# data[].attributes.body
Using the usual analytical and theoretical books and articles, various genres, newspaper and magazines articles; however, also using student experiences and observations about their everyday lives. What are some ways you've used "texts" in your classroom?

# data[].attributes.body
Lecturing is often used in many classrooms, what are some other activities that can be used in place of this to encourage a richer classroom discussion environment?

# data[].attributes.headline
Apply Democratic Principles in the Classroom 

# data[].attributes.subject
Apply Democratic Principles in the Classroom 

# data[].attributes.body
How can you make the classroom democratic even though their is a structural inequality between teacher and student?

# data[].attributes.body
How can/do you use groups effectively in the classroom?

# data[].attributes.headline
As much as possible, relate the course work to everyday life, and theory with practice

# data[].attributes.subject
As much as possible, relate the course work to everyday life, and theory with practice

# data[].attributes.body
Ask students to apply the analyses and theories to “real life” by asking them to provide examples from their own experiences and observations. In what ways have students been required to use “real life” experiences in your classroom?

# data[].attributes.body
Asking not just “what” questions but also “why” questions. Questions that will require students to engage intellectually and emotionally; challenge their usual way of thinking. What kinds of questions/ questions starters can/do you ask to get deeper discussions?

# data[].attributes.body
Sometimes I will do flipped learning to prepare students for the lesson that day. For example, create a flipchart with activities, readings, etc. that gets them familiar with a topic instead of using whole group time for it.

# data[].attributes.headline
I often use the internet and class discussions to tie student's frame of reference to the material being taught

# data[].attributes.subject
I often use the internet and class discussions to tie student's frame of reference to the material being taught

# data[].attributes.headline
 One way to access student-centered texts is asking them to bring in songs related to a topic.  Sometimes they make playlists for a certain piece of literature. Every week I ask students to share what they did over the weekend.  From that I let them share something about their family lives, interests and culture.  From this I can help apply some student experiences to the topics in class and try to build community.  Our students also create a video or presentation about themselves  as a graduating senior to be shown during the high school awards ceremony at the end of their 12th grade year.

# data[].attributes.subject
 One way to access student-centered texts is asking them to bring in songs related to a topic.  Sometimes they make playlists for a certain piece of literature. Every week I ask students to share what they did over the weekend.  From that I let them share something about their family lives, interests and culture.  From this I can help apply some student experiences to the topics in class and try to build community.  Our students also create a video or presentation about themselves  as a graduating senior to be shown during the high school awards ceremony at the end of their 12th grade year.

# data[].attributes.body
creating a poster

# data[].attributes.body
Group projects, discussion prompts, "think, pair, square" (think of an answer, share with a partner, pairs share with each other)

# data[].attributes.headline
Some times starting questioning with "Does" or "Is" instead of "How". Using how can assume certain things and can limit students answers. For example "How is giving back to others important?" can assume that everyone thinks its important to give back to others (it is, but anyways), "Is important to give back others?" can spark conversations as to why as well as provides students the opportunity to argue and support their thought. 

# data[].attributes.subject
Some times starting questioning with "Does" or "Is" instead of "How". Using how can assume certain things and can limit students answers. For example "How is giving back to others important?" can assume that everyone thinks its important to give back to others (it is, but anyways), "Is important to give back others?" can spark conversations as to why as well as provides students the opportunity to argue and support their thought. 

# data[].attributes.body
I like to put books in my classroom library that represent my students. Books with African-Americans as the main character are often picked by my students...they want to read about someone who looks like them. I also use books that show girls doing things that are not the social norm -- getting dirty, liking science, etc.

# data[].attributes.body
Fields Trips are definitely one way we make learning more of an experience for students. Also, sometimes asking students to share an experience that may be similar or different to what a character experienced so they can create the relationships in their learning.

# data[].attributes.headline
I encourage students to write about their own experiences and relate it to something we're reading.

# data[].attributes.subject
I encourage students to write about their own experiences and relate it to something we're reading.

# data[].attributes.headline
Students analyze new works of art and write about what they thing the artist's intent or message was behind it. Why is it important to us today? 

# data[].attributes.subject
Students analyze new works of art and write about what they thing the artist's intent or message was behind it. Why is it important to us today? 

# data[].attributes.headline
motivation - why did the character do that

# data[].attributes.subject
motivation - why did the character do that

# data[].attributes.body
would you have done something different...
what if the character had been a boy instead of a girl

# data[].attributes.body
Creating class rules together at the beginning of the year, allowing some choice in activities/content when time and curriculum allow

# data[].attributes.headline
In Social Studies, we learn about forms of government, including direct and representative democracy. I let students have a say as often as possible, but sometimes I tell them I  have to be the monarch. 

# data[].attributes.subject
In Social Studies, we learn about forms of government, including direct and representative democracy. I let students have a say as often as possible, but sometimes I tell them I  have to be the monarch. 

# data[].attributes.headline
Relating topics discussed in whole group reading to things they have experienced.

# data[].attributes.subject
Relating topics discussed in whole group reading to things they have experienced.

# data[].attributes.headline
Students work collaboratively in groups to create individual quilt squares that must join together in design or theme.

# data[].attributes.subject
Students work collaboratively in groups to create individual quilt squares that must join together in design or theme.

# data[].attributes.body
Looking at what a character did or a problem and asking a student what THEY would do if they were in their shoes or what do they think about what they read. or creating alternate endings/extended endings to a story

# data[].attributes.headline
Using specific facilitator protocols to aid learning and discussion. 

# data[].attributes.subject
Using specific facilitator protocols to aid learning and discussion. 

# data[].attributes.body
https://www.engageny.org/sites/default/files/resource/attachments/appendix_protocols_and_resources.pdf

# data[].attributes.headline
Assigning specific roles to kids so they know what is required of them. 

# data[].attributes.subject
Assigning specific roles to kids so they know what is required of them. 

# data[].attributes.body
Model appropriate conversations. "I like what you said", "I would like to add to your point"...

# data[].attributes.body
I ask students to tell me 2-3 things they observe about something (sometimes a work of art or multimedia presentation) and then ask them to make inferences or analyze something about it.
What do you see?  What does it mean?

# data[].attributes.body
I let students pick their independent reading options and then sometimes let them choose from different curriculum options for whole-group texts.