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You want me to do what? Critical Literacy, Student Voice & High Tech Talk

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Cellular Respiration audio report by emergent bilinguals

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Cellular Respiration audio report by emergent bilinguals

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70+ Podcasts created by Alison Dover's students

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70+ Podcasts created by Alison Dover's students

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The projects on this page demonstrate the pedagogical potential of podcasting as a means of promoting critical literacy while addressing important and authentic disciplinary concepts. Collectively, these projects highlight ways teachers can use podcasting and digital medial analysis to create--and invite their students to co-create--personally, culturally, and contextually relevant learning experiences.

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Meiosis StopMotion by emergent bilinguals

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Meiosis StopMotion by emergent bilinguals

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Using Book Creator in Elementary Classrooms

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Using Book Creator in Elementary Classrooms

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Our latest free ebook focuses on the use of Book Creator in the early years.

We're on a roll now with our series of educational ebooks, and we have a feeling this might be the most popular one yet. This time we've teamed up with a vastly experienced and dedicated teacher from Canada.

Karen Lirenman is an award-winning K-3 combined classroom educator, an ADE and Google Certified Educator (as well as a Book Creator Ambasssador!). She's also the co-author of the excellent teacher resource 'Innovate with iPad'. We're delighted that Karen agreed to write our guide to teaching with Book Creator in the elementary classroom.

This guide is jam-packed with ideas that will spark off your own and your students' creativity. Karen draws from her vast experience and illustrates all of her ideas with real-life classroom examples from her students.

Whether you're new to Book Creator, or have been teaching with iPads and Chromebooks for a while, there will definitely be something in here for you.

Read the book online

This book was made in Book Creator and can be read online using our online reading mode. Enjoy!

Or, if you'd prefer to download and read this book offline, it's also available on the iBooks Store.

Want more?

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Dan Kemp is Red Jumper's Community Manager. He spends his time spreading the word about Book Creator and supporting people who use it.

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Using Book Creator in the Elementary Classroom - Book Creator app

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Our latest free ebook focuses on the use of Book Creator in the early years. We're on a roll now with our series of educational ebooks, and we have a feeling this might be the most popular one yet. This time we've teamed up with a vastly experienced and dedicated teacher from Canada.

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Preparing Students for Civic Inquiry (High School)

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Preparing Students for Civic Inquiry (High School)

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ELA.SL.9-10.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

9-10: 9th & 10th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-\x80\x9310
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.9-10.1c

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-12

9-10: 9th & 10th Grades

1c:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RH.9-10.3

Common core State Standards

ELA: English Language Arts

RH: Reading Standards for Literacy in History/Social Studies 6-12

9-10: 9th & 10th Grades

3:
Analyze in detail a series of events described in
a text; determine whether earlier events caused
later ones or simply preceded them.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What are the benefits of having students choose their own research topics?

2. How does the tree diagram help students think about root causes and effects of the contemporary problems they're researching?

3. How do civic engagement lessons prepare students for their futures?

School Details

Oakland Technical High School
4351 Broadway
Oakland CA 94611

Data Provided By:

Teachers

English Language Arts Social Studies / 9 / Teacher

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High school students in Matt Colley's social studies class work in small groups to synthesize research they've done on a contemporary issue, and begin to make a plan about how and where they can make change. Class begins with students working individually on a tree diagram to process their research.

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Transform your classroom, school, community and city through student-generated Grassroots Community Tours. Students select local sites of historic and current significance, and with support from CGCT and the Goodman Theater, they create a powerful community story! Download the program guides and learn more!

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Scholastic Lesson Plan Grades 3-12

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Making a Difference Through Civic Action | Scholastic

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In these lessons, students develop an understanding of the policymaking process and learn how to make a difference in their community through active citizenship.

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Many educators, education programs, and standards imagine that only the most mature high school students, maybe in their senior year, can handle projects in which they take responsibility to choose community issues, study them, and take action to address them. But here is second grade teacher Danielle Zarnick explaining how her students do just that. Imagine what those young people will be able to do by the time they seniors. So what are you waiting for?!
_____________________________

This work was completed while I taught second grade in the State College Area School District, located in central Pennsylvania, where my love of inquiry grew. I currently teach fourth grade at K. D. Markley Elementary School in Malvern, PA, 25 miles west of Philadelphia.

