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Developing as a Professional Educator Paper

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Developing as a Professional Educator Paper

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5 Minute Timer Video Resource to Use in the Classroom 

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5 Minute Timer Video Resource to Use in the Classroom 

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Teachers Interview on the Interviewing Process (What they wish they knew and their overall experience) 

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Teachers Interview on the Interviewing Process (What they wish they knew and their overall experience) 

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Moneybrake, Note Taking Week 13 Interview Process.docx

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Character Research Essay- Field Experience 2

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Character Research Essay- Field Experience 2

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Moneybrake, Character Research Essay Field Experience II.docx

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Paper on Ways I Can Enact Professional Roles and Responsibilities as a Mandated Reporter

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Paper on Ways I Can Enact Professional Roles and Responsibilities as a Mandated Reporter

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Moneybrake, Attendance and Performance Week 12.docx

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Resource on How to Properly Identify Child Abuse and Where You Can Report It 

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Resource on How to Properly Identify Child Abuse and Where You Can Report It 

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These guidelines are issued by the California Department of Education (CDE), in conjunction with the California Department of Social Services, to help all persons, particularly those persons who work in our children's schools, to be able to identify signs of suspected cases of child abuse and/or child neglect and to have the tools to know how to make a report to the proper authorities. These guidelines are issued in conjunction with an extensive training module, specifically aimed at training school employees and educators on their obligations as mandated reporters of child abuse, which can be located online at California Child Abuse Mandated Reporter Training .

Identification of Child Abuse and Neglect

Child abuse is more than bruises or broken bones. While physical abuse often leaves visible scars, not all child abuse is as obvious, but can do just as much harm. It is important that individuals working with and around children be able to know what constitutes child abuse or child neglect and know how to identify potential signs.

Child Abuse and/or Child Neglect Can Be Any of the Following:

A physical injury inflicted on a child by another person other than by accidental means.

The sexual abuse, assault, or exploitation of a child.

The negligent treatment or maltreatment of a child by a person responsible for the child's welfare under circumstances indicating harm or threatened harm to the child's health or welfare. This is whether the harm or threatened harm is from acts or omissions on the part of the responsible person.

The willful harming or endangerment of the person or health of a child, any cruel or inhumane corporal punishment or any injury resulting in a traumatic condition.

One does not have to be physically present or witness the abuse to identify suspected cases of abuse, or even have definite proof that a child may be subject to child abuse or neglect. Rather, the law requires that a person have a "reasonable suspicion" that a child has been the subject of child abuse or neglect. Under the law, this means that it is reasonable for a person to entertain a suspicion of child abuse or neglect, based upon facts that could cause a reasonable person, in a like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect.

Red flags for abuse and neglect are often identified by observing a child's behavior at school, recognizing physical signs, and observations of dynamics during routine interactions with certain adults. While the following signs are not proof that a child is the subject of abuse or neglect, they should prompt one to look further.

Warning Signs of Emotional Abuse in Children

Excessively withdrawn, fearful, or anxious about doing something wrong.

Shows extremes in behavior (extremely compliant or extremely demanding; extremely passive or extremely aggressive).

Doesn't seem to be attached to the parent or caregiver.

Acts either inappropriately adult-like (taking care of other children) or inappropriately infantile (rocking, thumb-sucking, throwing tantrums).

Warning Signs of Physical Abuse in Children

Frequent injuries or unexplained bruises, welts, or cuts.

Is always watchful and "on alert" as if waiting for something bad to happen.

Injuries appear to have a pattern such as marks from a hand or belt.

Shies away from touch, flinches at sudden movements, or seems afraid to go home.

Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

Warning Signs of Neglect in Children

Clothes are ill-fitting, filthy, or inappropriate for the weather.

Hygiene is consistently bad (unbathed, matted and unwashed hair, noticeable body odor).

Untreated illnesses and physical injuries.

Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments.

Is frequently late or missing from school.

Warning Signs of Sexual Abuse in Children

Trouble walking or sitting.

Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive behavior.

Makes strong efforts to avoid a specific person, without an obvious reason.

Doesn't want to change clothes in front of others or participate in physical activities.

A sexually transmitted disease (STD) or pregnancy, especially under the age of fourteen.

Runs away from home.

Reporting Child Abuse or Neglect

Community members have an important role in protecting children from abuse and neglect. While not mandated by law to do so, if child abuse or neglect is suspected, a report should be filed with qualified and experienced agencies that will investigate the situation. Examples of these agencies are listed below. Parents and guardians of pupils have the right to file a complaint against anyone they suspect has engaged in abuse or neglect of a child. Community members do not need to provide their name when making a report of child abuse or neglect. Telephone numbers for each county's emergency response for child abuse reporting are located at California Emergency Response Child Abuse Reporting Telephone Numbers (PDF).

School volunteers, while not mandated reporters, should also be encouraged to report any suspected cases of abuse and neglect. Additionally, school volunteers are highly encouraged by the law to have training in the identification and reporting of child abuse and neglect. The training offered online to mandated reporters, is equally available to school volunteers.

Obligations of Mandated Reporters

A list of persons whose profession qualifies them as "mandated reporters" of child abuse or neglect is found in California Penal Code Section 11165.7. The list is extensive and continues to grow. It includes all school/district employees, administrators, and athletic coaches. All persons hired into positions included on the list of mandated reporters are required, upon employment, to be provided with a statement, informing them that they are a mandated reporter and their obligations to report suspected cases of abuse and neglect pursuant to California Penal Code Section 11166.5.

All persons who are mandated reporters are required, by law, to report all known or suspected cases of child abuse or neglect. It is not the job of the mandated reporter to determine whether the allegations are valid. If child abuse or neglect is reasonably suspected or if a pupil shares information with a mandated reporter leading him/her to believe abuse or neglect has taken place, the report must be made. No supervisor or administrator can impede or inhibit a report or subject the reporting person to any sanction.

To make a report, an employee must contact an appropriate local law enforcement or county child welfare agency, listed below. This legal obligation is not satisfied by making a report of the incident to a supervisor or to the school. An appropriate law enforcement agency may be one of the following:

A Police or Sheriff's Department (not including a school district police department or school security department).

A County Probation Department, if designated by the county to receive child abuse reports.

A County Welfare Department/County Child Protective Services.

The report should be made immediately over the telephone and should be followed up in writing. The law enforcement agency has special forms for this purpose that they will ask you to complete. If a report cannot be made immediately over the telephone, then an initial report may be made via e-mail or fax. A report may also be filed at the same time with your school district or county office of education (COE). School districts and COEs, however, do not investigate child abuse allegations, nor do they attempt to contact the person suspected of child abuse or neglect.

School districts and COEs may have additional policies adopted at the local level relating to the duties of mandated reporters. School staff should consult with their district to determine if there are additional steps that must be taken.

These policies do not take the place of reporting to an appropriate local law enforcement or county child welfare agency.

New Required Training for School Employees

Effective January 1, 2015, Assembly Bill 1432 (D-Gatto) requires all local educational agencies (LEAs) to train all employees each year on what they need to know in order to identify and report suspected cases of child abuse and neglect. "All employees" includes anybody working on the LEA's behalf, such as teachers, teacher's aides, classified employees, and any other employees whose duties bring them into direct contact and supervision of students. LEAs must also develop a process to provide proof that employees received training. An online training module has been developed specially for educators and is located at California Child Abuse Mandated Reporter Training . Alternative training methods may be used but, if an LEA uses training other than the online training module, the LEA must report that fact to the CDE and inform the CDE of the training that was used. A form for this purpose is available at Reporting Form for LEAs Who Use Alternative Training For Mandatory Reporting (PDF).

Rights to Confidentiality and Immunity

Mandated reporters are required to give their names when making a report. However, the reporter's identity is kept confidential. Reports of suspected child abuse are also confidential. Mandated reporters have immunity from state criminal or civil liability for reporting as required. This is true even if the mandated reporter acquired the knowledge, or suspicion of the abuse or neglect, outside his/her professional capacity or scope of employment.

Consequences of Failing to Report

A person who fails to make a required report is guilty of a misdemeanor punishable by up to six months in jail and/or up to a $1,000 fine (California Penal Code Section 11166[c]).

After the Report is Made

The local law enforcement agency is required to investigate all reports. Cases may also be investigated by Child Welfare Services when allegations involve abuse or neglect within families.

Child Protective Services

The Child Protective Services (CPS) is the major organization to intervene in child abuse and neglect cases in California. Existing law provides for services to abused and neglected children and their families. More information can be found at Child Protective Services.

