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Critical Thinking

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Behaviorism

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Bloom’s Taxonomy

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Piaget

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Thomas consider learning goals when planning questions to ask?

2. What strategies does Ms. Thomas use to scaffold understanding?

3. How does making connections help students apply their learning?

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104

Data Provided By:

Teachers

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Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. How does Ms. Thomas consider learning goals when planning questions to ask?

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Multiple Suicides, One Year, One High School

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Maslow’s Hierarchy of Needs

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Elon Musk's Unconventional Management Style: Former Employees Share Stories

Twitter has been in turmoil since Elon Musk took over. To get a sense of what's going on behind the scenes, The Wall Street Journal spoke with former Tesla and SpaceX employees to better understand how Musk leads companies. Illustration: Ryan Trefes

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ryan cherry danielle fisher mike cherry darrell robinson catherin voutaz chandler voutaz herriman

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Multiple Suicides, One Year, One High School

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Twitter has been in turmoil since Elon Musk took over. To get a sense of what's going on behind the scenes, The Wall Street Journal spoke with former Tesla and SpaceX employees to better understand how Musk leads companies. Illustration: Ryan Trefes

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How to Develop Culturally Responsive Teaching for Distance Learning | KQED

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SELs and Diversity

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Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students' brain power, they will experience learning loss.

When it comes to distance learning, applying culturally responsive teaching requires "remixing" education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge.

"It's going to stretch us a little out of our own comfort zones, but it's worth it in the long run if we can get students to continue to do that thinking," said Hammond.

She advises three strategies to help students gain that independence:

1. Deepen background knowledge

Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have gaps in their background knowledge . "A lot of our students are compliant learners," she said. "They're having a hard time shifting right now [because] they're used to the worksheet, but that doesn't mean they're always processing information."

She advises teachers to help students connect new things they're learning to their brain's existing schema - also known as background knowledge - that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. "You cannot give another person background knowledge," she explained. "They have to acquire it, but as teachers we can help guide the process." This can be done by building upon student interest.

"Survey your students if you don't know what they like," said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn't matter if their interests are broad or narrow; it's important to learn what interests them so that you can use that information to:

Assign non-fiction books that build on student interests.

Create a "Netflix" playlist of documentaries, nature shows, historical events, etc.

Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students' interest.

With each of these activities, it's important to give the students direction so they know what to look out for. "You have to tell the brain what to pay attention to," Hammond explains. She suggested questions like, "What was your biggest surprise from this book/show?" or thinking routine sentences like "I Used to Think ___. But, now I think ____."

She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents.

2. Cultivate cognitive routines

Growing students' brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain.

"Be the personal trainer of their cognitive development," Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you're not in the classroom to reinforce that way of thinking.

One example is to ask students to connect the "unknown to the known" or across concepts by asking questions like, " What's the relationship or connection between these things?" or "How does this part fit into the whole? What are the parts of this whole?" These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual.

She said students should also be encouraged to sketchnote or doodle to actively process what they're learning as an alternative to note-taking. Sketchnoting can encourage people to make deeper connections to what they're hearing.

3. Build word wealth

Building a student's vocabulary is a key tool in equity strategies for schools. "Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness," said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language.

Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they're fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.

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How to Develop Culturally Responsive Teaching for Distance Learning | KQED

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Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning.

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SELs and Diversity

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compiled by Racial Equity Tools