In my classroom we emphasize inquiry as a mindset and a process for students to engage in it, based on the cycle discussed in Inquiring Into the Common Core by Dana, Burns, and Wolkenhauer (Corwin, 2013). Students are given the platform to investigate their curiosities and take action on their findings by sharing with others in various ways.

We started the year off introducing the inquiry cycle and completing a whole class inquiry. Once familiar with the cycle, students worked at their own pace to complete two to three inquiry cycles throughout the school year. Starting in January, students explored 18 separate individual inquiry questions, motivated by their own curiosities. Results were shared at an Inquiry Conference in the spring, attended by parents, students, district administration, local University faculty and doctoral students, school board members and community members. Here are a few examples of students' inquiry questions, actions they took, and ways they shared their findings with others.

Student 1 Question: How can I help students in our classroom be kind? This was derived because we had girls in our classroom struggling with peer relationships.

Action: Student taught mini-lessons on friendship to students in our classroom focusing around mentor text read-alouds. They also started a 'Sunshine Jar' where students wrote compliments about each other that were read at the end of each week.

Student 2 Question: Why can't all girls go to school? Derived from a student's own experiences being born in a country where girls aren't allowed to be educated.

Action: Student gave a presentation to classrooms about the importance of equality in education, and invited Inquiry Conference attendees to pledge to sign a petition online developed by Malala that encourages equality.

Student 3 Question: How can I encourage others to use green energy? Derived from the student's own interest in the science behind green energy.

Action: Student wrote a letter to the school board with tips encouraging more energy efficiency, and informing them of the benefits of making our schools green schools.

Student 4 Question: How can I encourage others to make healthy choices when eating? Derived from the student's own self-reported struggle with healthy eating and concern for members in her family who have diabetes.

Action: Student researched healthy food options and then made snacks for our classroom that were 'kid friendly', healthy, and followed a theme from a book or poem she read aloud.

Student 5 Question: How can I help children who are in hospitals be happy? Derived from the student's cousin who had childhood cancer and spent long hours in the hospital.

Action: Student collected school-wide donations to make Jared Boxes  - activity-filled boxes for children in the ER or experiencing a longer hospital stay. They are filled with activities, stuffed animals, games, etc. The student then contacted the Jared Box Project for her to deliver the boxes.

As you begin your new school year, and you're wondering how or why you might want to implement this in your classroom, I leave you with this quote from a second grader when asked about continuing inquiry:

"Stop inquiry? I mean it has been hard for everybody but we still liked it because we chose things we care about so we wanted to do it. It's good because you find out about yourself while helping others."

Do not doubt that second graders can do this!

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Civic Action in 2nd Grade? No Problem! - Civic Action in Schools - Medium

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Many educators, education programs, and standards imagine that only the most mature high school students, maybe in their senior year, can handle projects in which they take responsibility to choose community issues, study them, and take action to address them. But here is second grade teacher Danielle Zarnick explaining how her students do just that.

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Ideas for Student Civic Action in a Time of Social Uncertainty

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Ideas for Student Civic Action in a Time of Social Uncertainty

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Guest Post | Ideas for Student Civic Action in a Time of Social Uncertainty (Published 2017)

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A five-step process for giving students agency in taking on issues they care about.

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CNET How To - Edit your podcast using Audacity

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StopMotion Tutorial: Introduction (Ed Tech Coaches)

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StopMotion Tutorial: Introduction (Ed Tech Coaches)

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StopMotion Tutorial: Movement (Ed Tech Coaches)

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StopMotion Tutorial: Movement (Ed Tech Coaches)

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StopMotion Tutorial: Combining Videos (Ed Tech Coach)

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StopMotion Tutorial: Combining Videos (Ed Tech Coach)

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Stop Motion Tutorial: Stitching Together Projects

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StopMotion Tutorial: Zoom (Ed Tech Coaches)

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StopMotion Tutorial: Zoom (Ed Tech Coaches)

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This is an example from a school in New Zealand and it provides a great example of students using IPADS to meet their academic needs

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Assistive Technologies, sometimes referred to as "specialised equipment" or "assistive equipment", help students with disabilities do things they cannot otherwise do, or do things better. Assistive technologies can include technology devices such as computer hardware and software, as well as hearing, vision, and mobility devices and equipment, and specialised furniture.

Consider how standard devices can support all students, including those with special education needs. For example, rather than having one student with special learning needs using an iPad with specific applications on it to support their learning, consider how all students can access and use iPads as part of the learning programme to support learning and collaboration.