Questions: School Health and Safety Office | 916-319-0914

Last Reviewed: Monday, September 13, 2021

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Child Abuse Identification & Reporting Guidelines

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Information for school personnel and those who work in our children's schools to be able to identify signs of suspected cases of child abuse and/or child neglect and to have the tools to know how to make a report to the proper authorities.

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Informative Video on Teachers Being Mandated Reports in California 

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Informative Video on Teachers Being Mandated Reports in California 

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Mandated Reporting of Child Abuse and Neglect

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Ways to Create a Positive Learning Environment in the Classroom 

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Ways to Create a Positive Learning Environment in the Classroom 

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Resources >> Browse Articles >> Class Management

Elissa Miller

Hustle & Flow: Classroom Style

The words hustle and flow describe one basic word to me: activity.

I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm writing, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.

The following are some ways to keep the hustle and flow going in your classroom and to help create a positive learning environment.

1. Address students by name. Our names are our identity and we should use them as much as possible. Learn your students names, and the correct pronunciation immediately!

2. Use "please" and "thank you". We take these words for granted but we need to keep in mind how important giving respect is in order to earn respect. Put these words to daily use on tests, homework, worksheets, presentations, etc. Saying "thank you" for an answer shows you hear them and appreciate them, even if the answer is wrong.

3. Listen. Students crave our attention and focus. We should be extremely careful that in listening we are NOT physically turning away, sighing, frowning, rolling our eyes, talking to someone else, or looking away. We show people they matter by our body language, whether we mean it or not. Body language can create a division in the classroom.

4. Don't allow bullying/teasing/put downs. Students need to know that they are entering a safe environment. They need to be comfortable and know they fit in before they can learn and take risks in their learning. This needs to be implemented from the very beginning. No bullying from students or from teachers! We are responsible for what we allow in the classroom. For every put down, require two put ups (that person now has to say two nice things.) The put ups don't mean anything; what matters is your consistency in protecting life and creating a level playing field for everyone.

5. Make Eye Contact. Making quick eye contact is important in creating a culture of trust. Students matter. They aren't lifeless objects just sitting in our room (although they may look like it) and we should we treat them as the valuable people they are. Recognize them.

Continue reading tips 6-10 on the next page.

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10 ways create positive learning experiences class management benefits articles

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10 Ways to Create Positive Learning Experiences

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Hustle & Flow: Classroom Style The words hustle and flow describe one basic word to me: activity. I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm writing, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.

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Ways to Enchance Student Self-Assessment in the Classroom 

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Ways to Enchance Student Self-Assessment in the Classroom 

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Reflection activities

Teachers often use proformae to encourage students to reflect on their learning experience. While these are convenient and provide a record of student thinking, they can become an activity devoid of any real thinking. Oral reflection, whether as a whole class or group within the class, might sometimes be more useful. Alternatively, teachers could devote some time to questioning students about what they have recorded on their proformae and asking them for explanations.

View Sample reflective questions and prompts (doc,30kb) for younger students and Designing reflective prompts (doc,33kb) for older students.

Student-led and three-way conferences

Student-led conferences in which students present their learning to their teacher and parents are an opportunity for students to formally reflect on the learning that has taken place over a period of time. This reflection occurs as students prepare for the conference, as well as during the conference itself when they show and explain to their parents what they have learned.

Usually the evidence they produce is in the form of a portfolio, which students have prepared according to provided guidelines.

The student, with teacher guidance, is the one who selects the work.

The teacher makes sure the students understand the purpose of the portfolio - that is, that:

it represents some but not all the work they have done in class over a period of time

it demonstrates both strengths and weaknesses

it will be used to help them reflect on what they have learned and what they still need to learn

it will help them to state clear goals for future learning, based on the areas where they need to make more progress.

The dvd Peer feedback and student self-assessment contains further material on student-led conferences, including sample conferences with students from Prep and Grade Six, as well as comment on the process from teachers.

Use of rubrics

Rubrics are a valuable tool for self-assessment. Because rubrics not only list the success criteria but also provide descriptions of levels of performance, students are able to use them to monitor and evaluate their progress during an assessment task or activity.

Teachers make certain that students have copies of the rubric prior to commencing the assessment activity and understand the terminology used in the rubric. If necessary, they provide students with models or exemplars to illustrate relevant aspects of the activity.

As they work to complete the activity, students monitor their work to ensure that it demonstrates the required skills, knowledge or understanding. They reflect on their progress and evaluate what they need to do if they wish to improve their performance.

Further information on rubrics is available in the Professional Learning module Success criteria and rubrics.

Use of graphic organisers

A graphic organiser organises facts, concepts, ideas or terms in a visual or diagrammatic way so that the relationship between the individual items is made clearer.

The value of graphic organisers in terms of student self-assessment lies in their ability to assist thinking and make it visible for both the student and the teacher. For example, empty spaces in graphic organisers reveal gaps in the student's knowledge or thinking. They indicate immediately what still needs to be discovered or learned. If graphic organisers are used in preparation for a written response, they can show where more information or further argument is necessary, and when students are asked to explain their use of the graphic organiser there is an opportunity for metacognitive development because they must explain their thought processes. ('Why did you put that piece of information here?')

If students are taught how to use graphic organisers, they can learn to select those which are compatible with their learning styles. Some learners, for instance, will gravitate towards organisers which use words to elucidate links, such as tables of various kinds; others will be happier with symbols such as arrows and boxes of various meaningful shapes.

Useful websites with examples of graphic organisers include the following:

Setting learning targets

The setting of learning targets, or goal-setting, is an intrinsic part of the iterative nature of self-assessment. Student self-assessment begins with setting learning targets, proceeds through the production of work that aims to achieve those targets, to the assessment of the work to see if it does in fact meet the targets and then, finally, to the setting of new targets or revising ones that were not achieved.

Diagrammatically, the process looks like this:

Ideally, students will increasingly assume responsibility for the setting of their learning targets and also for the monitoring or tracking of those targets. In practice, of course, students' ability to do this will vary, and teacher assistance will be more important to some students than others. The provision of suitable 'tracking' sheets is an obvious way for teachers to assist all students.

As with other aspects of instruction, the use of modelling and explicit teaching is of relevance here. Teachers commonly use the SMART acronym as a way of guiding students in the design of a learning target. In this acronym:

S = Specific
M = Measurable
A = Achievable or Attainable
R = Relevant
T = Time-bound

The SMART method of setting learning targets:

The learning target must be specific rather than general: 'I will include a topic sentence in each paragraph' rather than 'I will improve my paragraphing.'
Measurable
It must be possible to know whether the learning target has been accomplished, so there needs to be some way of measuring this. 'I will learn my 7 times table', for instance, could be measured by 'Being able to recite to my teacher/parent/peer the table X times without making mistakes.'
Achievable
The achievement of the learning target must be something the student is capable of attaining. Where the prospect of achievement seems daunting, the learning target can be broken down into a series of steps so that the student has the prospect of experiencing success. For example, instead of a learning target that states 'I will use correct spelling', it is better to concentrate on the use of individual spelling strategies so that, over time, the student builds up a repertoire of strategies designed to achieve the aim of improving his or her ability to spell correctly.

The setting of unachievable learning targets will inevitably lead to lack of motivation and low self-esteem.

The learning target needs to be significant and relevant to the student's present learning. If students are left to set learning targets without any guidance, at least initially there is a danger that such targets will be less relevant than if they are set in the context of understanding 'What I know or can do now/ what I still need to know or be able to do/ how I can go about making that improvement'.

Students should specify when they aim to achieve the target. Time-bound learning targets are easier to evaluate and track than those which have no particular time period attached to their achievement.

Time management

Students' ability to manage and organise their own time in order to complete set tasks is a crucial aspect of self-assessment. Schools recognise this when they institute a variety of structures to support students developing independence in this area; the student diary is one example.

In the case of extended projects, middle-year students can be assisted to manage their time if teachers 'chunk' the work into discrete sub-tasks. For instance, students who are researching information prior to making a class or group presentation can be advised that the task comprises the following sub-tasks, each of which will have a certain period of time allotted to it.

Decide on research topic

Draw up list of possible resources

Assign group roles

Conduct research

Develop presentation

Rehearse presentation

Make presentation

This information can be supported visually by a Gantt chart (doc,37kb) which can be displayed in the classroom and used by both teacher and students to monitor progress.

For older students who have experience of Gantt charts, the production of such a chart and its submission to the teacher for feedback could be made a mandatory first step when they are beginning an extended task.

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Strategies to enhance student self-assessment

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Teachers often use proformae to encourage students to reflect on their learning experience. While these are convenient and provide a record of student thinking, they can become an activity devoid of any real thinking. Oral reflection, whether as a whole class or group within the class, might sometimes be more useful.