From Racial Equity Tools: "We curate resources that use language and analysis reflecting an understanding of systemic racism, power, and privilege and are accessible online and free to users." This resources page provides conceptual and practice-based content on decolonization from multiple creators and disciplines.
https://www.racialequitytools.org/resources/fundamentals/core-concepts/decolonization-theory-and-practice DECOLONIZATION IS NOT A METAPHOR
by Eve Tuck and K. Wayne Yang
https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf SLAVERY IS NOT A METAPHOR: A CRITICAL COMMENTARY ON EVE TUCK AND K. WAYNE YANG'S "DECOLONIZATION IS NOT A METAPHOR"
by Tapji Garba and Sara-Maria Sorentino
https://doi.org/10.1111/anti.12615 ACCESSING THE INSIDE OF THE TENT: THE OPTICS OF INCLUSIVITY IN MUSIC EDUCATION
by Christopher Mena
https://medium.com/@christopher.r.mena/accessing-the-inside-of-the-tent-the-optics-of-inclusivity-in-music-education-eb140a1f46e7
LIVE WITH CARNEGIE HALL: RHIANNON GIDDENS WITH FRANCESCO TURRISI

Join Rhiannon Giddens and her partner, multi-instrumentalist Francesco Turrisi, as they lead us through the music and history of minstrelsy-the most popular form of entertainment in America during the 1800s. In this episode of Live with Carnegie Hall, they restore minstrelsy to its global context through the journeys of the banjo and the tambourine, and in tracing those journeys show what there is to reproach versus celebrate in the birth of American music.
https://www.youtube.com/watch?v=fW6rjMSVZwM
"BE REAL BLACK FOR ME": IMAGINING BLACK CRIT IN EDUCATION

by Michael J. Dumas and kihana miraya ross

Urban Education 2016 Vol. 51 (4) 415-442
https://journals.sagepub.com/doi/abs/10.1177/0042085916628611?journalCode=uexa
CONTESTING THE CURRICULUM IN THE SCHOOLING OF INDIGENOUS CHILDREN IN AUSTRALIA AND THE USA:

From Eurocentrism to Culturally Powerful Pedagogies

by Anne Hickling-hudson and Roberta Ahlquist

Comparative Education Review Vol. 47, No. 1, pg. 64-89
https://www.jstor.org/stable/10.1086/345837
WOKE PEDAGOGY: A FRAMEWORK FOR TEACHING AND LEARNING

by Altheria Caldera

Diversity, Social Justice, and the Educational Leader Vol. 2, No. 3
https://scholarworks.uttyler.edu/dsjel/vol2/iss3/1/
EDUCATION FOR LIBERATION NETWORK

"EdLib is a national network founded and primarily facilitated by folks of color, that focuses on liberatory education by connecting a spectrum of members through the honest love and work of communities. We are an empowering and welcoming community that both inspires people and helps them learn and grow in ways that support a more just society."
https://www.edliberation.org/
WOKE KINDERGARTEN

"Anti-racist, pro liberation, and pro abolition" page, created by akiea "ki" gross, that provides resources for teachers to share with their young students. You can also find Woke Kindergarten on Facebook.
https://www.wokekindergarten.org/
NATIONAL MUSEUM OF THE AMERICAN INDIAN- NATIVE KNOWLEDGE 360 EDUCATION INITIATIVE

A broad range of resources, workshops, and programs for teaching and learning about Native American cultures for educators and students.
https://americanindian.si.edu/nk360
DECOLONIZING THE MUSIC SURVEY: A MANIFESTO

by David Chavannes and Maria Ryan
http://www.dchavannes.com/read/2018/6/15/rygmnk175vgepbyn29p0zn0imrss9r
"YOU MIGHT BE LEFT WITH SILENCE WHEN YOU'RE DONE":

The White Fear of Taking Racist Songs Out of Music Education

by Martin Urbach
https://medium.com/@martinurbach/you-might-be-left-with-silence-when-youre-done-the-white-fear-of-taking-racist-songs-out-of-89ecdc300ee5
MY PEOPLE TELL STORIES, LLC

Dr. Danielle Brown is the founder and owner of My People Tell Stories, LLC. An author, musician, researcher, and educator, Dr. Brown uses music to teach history and culture.

