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New Brunswick Public Schools - Strategic Plan Summary

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Adult Learning Center Health Sciences Technology High School Lincoln Elementary School Livingston Elementary School Lord Stirling Community School McKinley Community School New Brunswick High School New Brunswick Middle School Paul Robeson Community School Redshaw Elementary School Roosevelt Elementary School Woodrow Wilson Elementary School Lincoln School Annex

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ISTE 2016 keynote speaker Ruha Benjamin | Incubate a Better World in the Minds & Hearts of Students

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The Surprising Truth About Learning in Schools | Will Richardson | TEDxWestVancouverED

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How childhood trauma affects health across a lifetime

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Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.

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And did you get what
you wanted from this life, even so?
I did.
And what did you want?
To call myself beloved, to feel myself
beloved on the earth.

"Late Fragment" by Raymond Carver From A New Path to the Waterfall, Atlantic Monthly Press, 1989.

* Related: " HOW POEMS WORK: Late Fragment by Raymond Carver " poem analysis and article by AISLINN HUNTER. From that article:

Late Fragment is the final poem in the poet and short story writer Raymond Carver's (1938-1988) last published work, A New Path to the Waterfall, a collection that was written while he was dying of cancer. I value the Carver poem for a number of reasons. Mostly, I admire its simplicity and its poignancy. There is no measure of irony or artifice in it. There is also an underlying sense of celebration - this, in the affirmative "I did" and in the realization that when all is said and done, to call oneself beloved and to feel oneself beloved (a kind of proof) is enough.

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And did you get what you wanted from this life, even so? I did. And what did you want? To call myself beloved, to feel myself beloved on the earth. "Late Fragment" by Raymond Carver From A New Path to the Waterfall, Atlantic Monthly Press, 1989.

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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Donovan Livingston's Harvard Graduate School of Education Student Speech

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Diana Laufenberg: How to learn? From mistakes

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Diana Laufenberg shares three surprising things she has learned about teaching -- including a key insight about learning from mistakes.

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Student voice in the education struggle: Israel Munoz at TEDxWellsStreetED

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Teachers play an important role helping students develop self-confidence and providing strategies to become activists on their own behalf. But students must be viewed as potential leaders, not just test-takers, and teachers can help them fulfill that potential. Graduated student Israel Munoz describes his own path to student leadership and use of his voice in advocating for public education.

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Rethinking Learning - Define Your WHY Through Stories

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To transform a classroom into a learner-centered environment is challenging. It is all about the learner and that student voice and choice is necessary for student agency. Personalized learning is all about the learner, starts with the learner, and means the student owns and drives their learning.

What does Student Voice and Choice mean?

Student's voice is difficult to hear in a traditional classroom where the teacher is doing most of the talking and provides direct instruction. If the teacher is the one who provides the choices in the curriculum, then the teacher is still directing the learning. Student choice means students choose how they learn something and, possibly, what they learn.

Students may participate in projects and take responsibility for specific roles within a project, but, in most cases, the teacher determines the topics, roles, and responsibilities. Project-based learning (PBL) has students collaborate and produce an end product together. However, to make PBL personal, the student needs to have a voice in the design of the project and possibly, the process.

What if you take one topic that you love to teach but you just cannot get your students motivated to learn about it? What if they just don't seem to understand the topic no matter how many times you've taught it? Some get it. Some don't. So what can you do to motivate students so they are engaged in learning and want to explore the topic?

The answer: Student Voice and Choice
Ten Steps to Encourage Student Voice and Choice

1. Introduce the topic and share the standards that are normally met with typical instruction.

2. Determine prior knowledge by using a poll, then having students share what they know in small groups, and then sharing out to the whole group one thing they learned about the topic they didn't know before.

3. Show a video or other type of media presentation about the topic. If you know a personal story that might hook your students, share it.