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Strategies on how to be responsive and sensitive to the cultural differences (of  students) in your classroom 

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Strategies on how to be responsive and sensitive to the cultural differences (of  students) in your classroom 

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All Posts

No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds.

Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

To augment their understanding and responsiveness, this involves:

Empowering students to share thoughts

Integrating diverse work and study practices

Understanding student learning needs and styles

Emulating culturally-significant instruction styles, such as oral storytelling

To help you plan and deliver lessons that resonate with a diverse classroom, we'll explain what culturally responsive teaching is and how it is implemented.

We also put together 15 culturally-responsive teaching strategies and examples that will resonate with diverse students and foster an inclusive classroom environment.

These strategies are available as a downloadable list below for quick reference so you can reference them during classroom instruction.

Let's start with some simple explanation of what culturally responsive teaching actually means.

What is culturally responsive teaching?

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students' cultures, languages and experiences - and relates them to classroom learning.

Culturally responsive teachers are actively aware of the various cultural backgrounds present in their classrooms, and act as a facilitator of lessons that can resonate with each.

It is not an easy task - creating this learning environment requires not only a high level of cultural competence, but also an intentional effort to learn about students' backgrounds and cultures.

It can be majorly beneficial to closing achievement gaps between students of different backgrounds and addressing inequities in the classroom. You can also create stronger partnerships with your students by fostering a learning environment where they are represented clearly.

Conditions for creating a culturally-responsive classroom

Reflected in the 15 strategies and examples in the next section, there are four conditions any teacher must fulfill to establish a culturally-responsive classroom, according to an authoritative academic book about the subject called Diversity and Motivation.

As you prepare and deliver any lesson, strive to:

Establish inclusion

This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals.

While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives and diverse background knowledge.

Develop positive attitudes

This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences.

For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.

Enhance meaning

You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them.

For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general.

Foster confidence

Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank.

Among other question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their own progress and performance, helping them focus on growth.

Meeting these four conditions largely relies on using specific approaches, such as the 15 explored below.

15 Culturally-responsive teaching strategies and examples

1. Learn about your students

At the start of the year or semester, demonstrating a desire to adapt your teaching style to students can help them feel valued. Because open communication should uncover their learning needs and preferences, try:

Distributing questionnaires, asking about interests

Handing out surveys, gathering information about learning styles

Holding open discussions, allowing students to talk about positive experiences from past classes

Once you've gathered enough information, tell the class you'll focus on adjusting your teaching approach to help them learn as best as they can. Students should quickly warm up to you.

2. Interview students

You'll build a stronger understanding of students' values and habits - as well as strengths and weaknesses - by individually asking them questions. While running a large-group exercise, pull each student aside for a few minutes. Ask about:

Hobbies

Their favourite lessons and activities

Which kinds of exercises help them remember lessons and improve skills

Note what each student says to identify themes and different preferences. Then, when possible, relate content to their interests and deliver lessons that appeal to shared strengths.

3. Integrate relevant word problems

Many students will take a greater interest in math if you use word problems to contextualize equations. Working with 41 7th grade students throughout an academic year, a study published by the Canadian Center of Science and Education used such contextual learning strategies to increase test scores by more than 44%. Create culturally-relevant word problems by:

Including student names to make subject matter relatable

Linking to student interests, such as by measuring the shot distance of a famous soccer player

Referencing diverse cultures, such as by determining the diameter of a specific ethnic food platter

Using these word problem tips will not only help you establish a culturally-responsive classroom, but engage students more than by using abstract questions.

4. Present new concepts by using student vocabulary

Delivering relatable content goes beyond math class. In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction. Let's say many of your students are sports fans with family from soccer-crazed nations. Use a soccer example to demonstrate metaphors in language arts class:
Andrea Pirlo is an eagle on the pitch, armed with vision sharp enough to detect the smallest openings and recognize opportunities his opposition can't.
This kind of culturally-responsive language should open the door to presenting challenging skills and concepts, engaging students while doing so.

5. Bring in guest speakers

Guest speakers can bring context and passion to history, geography and social studies lessons, capturing student interest.

A war veteran could deliver a vivid narrative of his or her experiences. A mountaineer could give a striking recount of scaling Lhotse. Both could answer questions many teachers would struggle with, while engaging students much more effectively than a slideshow.

Plus, according to a study by the Economics of Education Review, students are often encouraged to work harder when they share a background with an educator. So, diverse guest speakers may inherently engage and motivate students who share a culture with them.

6. Deliver different forms of content through learning stations

Whether due to culture, socialization, preference or learning needs, students respond differently to different types of content. You can provide a range of material to each student by setting up learning stations. Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Playing a game

Creating artwork

Watching a video

Reading an article

Completing puzzles

Listening to you teach

After going through each station, you can help students further process the material by holding a class discussion or assigning questions to answer.

7. Gamify lessons

Want another way to consistently diversify content and its delivery, appealing to different learning styles? Gamify some lesson elements. Easy-to-implement practices include:

Offering rewards, such as badges, for completing specific tasks or achieving certain scores

Setting a clear learning goal for the lesson, charting progress throughout the class to motivate students

Creating an "instruction manual" for a project, which contains the rubric and best practices for earning a high grade

Plus, gamifying your lessons is a way of making connections with contemporary gaming culture - helping students within this culture process and demonstrate understanding of content.

8. Call on each student

Call-and-response - the practice of asking students frequent questions while giving lessons - usually keeps them engaged, but also enables them to share thoughts and opinions. Involve everyone by:

Encouraging the sharing of personal perspectives, when a question allows for it

Calling on students without their hands up, acclimatizing them to speaking amongst peers

Asking a question after each new point or thought, having a student teach back the concept you just spoke about

By lesson's end, this call-and-response approach should allow each student to speak at least once.

9. Use media that positively depict a range of cultures

Children process content more effectively when their cultures and languages have places in the curriculum, according to an oft-cited academic book about teaching in multiracial schools.

Using media, such as books and movies, that positively depict a range of cultures and are relevant to your syllabus can partially address this need. Finding options through databases such as IMDB or American Literature isn't a tough task.

As a bonus, using different media should boost engagement levels.

10. Offer different types of free study time

Free study time typically appeals to students who prefer solo learning, but many cultures prioritize learning in group settings. You can meet both preferences by dividing your class into clearly-sectioned team and individual activities, such as the following:

Provide audiobooks, which play material relevant to your lessons

Create a station for group games that teach curriculum-aligned skills

Keep a dedicated quiet space for students to take notes and complete work

Allow some students to work in groups while taking notes and completing work, away from the dedicated quiet space

Presented with these options, free study time should appeal to a wider range of learners.

11. Encourage students to propose ideas for projects

By asking students to submit ideas for their own projects, the benefits of choice extend beyond free study time. Specifically, they should build confidence by showcasing their strengths and existing background knowledge.

So, encourage them to pitch ideas for taking a project from concept to completion. A student must show how the product will meet academic standards in his or her pitch. If the idea falls short, give the student ideas to refine it. If the student can't refine the idea, he or she can choose a project from a list of options you provide.

Not only will you be pleasantly surprised by some pitches, but you may generate ideas for future culturally-responsive exercises and assessments.

12. Experiment with peer teaching

There'll almost always be some student vocabulary and communal practices you never pick up on. But you can fill these gaps through peer teaching. Relatively-simple exercises include:

Students who read and discuss story passages with peers recall more content and score higher on assessments, according an Ohio University pilot study. And, according to a science education study, students who work in pairs and groups typically perform better on tests that involve reasoning and critical thinking.

Such results are largely achieved due to students discussing and rationalizing concepts in their own words, many of which belong to contemporary cultural lexicon and are not academic.

13. Establish cooperative base groups

Cooperative base groups - which come from collaborative learning pedagogy - allow students to regularly learn and process content together.

Your role consists of creating groups of three or four, scheduling meeting times and detailing agendas for them. Filling knowledge gaps and encouraging communication is also involved. Students' roles focus on supporting each other while striving to meet learning goals over the year.

While working in base groups, students can:

Review lessons

Take on guided research

Address each other's questions

Complete in-class assessments

The connection to culturally-responsive teaching is the same as peer learning: cooperative base groups encourage students to make sense of concepts you've taught by using their own words and thoughts.

14. Run problem-based learning scenarios

The flexibility of problem-based learning lends itself to culturally-responsive teaching. This is because, when presenting a relatable real-world problem for your students to solve, two cultural connections will typically occur.

1. First, there will likely be a cultural link in the question, whether it's explicit or students make it themselves.

2. Second, because they can apply different approaches toward problem-solving, they may use unique cultural perspectives.