"My People Tell Stories was started based on the premise that people of color need to tell and interpret their own stories. We provide educational, cultural, and performance-based services that center on the people of the African diaspora with a specific focus on the Caribbean region. We develop, make, and distribute creative works towards the aim of healing mind, body, spirit, and soul."
https://www.mypeopletellstories.com/
HISTORY OF MINSTRELS: FROM "JUMP JIM CROW" TO "THE JAZZ SINGER"

An online exhibit from the University of South Florida on the history of blackface minstrelsy, highlighting the creation and rise of America's first popular music and stereotypes from the art form that persist to this day.
http://exhibits.lib.usf.edu/exhibits/show/minstrelsy/jimcrow-to-jolson/jump-jim-crow/
MUSICAL PASSAGE

From "Musical Passage: " Musical Passage tells the story of an important, but little known record of early African diasporic music."

"Enslaved Africans and their descendants revolutionized global music historical records tell us far too little about their earliest practices. In this site we offer a careful interpretation of a single rare artifact, from Hans Sloane's 1707 Voyage to the Islands of Madera, Barbados, Nieves, S. Christophers and Jamaica. Tucked away in this centuries-old book, are several pieces of music that make it possible to hear echoes of performances long past."

http://www.musicalpassage.org/

#DECOLONISEMUSICED

"Nate Holder BA, MMus is a musician, author, speaker and music education consultant based in London. He is an advocate for decolonising music education and has been writing, speaking and consulting on the subject for the last five years."
Holder's blog shares his decolonizing approaches through many aspects of music: teaching, listening, music making, history.
https://www.nateholdermusic.com/blog
MAE MAI

"Since 2005, the blog Mae Mai examines music and culture through a postcolonial lens. By looking at music ecosystems worldwide the blog decenters Eurocentric and white musics by highlighting the musics of minority and underrepresented groups. It's crucial to understand how cultural ecosystems of marginalized groups have been preserved, and in many cases flourished, through a history of colonialism and racial-supremacy if we are to understand how to dismantle, deconstruct, and decolonize privileged music ecosystems.

Born in Udon Thani, Thailand Jon Silpayamanant is an intercultural multi-instrumentalist, composer, and music educator based in the greater Louisville and Kentuckiana area. As a biracial Thai American with musical families on both sides of the world, he has been navigating musical code switching and bimusicality for much of his life and uses that experience to inform his understanding of how music ecosystems interact, hybridize, and create systems of exclusion."
https://silpayamanant.wordpress.com/
HIP-HOP MUSIC ED

"The place where hip-hop and music education meet. Hip-hop is a collage of a variety of elements from American culture. Hip-Hop Music Ed is asking for more inclusion of more popular forms of American music into the discourse around music education. Culturally relevant and sustaining pedagogies centered on serving music students and educators in the 21st century."
http://www.hiphopmusiced.com/
AMERICAN INDIAN POWWOWS- SMITHSONIAN CENTER FOR FOLKLIFE AND CULTURAL HERITAGE

Online exhibition containing introduction, history, performance, regalia, spirituality, and further context and reading on powwows.
https://folklife.si.edu/online-exhibitions/american-indian-powwows/smithsonian
COLORS OF CLASSICAL MUSIC

Sharing BIPOC western classical music stories & looking towards a more inclusive/representative future.
https://www.facebook.com/colorsofclassicalmusic https://www.instagram.com/colorsofclassicalmusic/?hl=en

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RESEARCH + PHILOSOPHY - Decolonizing the Music Room

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compiled by Racial Equity Tools From Racial Equity Tools: "We curate resources that use language and analysis reflecting an understanding of systemic racism, power, and privilege and are accessible online and free to users." This resources page provides conceptual and practice-based content on decolonization from multiple creators and disciplines.

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Theories of Speech & Language Development

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Communication

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The process of speech and language development in infants and children is complex and interrelated. For normal communication to develop, there must be an integration of anatomy and physiology of the speech systems, neurological development, and interactions that encourage infants and children for communication attempts. Language development includes both receptive and expressive language. (Owens, 2012) There are four theories that explain most of speech and language development: behavioral, nativistic, semantic-cognitive, and social-pragmatic.