Daniel, a student with ADHD, and his teacher, Kate Friedwald, explain how he uses apps on his iPad to support his reading and comprehension. He can now structure his own learning because he can see and hear what it is he needs to be doing.

In this video, Lynne Silcock discusses how UDL principles and technologies together can support success for all.

"For most people, technology makes things easier, but for a person with a disability it makes things possible. What we want to do in a classroom is not to assess students for what their disability is, but assess their abilities and talents."

For more information and school stories on Assisitive Technologies "

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Assistive Technologies, sometimes referred to as "specialised equipment" or "assistive equipment", help students with disabilities do things they cannot otherwise do, or do things better. Assistive technologies can include technology devices such as computer hardware and software, as well as hearing, vision, and mobility devices and equipment, and specialised furniture.

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Great quick examples of UDL in classrooms

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

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5 Examples of Universal Design for Learning in the Classroom

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

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This article provides an example of one school's school-wide effort to use UDL approaches to support student achievement on statewide tests

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What Does the Law Say, is an interesting piece done by TEC that provides legal answers regarding services for students under IDEA. This edition provides some insight on language in IDEA on UDL

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CAST: Top 10 UDL Tips to Engage Learners

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CAST: Top 10 UDL Tips to Engage Learners

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The page you’re seeking may have been moved or may no longer exist. Try going to our home page, using our website navigation, or by using our search at the top of the page to find what you’re looking for.

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Interesting blog post on UDL that supports taking a "one step at a time" approach to UDL implementation

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Special Needs

6 Ways to Engage Every Learner Using UDL

Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun.

In any given classroom, there are invariably learners who simply don't connect with what's being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish. Even a video can pose limitations for learners with sight or hearing difficulties. When these are the only options available, some learners are bound to fall behind without requesting special support, while others will surge ahead. Differentiation is one way to bridge this gap, and another is adapting the curriculum to suit all learners, instead of adjusting it to support the needs of each one.

That latter approach, called Universal Design for Learning (UDL), operates under a handful of broad principles that mainly concern themselves with the what, how and why of learning. According to the National Center on Universal Design for Learning, the principles and the guidelines scaffolded under them suggest providing a greater variety of options for how learners are taught information, how they express that they've grasped material and how they're continuously engaged and motivated to learn more. While UDL has been around for decades, recently it's been gaining traction with educators, schools, districts and entire states, like Maryland.

UDL principles and guidelines are not step-by-step instructions. Instead, they serve as more of a framework or philosophy that can guide educators in developing and executing the goal of making learning more accessible for all students, whether they have learning or physical disabilities or simply like to learn things visually. To offer educators some practical first steps, we asked universal design pros and innovative districts to share the ways that every classroom can incorporate UDL into its lessons.
Start Small
The transition to UDL should be gradual. Luis Perez, an accessibility advocate and author of the UDL-inspired book Mobile Learning for All, said, "You're not going to apply every single [guideline] to every single lesson. It depends on which ones are relevant to your learning goals."

Perez suggested, "Start with a single lesson or activity and then build success from that, and then start to look at other parts of your curriculum." He also suggested taking a look at the UDL guidelines from the 30,000-foot-view before exploring specific checkpoints. "For each of those checkpoints, you can drill down not only into the research, but there are examples and links to tools for how you can apply them."

Perez also recommends starting with the free online book Universal Design for Learning: Theory and Practice, which is available from CAST, the organization that maintains the UDL principles. "As you read the book, you're going to feel out the UDL principles and model," he said. "For example, there's a glossary, there's lots of hyperlinks so that if you want to pursue a different topic you can go off on a different hyperlink in that direction. You can highlight, you can turn on text-to-speech. It gives you an idea of what UDL looks like in terms of instructional materials."
Engage Everybody
Redefining a lesson for UDL doesn't require the latest iPad app or tools designed with accessibility in mind. Instead, educators have brainstormed ways to incorporate music, video, clay modeling, trips outdoors or tossing a ball around class alongside the apps and software they might typically use. The intention is to stimulate every type of learner, regardless of the individual support they might require.

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6 Ways to Engage Every Learner Using UDL -- THE Journal

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Special Needs Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun. In any given classroom, there are invariably learners who simply don't connect with what's being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish.

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This article discusses the strengths and weaknesses of CSP and UDL and the need to integrate the two for social justice

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Focus Article_Cross Pollinating CRP and UDL_2016