But if you want to create a scenario with explicit cultural ties, consider:

Encouraging students to take historical, sociological and anthropological viewpoints

Framing the problem using ethnic events - for instance, solving logistical challenges of running a heritage festival - in the area

Regardless, the student-centred nature of problem-based learning will allow your class to use culturally-relevant examples and information when appropriate.

15. Involve parents by using take-home letters

Involving parents in their child's learning is a core part of almost any culturally-responsive teaching approach -- they act as the main educators in many societies and can provide cultural context. When starting a new unit or trying out an education tool for the first time, consider sending a letter home to parents.

For reference, here's the letter Prodigy provides to its teachers. This opens the door to parent participation. While not all parents will be subject matter experts, most should be able to provide guidance.

Downloadable list of culturally-responsive teaching strategies and examples

Click here to download and print a simplified list of the 15 culturally-responsive teaching strategies and examples to keep at your desk.

Interested in other teaching strategies to deploy in your classroom?

Culturally-responsive teaching strategies overlap in important ways with many other pedagogical approaches. Consider researching other teaching and instructional strategies to help bolster your approach, or combine different elements of each strategy!

Active learning strategies empower, engage, and stimulate your students as they put them at the center of the learning process.

Experiential learning activities, in contrast to traditional learning activities,aim to develop knowledge and skills through direct, firsthand experience.

Project-based learning involves an open-ended approach that sees students work alone or collectively to work on engaging, intricate curriculum-related questions or challenges..

Inquiry-based learning is broken down into four categories, all of which emphasize student questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - content for each student on an individual basis, especially with the help of technology.

Social emotional learning activities help students build social skills, establish healthy relationships and manage their emotions.

Final thoughts about culturally-relevant pedagogy

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content.

Student populations across your school district are comprised of different races, backgrounds, cultural identities and socioeconomic statuses - it's important that teaching practices reflect and embrace these differences.

Greater student investment should lead to other benefits, such as more rigor and motivation. A happier, focused classroom is the ideal outcome.

Prodigy is a digital game-based learning platform that delivers a range of culturally-relevant math content through engaging word and scenario-based problems. Standards-aligned, it's used by millions of teachers and students across the world.

Create your free teacher account

Create your free teacher account

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Culturally Responsive Teaching: Examples, Strategies & Activities for Success

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All Posts No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds. Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

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Evidence-Based Interventions Under the ESSA - Every Student Succeeds Act (CA Dept of Education)

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Information regarding evidence-based interventions as defined in the Every Student Succeeds Act (ESSA).

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Research on Developmental Characteristics in Adolescence and How It Affects Their Learning

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Research on Developmental Characteristics in Adolescence and How It Affects Their Learning

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AMLE - Association for Middle Level Education

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Early adolescence is a distinct period of human growth and development situated between childhood and adolescence. During this remarkable stage of the life cycle, young adolescents, 10- to 15-year-olds, experience rapid and significant developmental change. Understanding and responding to the unique developmental characteristics of young adolescents is central among the tenets of middle level education.
Tenets of This We Believe addressed:

Educators who value working with this age group and are prepared to do so

Curriculum that is relevant, challenging, integrative, and exploratory

Organizational structures that support meaningful relationships and learning

During the 20th century, early adolescence gained acceptance as a distinctive period of development. Notably, G. Stanley Hall (1904), American psychologist, identified early adolescence (i.e., preadolescence) as a unique growth stage. Hall's study of adolescence captured not only the interest of scholars, but also the public (Arnett, 2010). Other notable psychologists and theorists (Flavell, 1963; Havighurst, 1968; Piaget, 1952, 1960) advanced the credibility of early adolescence and developmental stage theory. Researchers and academics (Kagan & Coles, 1972; Tanner, 1973; Thornburg, 1983) increased awareness through the dissemination of articles and books. Donald Eichhorn (1966), a founder of the middle school, highlighted the importance of considering young adolescents' developmental characteristics when planning curriculum, instruction, and assessment and organizing the environment of the school. Professional organizations (Association for Supervision and Curriculum Development, 1975; National Association of Secondary School Principals, 1989; National Middle School Association, 1982, 1995, 2003, 2010) authored position statements and offered recommendations about the educational programs and practices that would address young adolescents' development. Joan Lipsitz (1984), a distinguished middle grades researcher, emphasized that schools for young adolescents "must be responsive to their developmental needs" (p. 6).

Research suggests distinctive characteristics of young adolescents with regard to their physical, cognitive, moral, psychological, and social-emotional development, as well as spiritual development (Scales, 2010). While examining these developmental characteristics of young adolescents, two cautions warrant consideration. First, developmental characteristics are overlapping and interrelated; each affects another characteristic. These categorizations vary and are relatively arbitrary (Scales, 2010). Second, developmental characteristics may be oversimplified or described in generalities (Kellough & Kellough, 2008). Many factors-race, ethnicity, gender, culture, family, community, environment and the like-influence development. Cognizant of these cautions, a summary of developmental characteristics follows.

Physical Developmental Characteristics

Physical development refers to bodily changes including growth, improved gross and fine motor skills, and biological maturity. In early adolescence, the young adolescent body undergoes more developmental change than at any other time except from birth to two years old. Young adolescents' growth is accelerated and uneven (California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 1991, 2010; Wiles, Bondi, & Wiles, 2006). Developmental growth includes significant increases in height, weight, and internal organ size as well as changes in skeletal and muscular systems (Kellough & Kellough, 2008) with growth spurts occurring about two years earlier in girls than boys (Brighton, 2007; Tanner, 1973). Because bones are growing faster than muscles, young adolescents often experience coordination issues. Actual growing pains result when muscles and tendons do not adequately protect bones (Kellough & Kellough, 2008; Wiles et al., 2006). Fluctuations in basal metabolism cause these youth to experience periods of restlessness and lassitude (Kellough & Kellough, 2008). Young adolescents, particularly European-American youth, are often physically vulnerable due to improper nutrition, poor physical fitness, and health habits (Scales, 2010) as well as high-risk behaviors such as alcohol or drug use (Johnston, O'Malley, Bachman, & Schulenberg, 2011) and sexual activity.

Puberty, a phase of physiological change triggered by the release of hormones, begins in early adolescence (Manning & Bucher, 2012). The onset of puberty is an intense developmental period with hormones signaling the development of primary sex characteristics (genitalia) and secondary sex characteristics (e.g., breast development in girls; facial hair in boys). Girls tend to mature one to two years earlier than boys (Caissy, 2002). The increased adrenal hormone production affects skeletal growth, hair production, and skin changes (Dahl, 2004). These highly visible changes and disparate rates of maturity cause many young adolescents to feel uncomfortable about differences in their physical development (Simmons & Blyth, 2008).

The young adolescent brain undergoes remarkable physical development. While brain size remains relatively unchanged, researchers report significant changes within the brain (Blakemore & Choudhury, 2006; Casey, Giedd, & Thomas, 2000; Dahl, 2004). During early adolescence, synaptic pruning is actively restructuring the brain's neural circuitry (Giedd, 2004; Nagel, 2010). The prefrontal cortex-an area of the brain that handles executive functions such as planning, reasoning, anticipating consequences, sustaining attention, and making decisions-continues to develop. Additionally, gender-specific differences are evident in young adolescent brains (see Caskey & Ruben, 2007.)

Physical development often affects young adolescents' emotional/ psychological and social development. Practitioners (e.g., teachers or guidance counselors) and parents can alleviate young adolescents' concerns about physical development by explaining that these changes are natural and common (Strahan, L'Esperance, & Van Hoose, 2009; Wiles et al., 2006). Adults can provide accurate information, respond to questions, and encourage young adolescents to consult credible resources (Scales, 2010).

Schools can support physical development by offering responsive educational opportunities for young adolescents. Among these opportunities are health and science curricula that describe and explain physical changes (Kellough & Kellough, 2008). Schools also need to provide (a) programs that encourage adequate exercise and healthy lifestyles, (b) access to plenty of water and nutritious food during the school day, (c) appropriate instruction concerning the risks of alcohol and drug use, teenage pregnancy, and sexually transmitted diseases. Young adolescents must be afforded opportunities for physical movement and periods of rest (George & Alexander, 1993). When young adolescents avoid physical activity due to concerns about body image (Milgram, 1992), teachers can incorporate movement in classroom activities, minimize peer competition, and interrupt comparisons between early and late maturing youth.

Intellectual Development

Intellectual development refers to the increased ability of people to understand and reason. In young adolescents, intellectual development is not as visible as physical development, but it is just as intense (Stevenson, 2002; Strahan et al., 2009). During early adolescence, youth exhibit a wide range of individual intellectual development (California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 2010), including metacognition and independent thought. They tend to be curious and display wide-ranging interests (Kellough & Kellough, 2008; Scales, 2010). Typically, young adolescents are eager to learn about topics they find interesting and useful-ones that are personally relevant (Brighton, 2007). They also favor active over passive learning experiences and prefer interactions with peers during educational activities (Kellough & Kellough, 2008).