Behavioral Theory
The behavioral perspective states that language is a set of verbal behaviors learned through operant conditioning. Operant conditioning is a method of changing behavior so that a desired behavior is reinforced immediately after it occurs.B.F. Skinner is considered to be the father of the modern behavioral theory. This theory can be applied to many aspects of human learning including speech and language. The theory centers around the idea that children are conditioned by their environment and the reinforcement of their communication.

Behaviorists believe that language behaviors are learned by imitation, reinforcement, and copying adult language behaviors. They consider language to be determined not by experimentation or self-discovery, but by selective reinforcements from speech and language models, usually parents or other family members. Behaviorists focus on external forces that shape a child's language and see the child as a reactor to these forces. (Hulit, Howard, & Fahey, 2011)

Imitation and Practice
Two other concepts that are important for understanding the behaviorist ideas of speech and language development are imitation and practice. A young child will try to imitate sounds and words he hears his parents say the best he can. When a child says a word that sounds close to what the parents say, they accept and reinforce it. In other words, they begin shaping the word until the child can eventually say the word as well as the parents do.

An example of selective reinforcement:
A child says "mama" when his mother starts to pick him up. The mother is delighted to hear the child say this and gives the child a hug and kiss. The mother says "Mama, that's right, I'm Mama!" The mothers affectionate response makes it more likely that the child will say "mama" again. The mother's response to the child reinforced the behavior.

The nativistic theory is a biologically-based theory which states that language is innate, physiologically determined, and genetically transmitted. This means that a newborn baby is "pre-wired" for language acquisition and a linguistic mechanism is activated by exposure to language. (Hulit, Howard, & Fahey, 2011). This theory believes that language is universal and unique to only humans and that unless there are severe mental or physical limitations, or severe isolation and deprivation, humans will acquire language. The nativistic theory argues that caregivers do not teach children the understanding of language and do not usually provide feedback about the correctness of their utterances. (Pinker, 1984).

Language Acquisition Device
The main theorist associated with the nativist theory is Noam Chomsky. He came up with the idea of the language acquisition device (LAD). The LAD is a language organ that is hard-wired into our brains at birth. Once a child is exposed to language, the LAD activates. Click the button below to learn more about Chomskey's ideas.

Semantic-Cognitive Theory
The semantic-cognitive theory is a perspective of language development that emphasizes the interrelationship between language learning and cognition; that is, the meanings conveyed by a child's productions. Children demonstrate certain cognitive abilities as a corresponding language behavior emerges. (Bloom & Lahey, 1978). The semantic meaning that a person wants to communicate determines the words and word order (syntactic form) the person uses. For example, children know what they want to communicate (cognition) but do not always use the correct semantics or grammar. Also, children may not know the correct use of a word or understand that a word can have more than one meaning.

Social-Pragmatic Theory
The social-pragmatic theory considers communication as the basic function of language. This perspective is first seen in infant-caregiver interactions in which the caregiver responds to an infant's sounds and gestures.

The prerequisites for the social-pragmatic theory are:
1.) The infant must have a caregiver in close proximity to see, hear, or touch
2.) The caregiver must provide the infant with basic physical needs such as food, warmth, and exploring the environment
3.) The infant must develop an attachment to the caregiver
4.) The infant and caregiver must be able to attend to the same objects or actions simultaneously
5.) The infant and caregiver engage in turn-taking in both verbal and nonverbal behaviors (McLaughlin, 2006).

In ideal parent-child communication, all of the five prerequisites are met in most interactions. The social-pragmatic perspective emphasizes the importance of the communicative partner's role; the partner's interpretation of what is said defines the results of the speech act.

Behavioral Theory
For decades, clinicians have used a behavioral approach to study children's language by observing, describing, and counting specific language behaviors. This basic stimulus-response model first teacher children to imitate a sound and then reinforces the sound production with verbal praise (e.g. "Great job!"). The children's sounds are shaped into increasingly closer approximations of the target sound, and when they finally are able to produce the target sound correctly, the sound is practiced in a variety of word and sound combinations.