4. Share how you normally taught that topic and invite them to help you redesign how you teach the topic. Tell them you want them to have a say in redesigning how they learn, what the classroom will look like, and your role as a teacher. Let them know that for this topic, you're going to need their help in coming up with the questions, that they will be able to have a place in the class and online to ask questions, ask for help, give feedback, and maybe help others in the classroom.

5. Brainstorm questions about the topic with the whole group. You can use programs like Google Docs or a mind mapping tool like Inspiration or Mindmeister to encourage collaboration. The more questions, the better. Encourage students to use "how" and "why" questions. If they come up with one big question like "why is there war?", ask them to be more specific and come up with 2 to 5 more questions that take that big question deeper. Be sure to tell them that there are no stupid questions.

6. Ask students to work in pairs or small groups to select a big question about the topic they want to explore. Students can choose a group based on the question they want to investigate.

7. Ask groups to design how they want to answer the question(s) and demonstrate an understanding of the topic and question they chose. Have them choose up to five supporting questions that they will also explore to learn more about their topic.

8. Invite each group to write a proposal on how they plan to demonstrate understanding, what resources they will use, how they will present what they learned, and how they will measure if they are successful. Each group can design a rubric to assess teamwork, research, presentation, and other criteria they determine necessary for success.

9. Ask groups to share their proposals with another group who can give them feedback. Then ask another group for feedback and approval. Your job is as guide and facilitator.

10. Give them enough time and resources to do the work they need to do. Watch the excitement of students immersed in the topic.

Watching students take more responsibility by giving them their own voice so they are able to choose how they learn can be scary for teachers. But if you take a chance and try it, you will be amazed what happens. Just be open to some things not working the way you think they will work. You are giving up some control and letting students have more responsibility for their learning. Just watch and enjoy!

About the author

Barbara Bray is a story weaver capturing stories from inspirational people about insightful journeys to discover their purpose. As a creative learning strategist, speaker, coach, and disruptor, Barbara has been trying to transform teaching and learning for over 30 years. Her journey as a teacher, coach, columnist, database developer, and grant writer led to her becoming the owner/founder of Computer Strategies, LLC with its divisions, My eCoach and Rethinking Learning. From 2013 to 2017, Barbara was the past co-founder of Personalize Learning, LLC, and co-authored Make Learning Personal and How to Personalize Learning. In 2017, Barbara became the host of the Rethinking Learning Podcast where she has conversations with inspirational educators, thought leaders, and influencers! At the same time, Barbara started the #rethink_learning Twitter chat. Through all the stories and her journey, Barbara is the author of "Define Your WHY" which is all about owning your story so you live and learn on purpose.

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10 Steps to Encourage Student Voice and Choice - Rethinking Learning

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Ten steps to motivate your students to want to learn. Encourage students to take responsibility for their learning. Give them voice and choice about what they learn.

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The Whole School, Whole Community, Whole Child Model | Adolescent and School Health | CDC

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The Whole School, Whole Community, Whole Child (WSCC) model is an expansion and update of the Coordinated School Health (CSH) approach. The WSCC incorporates the components of CSH and the tenets of the ASCD's* whole child approach to strengthen a unified and collaborative approach to learning and health.

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Hattie Ranking - Interactive Visualization

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Just click on the legend to show/hide/compare effect sizes from different Visible Learning publications. The chart will be updated automatically.

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The importance of student voice: Donivan Ryan at TEDxRockyViewSchoolsED

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Since 1994, the National School Reform Faculty has created and refined more than 200 protocols and activities to use in Critical Friends Group ® communities, classrooms, meetings, and beyond. Each one is designed to help you arrive at a specific desired outcome, efficiently and effectively. Our oldest, "original" protocols* are available to you as downloadable PDF files through the open-access list provided below. If you know the name of the protocol or activity you wish to use, scroll down the list to find it by its title.

If you have an active regular membership or coaches' membership, you have access to the extended Protocol Libraries which provide updated and refined protocols, activities, and additional resources with focused search options and distinct categories, as well as protocol/activity overviews and definers.

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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.