
•Relationship building
•A feedback strategy
•Use of digital or analog tools

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Post your response in any of these formats:

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Post your response in any of these formats:

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•Voice recording
•Typed response
•Video recording
•An image with a written description
•A hand-written response
•A drawing

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In Ms. Davey's Intro to Theater Arts class, students had to present their moral tales in small groups. What I observed during this part of the class was student's being able to share their ideas and imagination with each other, without any judgment or opposing opinions whatsoever, in order to generate a really good moral tale. It was also great to see everyone playing a critical part in their respective groups for their moral tale, really showing a good sense of accountability and dependency that is necessary in order to produce a good product.

What I can apply from Ms. Davey's class is when I assign small group work, which then transitions into a larger group discussion, I can really reiterate the importance of ensuring that all thoughts or opinions when addressing a specific topic we are covering is always welcome, and even important in generating other important opinions, or arguments, that can be added to the large group discussion session. It even also allows other students to learn, and even further educate, each other as well.