During early adolescence, youth develop the capacity for abstract thought processes (Elkind, 1981; Flavell, 2011; Piaget, 1952, 1960) though the transition to higher levels of cognitive function varies considerably across individuals. Young adolescents typically progress from concrete logical operations to acquiring the ability to develop and test hypotheses, analyze and synthesize data, grapple with complex concepts, and think reflectively (Manning, 2002). As they mature, young adolescents start to understand the nuances of metaphors, derive meaning from traditional wisdom, and experience metacognition (Kellough & Kellough, 2008). Similarly, they are increasingly able to think through ideological topics, argue a position, and challenge adult directives (Brighton, 2007; Stevenson, 2002). They form impressions of themselves through introspection and "possess keen powers of perception" (Brighton, 2007, p. 11). Additionally, they appreciate more sophisticated levels of humor (Stevenson, 2002).

To make sense of the world around them, young adolescents, as learners, build upon their individual experiences and prior knowledge (Piaget, 1960). Experience plays a central role in developing the brain and induces learners to construct meaning based upon what they already believe and understand (Bransford, Brown, & Cocking, 1999). During early adolescence, youth are more interested in real life experiences and authentic learning opportunities; they are less interested in traditional academic subjects (Kellough & Kellough, 2008). Intellectually, young adolescents seek opportunities to explore the varied facets of their environment (Brighton, 2007). They also tend to be inquisitive about adults and are often keen observers of adult behavior (Scales, 2010). Moreover, they have an enhanced ability to think about the future, anticipate their own needs, and develop personal goals (Kellough & Kellough, 2008).

Implications for Practice
Teachers need to consider the intellectual developmental differences of young adolescents when planning learning experiences. To address this diversity, teachers need to provide an assortment of educational approaches and materials that are appropriate for their students' wide-ranging cognitive abilities. For example, the concrete thinkers require more structured learning experiences, while the abstract thinkers need more challenging activities (Manning & Butcher, 2012). In addition, young adolescents need teachers who understand and know how they think (Stevenson, 2002). Teachers need to plan curricula around real life concepts (Kellough & Kellough, 2008) and supply authentic educative activities (e.g., experimentation, analysis and synthesis of data) that are meaningful for young adolescents (Scales, 2010). Because young adolescents' interests are evolving, they require opportunities for exploration throughout their educational program (Manning & Butcher). To foster intellectual development, these youth need to interact directly with their world-through discourse and hands-on experience with peers and adults (Stevenson, 2002). Similarly, young adolescents need to learn and engage in democratic principles (Brighton, 2007). Teachers can also provide forums for them to examine the reasons for school, home, and societal rules. As adult role models, teachers can guide young adolescents to connect intellectual thought and moral reasoning.

Moral Development

Moral development is defined as an individuals' ability to make principled choices and how to treat one another. During early adolescence, many of the attitudes, beliefs, and values that young adolescents develop remain with them for life (Brighton, 2007). They move away from blanket acceptance of adult moral judgment to the development of their own personal values; however, they usually embrace the values of parents or key adults (Scales, 2010). As noted, the increased capacity of young adolescents for analytical thought, reflection, and introspection characterizes the connection between their intellectual and moral development. Young adolescents also tend to be idealistic and possess a strong sense of fairness (Kellough & Kellough, 2008; Scales, 2010). As they progress into the interpersonal conformity stage of moral development (Kohlberg, 1983), young adolescents begin to reconcile their understanding of people who care about them with their own egocentricity (Roney, 2005). They transition from a self-centered perspective to considering the rights and feelings of others (Scales, 2010). Gender affects how adolescents approach moral dilemmas-males view moral issues through a justice lens and females use an interpersonal care lens (Gilligan, 1982).

Young adolescents often pose broad, unanswerable questions about life and refuse to accept trivial responses from adults (Kellough & Kellough, 2008). They also begin to view moral issues in shades of gray rather than only in black and white. While young adolescents start to consider complex moral and ethical questions, they tend to be unprepared to cope with them. Consequently, young adolescents struggle with making sound moral and ethical choices (Kellough & Kellough, 2008).

Implications for Practice
Teachers need to be aware of the relationship between young adolescents' intellectual development and their moral reasoning (Scales, 2010). They can organize instructional experiences that foster critical thinking skills and higher levels of moral reasoning. For example, teachers plan assignments that help students to incorporate their thoughts and feelings in writing (Scales, 2010). Teachers can engage young adolescents with activities that require consensus building and application of democratic principles; teacher advisory programs and service learning can foster teamwork and build community (Brighton, 2007). In addition, teachers can design experiences for students to examine moral dilemmas and contemplate responses (Scales, 2010). Such experiences can help young adolescents to develop values, resolve problems, and set their own behavior standards (Kellough & Kellough, 2008). Young adolescents can also be afforded opportunities to examine their own choices and the consequences of these choices (Kellough & Kellough, 2008). Further, teachers can develop scenarios that prompt young adolescents to examine concepts of fairness, justice, and equity. School programs or curricula can include a focus on societal issues such as the environment, poverty, or racial discrimination.

Spiritual Development

Spiritual development is defined as a developmental process for making meaning of one's life (Lingley, 2013). Acknowledged as a legitimate domain of human development, spiritual development is rarely referenced in education. Understandably, concerns about the separation of church and state and First Amendment rights prompts educators to avoid this aspect of human development (Brighton, 2007). Nevertheless, the exclusion of spiritual domain limits the prospect of developmentally responsive education (Lingley, 2013). Increasingly, scholars are studying the spiritual development of children and adolescents (Roehlkepartain, Benson, King, & Wagener, 2006), which may lead to broader recognition of this developmental domain. Acceptance of the spiritual domain in middle level education is important. Young adolescents often want to explore spiritual matters, develop connections between self and others, and gain a sense of themselves and the world (Scales, 2010). Implications for practice will depend on commitments to educating the whole child.

Psychological Development

During early adolescence, psychological development is characterized by identity formation and the quest for independence. Young adolescents experience two stages of identity formation: (a) industry versus inferiority when 10- to 11-year-olds identify themselves by the tasks and skills they perform well, and (b) identity versus identity when 12- to 15-year-olds explore and experiment with various roles and experiences (Erikson, 1968). Identity development depends on the degree of exploration and commitment to an identity (see Marcia, 1980). During these years, young adolescents seek their own sense of individuality and uniqueness (Brown & Knowles, 2007). They may experience an increased awareness of their ethnic identity as well (Scales, 2010). As young adolescents search for an adult identity and adult acceptance, they strive to maintain peer approval (Kellough & Kellough, 2008). As young adolescents expand their affiliations to include family and peers, feelings of conflict may arise due to competing allegiances (Wiles et al., 2006). The search for identity and self-discovery may intensify feelings of vulnerability, as they become attuned to the differences between self and others (Scales, 2010).

Typically, early adolescence is intense and unpredictable (Scales, 2010). Young adolescents have a tendency to be moody, restless, and may exhibit erratic and inconsistent behavior including anxiety, bravado, and fluctuations between superiority and inferiority (Kellough & Kellough, 2008; Scales, 2010; Wiles et al., 2006). They are often self-conscious and highly sensitive to criticism of their perceived personal shortcomings (Scales, 2010). Young adolescents' self-esteem levels are generally adequate and improve over time, while self-competence in academic subjects, sports, and creative activities decline (Scales, 2010). Emotionally-charged situations may trigger young adolescents to resort to childish behaviors, exaggerate simple events, and vocalize naive opinions or one-sided arguments. Their emotional variability makes young adolescents at risk of making decisions with negative consequences (Milgram, 1992) and believing that their experiences, feelings, and problems are unique (Scales, 2010).

Implications for Practice
Teachers need to support young adolescents' quest for identity formation through curricular experiences, instructional approaches, and opportunities for exploration. Young adolescents need frequent opportunities to explore and experiment with various roles and experiences within the classroom context. Teachers can provide educative experiences such as role-playing, drama, and reading that foster identity formation. These experiences can help young adolescents realize that their challenges are not unique (Kellough & Kellough, 2008). In addition, teachers can incorporate opportunities for student choice and self-assessment. Teachers can also describe how self-esteem affects many aspects of their development and design experiences that build young adolescents' self-esteem. Likewise, teachers can acknowledge the importance of friendships and explain that shifting peer allegiances are normal (Scales, 2010).