When children do not use certain language structures that are appropriate for their age, they most likely have not acquired them naturally and would need to improve in therapy. Helping children learn how to combine words, phrases, and sentences lets them convey messages to others. Instructing children about how to use language appropriately in different social situations and environments allows them to use appropriate pragmatics when communicating.

Semantic-Cognitive Theory
Clinicians use the semantic-cognitive theory by describing children's strategies for gaining new information. For example, the complexity of a sentence, the amount of information in the sentence, and the rate at which the sentence is said may significantly affect the way a child understands a sentence. A child with delayed or disordered language could benefit from a clinician who can adjust one or all of these variables. A clinician may be able to make a sentence simpler with less information for a child to process and slow down the rate of speech so that the child can better understand the message.

Social-Pragmatic Theory
them Caregivers can make language easier in many ways, including playing social games that are stimulating and exciting for infants (e.g. peekaboo), taking turns in activities where the caregivers speaks and expects the infant to respond in a similar way, and reading books with young children. Clinicians can assess and treat a child's language impairments from a social-communicative and contextual perspective. The goal of therapy is to maximize the child's ability to communicate.

Although not necessarily considered a theory of language acquisition, clinicians need to be aware of cultural and diversity perspectives. Regardless of the theory of language development that is followed, children mature and grow within the context of their caregivers, whether they are parents, family members, or other members of the community. These people provide an environment with communication for the maturing child that reflects the range of meanings, values, perceptions, and beliefs of the cultures they are a part of. The United States is considered multicultural, like many other countries. Multicultural refers to a society that is characterized by a diversity of cultures, languages, traditions, religions, and values, as well as socioeconomic classes, sexual orientations, and ability levels where, ideally, individuals are respected and valued for their contributions to the society as a whole. Speech-language pathologists and audiologists need to be able to understand and appreciate the cultural-linguistic diversity of client populations in order to better serve them. (Owens, 2012)

Cultural diversity is not determined by a person's origin or color of skin, but by many other factors including linguistic background, level of education, socioeconomic status, and religious beliefs. Any of these factors could influence speech and language development. Many children in America are come from families who have recently immigrated to America. These families often continue to speak their native language at home and in social environments. This typically causes children to develop the family's native language as their first language. However, many children may be exposed to both their native language and English and will learn to speak English with an accent.

There are approximately 1,000 languages in the world spoken by at least 10,000 people. (Crystal, 2010). Languages have a variety of forms and dialects that can vary in phonology, vocabulary, and grammar. Within a language, no dialect is better than another, however, standard dialect can be associated with higher education levels and is used in education environments. Standard dialects for one language can even vary from country to country. For example, America, England, Australia, New Zealand, and Singapore all use English, but have very different dialects.

ASHA (1998) provided a statement about speech-language pathologists working in school settings who have different dialects than the community. "ASHA maintains that members may not discriminate against people who speak with a nonstandard dialect in educational programs, employment, or service delivery. However, clinicians must have the necessary diagnostic and clinical skills and be able to model required treatment targets. In addition, the clinician may not have limited English proficiency."

Regional Dilect Differences in the U.S.

Click the button below to hear America's dialects in action

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Theories of Speech & Language Development

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The process of speech and language development in infants and children is complex and interrelated. For normal communication to develop, there must be an integration of anatomy and physiology of the speech systems, neurological development, and interactions that encourage infants and children for communication attempts. Language development includes both receptive and expressive language.

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Classroom Management

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This domain has expired. If you owned this domain, contact your domain registration service provider for further assistance. If you need help identifying your provider, visit https://www.tucowsdomains.com/

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k5chalkbox.com is your first and best source for all of the information you're looking for. From general topics to more of what you would expect to find here, k5chalkbox.com has it all. We hope you find what you are searching for!

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Multiple Intelligences: What Does the Research Say?

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Gardner’s Multiple Intelligences

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.