To foster successful experiences for every young adolescent, schools need to provide organizational structures such as teaming and advisory programs. These structures help to ensure that every young adolescent is known well by at least one adult and has regular occasions to experience positive relationships with peers. Young adolescents need opportunities to form relationships with adults who understand them and who are willing to support their development. Educational programs and practices can be used to promote an atmosphere of friendliness, concern, and group cohesiveness (Kellough & Kellough, 2008). Young adolescents deserve school environments that are free from harsh criticism, humiliation, and sarcasm.

Social-Emotional Development

Social-emotional development concerns a person's capacity for mature interactions with individuals and groups. In early adolescence, social-emotional maturity often lags behind physical and intellectual development. Young adolescents have a strong need to belong to a group-with peer approval becoming more important and adult approval decreasing in importance (Scales, 2010). As young adolescents mature socially and emotionally, they may experience conflicting loyalties to peer group and family (Wiles et al., 2006). Because young adolescents are fiercely loyal to their peer group (Kellough & Kellough, 2008), they search for social stature within the peer group. Young adolescents often experiment with new behaviors as they seek social position and personal identity (Scales, 2010). They are also torn between their desire to conform to the peer group norms and their aspiration to be distinctive and independent (Brighton, 2007). Young adolescents experience a variety of peer associations-positive and negative. During early adolescence, youth typically widen their circle of friends (Brighton, 2007) and may experience feelings of romantic or sexual attraction (Scales, 2010). Issues of sexual orientation and identity can also arise at this time (Brighton, 2007). Negative peer associations, particularly bullying, also become more prevalent in the middle school years. Young adolescents are also socially and emotionally vulnerable due to influences of media (Kellough & Kellough, 2008; Scales, 2010).

Young adolescents tend to emulate their esteemed peers and non-parent adults. While they prefer to make their own choices, the family remains a critical factor in final decision-making (Kellough & Kellough, 2008). Young adolescents may be rebellious toward their parents and adults, yet tend to depend on them (Scales, 2010). Young adolescents also frequently test the limits of acceptable behavior and challenge adult authority. They may overreact to social situations, ridicule others, and feel embarrassment (Scales, 2010). When experiencing adult rejection, young adolescents may seek the seemingly secure social environment of their peer group (Kellough & Kellough, 2008). Importantly, teachers report that addressing young adolescents' social and emotional needs may improve their learning and academic achievement (Raphael & Burke, 2012)

Implications for Practice
Because of young adolescents' need for affiliation and belonging, they must have opportunities to form affirming and healthy relationships with peers. Teachers must recognize the importance of peer relationships and friendship (Scales, 2010) and provide occasions for positive peer interactions (Kellough & Kellough, 2008). Teachers can design cooperative learning activities and collaborative experiences for young adolescents to interact productively with peers (Scales, 2010).Teachers can also plan activities that engage students in argumentation or debate in academic settings as well as those that simulate social situations through role-plays or simulations (Kellough & Kellough, 2008).

Schools play a key role in providing young adolescents with educative programs that promote freedom and independence within a safe space. Organizational structures such as teaming and service learning advance positive places for young adolescent's growth. School districts need to support programs that interrupt negative peer interactions, particularly bullying, that impedes the healthy development of youth. Schools can also ensure young adolescents'access to student government, service clubs, or other leadership groups that allow them to develop their own projects and guidelines for behavior (Kellough & Kellough, 2008).

Conclusion

Young adolescents warrant educational experiences and schools that are organized to address their physical, intellectual, emotional/psychological, moral/ethical, spiritual, and social developmental characteristics. Practitioners, parents, and others who work with young adolescents need to be aware of both subtle and obvious changes in developmental characteristics. Such changes can give adults insights into the challenges facing young adolescents and illuminate possible reasons for shifts in their abilities and behaviors.

The middle school founders (e.g., William Alexander, Donald Eichhorn, John Lounsbury, Gordon Vars) emphasized the need to consider young adolescents when developing education environmental and organizational structures. The desire for developmental responsiveness was what set the middle school apart from its predecessor, the junior high. Today's educators and policymakers need to continue their support of initiatives that afford young adolescents with developmentally appropriate learning experiences and environments.

References

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Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3/4), 296-312.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press.

Brighton, K. L. (2007). Coming of age: The education and development of young adolescents. Westerville, OH: National Middle School Association.

Brown, D., & Knowles, T. (2007). What every middle school teacher should know (2nd ed.). Portsmouth, NH: Heinemann.

Caissy, G. A. (2002). Early adolescents: Understanding the 10 to 15 year olds (2nd ed.). Boston, MA: Da Capo Press.

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Caskey, M. M., & Ruben, B. (2007). Under construction: The young adolescent brain. In S. B. Mertens, V. A. Anfara, Jr., & M. M. Caskey (Eds.), The young adolescent and the middle school (pp. 47-72). Charlotte, NC: Information Age.

Dahl, R. E. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Keynote address. In R. E. Dahl & L. P. Spear (Eds.), Annals of The New York Academy of Sciences: Vol. 1021. Adolescent brain development: Period of vulnerabilities and opportunities (pp. 1-22). New York, NY: The New York Academy of Sciences.

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Flavell, J. H. (2011). The developmental psychology of Jean Piaget. Whitefish, MT: Literary Licensing.

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Havighurst, R. J. (1968). The middle school child in contemporary society. Theory into Practice, 7, 120-122.

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Johnston, L. D., O'Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2012). Monitoring the future national results on adolescent drug use: Overview of key findings, 2011. Ann Arbor, MI: Institute for Social Research, The University of Michigan. Retrieved from http://www.monitoringthefuture.org/pubs/monographs/mtf-overview2011.pdf

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Raphael, L., & Burke, M. (2012). Academic, social, and emotional needs in a middle grades reform initiative. Research in Middle Level Education Online, 35(6), 1-13.

Roehlkepartain, E. C., Benson, P. L., King, P. E., & Wagener, L. (2006). Spiritual development in childhood and adolescence: Moving to the scientific mainstream. In E. C. Roehlkepartain, P. E. King, L. Wagener, & P. L. Benson (Eds.), Handbook of spiritual development in childhood and adolescence (pp. 1-15). Thousand Oaks, CA: Sage.

Roney, K. (2005). Young adolescent development. In V. A. Anfara, Jr., G. Andrews, & S. B. Mertens, (Eds.), The encyclopedia of middle grades education (pp. 397-401). Greenwich, CT: Information Age.

Scales, P. C. (1991). A portrait of young adolescents in the 1990s: Implications for promoting healthy growth and development. Carrboro, NC: Center for Early Adolescence, School of Medicine, University of North Carolina at Chapel Hill.

Scales, P. C. (2010). Characteristics of young adolescents. In This we believe: Keys to educating young adolescents (pp. 63-62). Westerville, OH: National Middle School Association.

Simmons, R., & Blyth, D. (2008). Moving into adolescence: The impact of pubertal change and the school context. New York, NY: Aldine Transaction.

Stevenson, C. (2002). Teaching ten to fourteen year olds (3rd ed.). Boston, MA: Allyn & Bacon.

Strahan, D., L'Esperance, M., & Van Hoose, J. (2009). Promoting harmony: Young adolescent development and classroom practices. Westerville, OH: National Middle School Association.

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Annotated References

Brighton, K. L. (2007). Coming of age: The education and development of young adolescents. Westerville, OH: National Middle School Association.

In this concise book for practitioners and parents, Brighton describes the uniqueness of early adolescence-citing not only the salient middle grades literature, but also his own personal and professional experience. In the first section of the book, he explains the domains of young adolescent development: intellectual, social, physical, emotional, and moral, religious, and character. Then, in the second section, he illuminates the contexts-family and society-in which young adolescents function. In the final section, Brighton focuses on the well-being of young adolescents, specifically health and wellness issues and positive interventions. Throughout the text, he communicates his position that the coming of age years-early adolescence-are a pivotal life stage warranting the support from teachers and parents alike.

Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson.

Everything educators of young adolescents need to know is covered thoroughly and presented clearly in a manner that emphasizes the practical and the theoretical. Kellough and Kellough encourage educators to actively engage students in learning and afford students with an equal chance to participate, learn, grow, and succeed. They provide a wealth of examples and exercises for each of the book's chapters. Topics include the characteristics of young adolescents; and planning, implementing, and assessing learning based on these developmental qualities. This book is intended for teacher candidates, but seasoned teachers and administrators will find this book very useful as they continue to develop their skills in working with young adolescents.

Stevenson, C. (2002). Teaching ten to fourteen year olds (3rd ed.). Boston, MA: Allyn & Bacon.

In Teaching Ten to Fourteen Year Olds, Stevenson offers his readers a succinct overview of the social, physical, and emotional development of the young adolescent. In addition to its usefulness to educators, parents of young adolescents will find this book helpful because it explains young adolescent development. In Part One, Stevenson: (a) describes the underpinnings of middle level education and establishes the context for the reader's personal and professional development as a teacher of young adolescents, (b) guides the reader in using shadowing and inquiry techniques as methods for observing and learning from and about young adolescents, and (c) presents the domains of development (i.e., social, physical, and emotional) that are characterized as "interactive." In Part Two, the book focuses on conceptualizing, organizing, presenting, and assessing the effectiveness of schooling that will complement the developmental characteristics of young adolescents. In the final section, Part Three, Stevenson highlights the teacher's personal context including the specific roles and functions of middle grades teachers that distinguish their work from teaching in other school levels.

Recommended Resources

Anfara, V. A., Jr., Andrews, G., & Mertens, S. B. (Eds.) (2005). The encyclopedia of middle grades education. Greenwich, CT: Information Age Publishing.

Association for Middle Level Education. (2012). This we believe in action: Implementing successful middle level schools (2nd ed.). Westerville, OH: Author.

Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson.

Mertens, S. B., Anfara, V. A., Jr., & Caskey, M. M. (Eds.). (2007). The young adolescent and the middle school. Charlotte, NC: Information Age.

National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author.

Office of Adolescent Health. (2014). Adolescent Development E-Learning Module. Retrieved from oah.gov@hhs.gov

Scales, P. C., Sesma, A., Jr., & Bolstrom, B. (2003). Coming into their own: How developmental assets promote positive growth in middle childhood. Minneapolis, MN: Search Institute.

Author Information

Micki M. Caskey is associate dean for academic affairs in the Graduate School of Education at Portland State University. She is a co-series editor of The Handbook of Research in Middle Level Education, past chair of AMLE's Research Advisory Committee, and past editor of Research in Middle Level Education Online.

Vincent A. Anfara, Jr. (deceased) was professor of educational administration and supervision at The University of Tennessee. He was the founding series editor for The Handbook of Research in Middle Level Education, past chair of NMSA's Research Advisory Committee, and column editor for "What Research Says" in Middle School Journal.
Published October 2014

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Early adolescence is a distinct period of human growth and development situated between childhood and adolescence. During this remarkable stage of the life cycle, young adolescents, 10- to 15-year-olds, experience rapid and significant developmental change. Understanding and responding to the unique developmental characteristics of young adolescents is central among the tenets of middle level education.

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Social and Emotional Learning (SEL) Information and Integrating It Into Your Lesson as a Teacher Resource

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Social and Emotional Learning (SEL) Information and Integrating It Into Your Lesson as a Teacher Resource

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Administration for Children and Families (ACF)

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Resource on Addressing Inequality in the Classroom

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Resource on Addressing Inequality in the Classroom

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ERIC - Inequality: A Reassessment of the Effect of Family and Schooling in America., 1972

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The results and interpretation of three years of research into inequality are presented in this book.

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Resource for How to Successfully and Appropriately Video-Record Your Teachings in the Classroom

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Resource for How to Successfully and Appropriately Video-Record Your Teachings in the Classroom

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2013 Mathematics Framework Chapters - Mathematics Framework (CA Dept of Education)

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The State Board of Education adopted the Mathematics Framework on November 6, 2013.

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Resource for Creating Your Own Rubric for Grading Students

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Resource for Creating Your Own Rubric for Grading Students

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Rubric Maker - Create custom assessments

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Create rubrics for your classroom projects.

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Math Subject Specific information in the State of California (Math curriculum ect.) 

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Math Subject Specific information in the State of California (Math curriculum ect.) 

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Content Standards
All of the state content standards, including mathematics. Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

Mathematics Framework
The State Board of Education adopted the Mathematics Framework on November 6, 2013. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

Professional Learning
Resources and information for enhancing the content knowledge and teaching skills of classroom teachers and links to foundational documents which guide California's mathematics instruction.

Recommended Literature for Pre-K Through Grade 12
This searchable list of books supports, students, teachers, and parents in finding books that will engage readers of varying skill levels in history-social science, mathematics, science, visual and performing arts, as well as general literature.

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Content Standards All of the state content standards, including mathematics. Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. Mathematics Framework The State Board of Education adopted the Mathematics Framework on November 6, 2013.

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Tips for How to Keep Students Engaged and Increase their participation in Class

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Tips for How to Keep Students Engaged and Increase their participation in Class

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While increasing participation is an obvious goal in courses that include frequent discussions and small-group work, it is also important in a lecture course. In short, if only a few students participate by volunteering answers, asking questions, or contributing to discussions, class sessions become to some extent a lost opportunity to assess and promote learning. You can improve student participation in your course by devoting time and thought to shaping the environment and planning each class session. Furthermore, the way in which you interact, both verbally and non-verbally, communicates to students your attitude about participation.

Ideally, the goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in depth, from a variety of viewpoints. Some students will raise their voices more than others; this variation is a result of differences in learning preferences as well as differences in personalities. For example, some students who do not speak often in class are reflective learners, who typically develop ideas and questions in their minds before speaking; others are shy students who feel uncomfortable speaking in front of groups (at least initially). Many students who frequently volunteer to contribute are active learners, who typically think while they speak. The instructor's goal is to create conditions that enable students of various learning preferences and personalities to contribute. To reach this goal, you will need to take extra steps to encourage quiet students to speak up and, occasionally, ask the more verbose students to hold back from commenting in order to give others a chance.

This handout is divided into the following sections:

Shaping the Environment
Planning
Listening and Responding
Links and References for Increasing Student Participation

Reserve a classroom that will accommodate the kind of participation you have in mind. Starting on the first day of class, arrange the room in a way that encourages active engagement. When it is time to reserve a classroom, keep in mind not only the number of student chairs you will need, but also whether these chairs should be moveable. If you lead frequent discussions, consider moving the chairs into a circle or "U" to ensure that students can see, and speak to, one another. If you are teaching in a large lecture hall, consider asking students to move so that they are concentrated near the front of the room. Move the chairs back to their standard configuration at the end of class (in University-managed classrooms, see the diagram posted near the door).

Make clear from the beginning your expectation that students will participate. On the first day of class, explain what you see as valuable about class participation. Indicate that you want to do all you can to ensure that the classroom dynamics and activities support full participation, including calling on students who do not raise their hands and sometimes asking frequent contributors to allow others to have a chance. Ask students to inform you if you can make any changes to improve the classroom dynamics and rates of participation.

On the first day of class, give students a clear idea of what to expect regarding participation. If you plan to lecture each day with pauses for questions and discussion, do so on the first day; if you plan to lead more extended discussions, then do so on the first day.

Consider whether you will assign a grade to students' performance in discussions so that they understand the importance of participating. If you do plan to grade participation, inform students of the specific criteria that you will use. For example, will you evaluate the frequency and quality of their contributions, as well as how effectively they each respond to others' comments? Will you include in each participation grade the student's performance on informal writing, online discussions, minor group projects, or other work? Grading student participation is especially important, and usually essential, in discussion courses (see Teaching with Discussions).

Learn and use students' names. Students will be more engaged if they believe that you perceive them as individuals, rather than as anonymous members of a group. Encourage students to learn one another's names, as well; this strategy will increase the possibility that they will address one another by name and direct their comments to one another, not just to you.

In a discussion course, assign to your students some of the responsibility for increasing participation by all. For example, on the first day of class, you might tell students your goals for class participation (e.g., informed and lively discussions in which everyone participates) and ask them to come up with a list of guidelines that will help the class reach this goal. Typically, they will generate excellent guidelines such as "do not interrupt others when they are talking" and "critique the ideas; don't criticize the person." Post this list on the course Web site and hand it out in class. Students who feel invested from the beginning in making the discussions successful will be more likely to work together to increase participation.

Consider requiring students to lead discussions or to submit discussion questions before class. Provide guidance and assess student performance on these tasks (assigning a score, for example, that forms a part of the class participation grade.)

In discussion courses in which you are having trouble getting students to participate, consider asking students to submit anonymous comments on class participation as well as suggestions on how to get more people involved; often, they will let you know that there are problems with the classroom dynamics that you may not see yourself (such as that some students resent the "domination" of discussion by one or two others) or that the structure of the discussions has become too predictable or formulaic.

Use a variety of teaching methods, including lectures, discussions, and small-group work. If you are teaching a lecture course, set aside time during each lecture to ask and answer questions, to ask students to solve a problem, or to discuss an issue. Pause every 15-20 minutes for this purpose. When students learn to expect these opportunities for discussion or questioning, they will listen more actively to the lecture. If you lecture for 45 minutes before you pause for questions or discussion, your students will have been taking notes for so long that they may find it difficult to switch modes quickly. Furthermore, they may well have forgotten questions, comments, or unclear concepts from the earlier parts of class (see Teaching with Lectures).

If you are teaching a discussion course, integrate short lectures into the lesson plan in order to introduce concepts, clarify and order ideas, and help students make connections. Use small-group discussions, informal writing assignments, and online discussions before or at the start of class to prompt student thinking about the discussion topic. These strategies can be effective ways to provide reflective learners and shy students a means of developing ideas that they can then contribute to the class discussion. Commenting on the insights that quieter students contribute in small-group discussions and on informal writing assignments and online discussions can encourage them to speak up in the larger group; you might comment on a student's written work, for example, "this analysis is insightful; the entire class would benefit from hearing your ideas more often" (see Teaching with Discussions).

Organize each class session to include opportunities throughout to ask and answer questions; prepare initial and follow-up questions ahead of time. Use questions to assess student learning, to signal to students which material is the most important, and to help students advance their knowledge and thinking. (For a discussion of strategies for formulating questions, see Asking Questions to Improve Learning). Encourage students to ask questions throughout the class (approximately every 15 minutes), not just at the end.

If grading student participation, plan to give students a preliminary participation grade, as well as a brief written evaluation of their performance. If you will grade class participation, give students preliminary grades as early as 3-4 weeks into the semester and at midterm so that they will know where they stand. Your written evaluation can be designed to encourage the quiet students to talk more often and the verbose students to hold their comments to give others a chance to participate).

Use verbal and non-verbal cues to encourage participation. Do not rely on the same volunteers to answer every question. Respond to frequent volunteers in a way that indicates that you appreciate their responses, but want to hear from others as well. Move to a part of the room where quiet students are sitting; smile at and make eye contact with these students to encourage them to speak up. By the same token, when frequent volunteers speak, look around the room rather than only at them to encourage others to respond (see below).

Reduce students' anxieties by creating an atmosphere in which they feel comfortable "thinking out-loud," taking intellectual risks, asking questions, and admitting when they do not know something; one of the best ways to do this is to model these behaviors yourself.

Give students time to think before they respond to your questions. Do not be afraid of silence. Give students 5-10 seconds to think and formulate a response. If 10-15 seconds pass without anyone volunteering an answer and the students are giving you puzzled looks, rephrase your question. Do not give in to the temptation to answer your own questions, which will condition students to hesitate before answering to see if you will supply "the answer." Patience is key; do not be afraid of silence. The longer you wait for students to respond, the more thoughtful and complex those responses are likely to be.

Often, there is at least one student in every class who will quickly raise her or his hand to answer nearly every question. If you consistently call on this student, those who require more time to formulate answers will simply learn to wait for this student to answer. (See Asking Questions to Improve Learning.)

Listen fully to your students' questions and answers; avoid interrupting. Resist the urge to interrupt when you think you know what the student is going to say or ask. Often, well-meaning and enthusiastic instructors make incorrect assumptions and leave their students' actual questions unanswered or misrepresent what the students had planned to say.

Provide specific, encouraging, varied responses. Point out what is helpful or interesting about student contributions. Pick up on comments that were made but not discussed. Do not use the same, standard praise to respond to every comment. When students hear "good point" again and again, they start to lose motivation. Ask follow-up questions to prompt students to clarify, refine, and support their ideas. When a student gives an incorrect or ill-conceived answer, respond in way that challenges the student to think more deeply or to reconsider the evidence. The best way to shut down participation, and learning, is to embarrass a student.

Repeat student responses to summarize or clarify ideas. Use this strategy when a student's comments are vague or "all over the map," but do not over-use it, leading students to rely on you to "translate" or validate their ideas.

Redirect comments and questions to other students. Encourage students to respond to one another, rather than merely to you. When a student is speaking, look around the room, not just at the student who is speaking; making eye contact with other students lets them know that you expect them to be listening and formulating responses. Provide students with a model of civil discourse by demonstrating respect for, and interest in, the views of others. Learn to limit your own comments. Particularly when facilitating a discussion, hold back from responding to every comment; otherwise, students will learn to wait for you to respond rather than formulating their own responses.

Place the emphasis on student ideas. Encourage students to share their ideas and use those ideas (with attribution) whenever you can. Referring back to a comment made by a student in an earlier class demonstrates that you have thought about and appreciated what your students have to say.

Active student participation does not happen naturally in university courses; it must be carefully planned and encouraged. Set aside time throughout the semester to assess student participation in your course and to develop strategies for improvement; administer midterm student evaluations to help you with this process. Consider asking a colleague to observe your class; often, outside observers can discern patterns that hinder participation but that may not be apparent to participants. Take notes during and after a semester so that you have a record of what went well and what you would like to change the next time you teach the course in order to increase student participation.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993.

"Questioning Strategies." Center for Teaching Excellence. University of Illinois at Urbana-Champaign. http://cte.illinois.edu/resources/topics/methods/strateg.html.

"Encouraging Interaction in Science and Engineering Classes." The McGraw Center. Princeton University. https://mcgraw.princeton.edu/node/661.

"Facilitating Discussions in Humanities and Social Science." The McGraw Center. Princeton University. https://mcgraw.princeton.edu/node/656.

McKeachie, Wilbert, et al. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. © 2009, Washington University.

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While increasing participation is an obvious goal in courses that include frequent discussions and small-group work, it is also important in a lecture course. In short, if only a few students participate by volunteering answers, asking questions, or contributing to discussions, class sessions become

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Interactive Modeling (What is it and how you can use it in the classroom) 

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Interactive Modeling (What is it and how you can use it in the classroom) 

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Interactive Modeling is a straightforward, quickly paced process that's effective for teaching children any academic or social skill, routine, or procedure that you want them to do in a specific way (whether for safety, efficiency, or other reasons). One of the essential practices of the Responsive Classroom approach to teaching elementary school children, Interactive Modeling can be used by any adult anywhere in school at any time of year.

How Interactive Modeling Differs from Traditional Modeling

In traditional modeling, the teacher shows children how to do a skill, routine, or procedure, tells them what to notice, and expects that they will learn it immediately. Interactive Modeling also shows children how to do skills, routines, or procedures, but it goes well beyond that basic step. Students also:

Learn exactly why the skill, routine, or procedure is important to their learning and the respectful, smooth functioning of the classroom.

Are asked what they noticed about the teacher's modeling (rather than told by their teacher what to notice).

See a few classmates additionally model the routine or procedure after the teacher's initial modeling.

Practice the routine or procedure right away.

Receive immediate feedback and coaching from their teacher while they practice.

Why Interactive Modeling Is More Effective than Traditional Modeling

The distinctive steps of Interactive Modeling incorporate key elements of effective teaching: modeling positive behaviors, engaging students in active learning, and immediately assessing their understanding. Research shows that when we teach in this way, children achieve greater, faster, and longer-lasting success in meeting expectations and mastering skills.

With Interactive Modeling, children create clear, positive mental images of what is expected of them. They do the noticing themselves, which builds up their powers of observation and their analysis and communication skills. In addition, because they get immediate practice, they gain quicker expertise and stronger mastery of the procedure or skill being taught.

Interactive Modeling Steps for Elementary School

1. Briefly state what you will model, and why.

2. Model the behavior exactly as you expect students to do it (the right way, not the wrong way, and without describing what you're doing unless you need to "show" a thinking process).

3. Ask students what they noticed. (You may need to do some prompting, but children soon notice every little detail, especially as they gain expertise with this practice.)

4. Invite one or more students to model the same way you did.

5. Again, ask students what they noticed the modelers doing.

6. Have all students model while you observe and coach them.

7. Provide feedback, naming specific, positive actions you notice and redirecting respectfully but clearly when students go off track.

Interactive Modeling Steps for Middle School

1. Describe what you will model and why.

2. Model while students notice.

3. Give students the opportunity to collaborate and practice.

4. Reinforce their practice with immediate feedback.

What You Can Teach Using Interactive Modeling

Here are just a few examples:
Academic & Social Skills

Listening and responding to questions

Working with a partner or small group

Using technology and other resources

Taking part in a whole-group discussion

Test-prep procedures

Procedures & Routines

Arrival and dismissal routines

Cleaning up

Lunch, recess, and bathroom routines

Schoolwide assembly procedures

Transitions from one classroom/activity to another

How Long Interactive Modeling Takes

An Interactive Modeling lesson to demonstrate lining up, for example, may take only three or four minutes. A more involved lesson, such as teaching children how to partner chat, might take twenty minutes.

This modest investment saves you time in the long run. That's because children gain mastery more quickly and are thus able to spend much more time on task. You'll have less confusion in the classroom and fewer interruptions because children will not need to ask you or peers over and over what to do. As a result, you'll have more time for teaching-and children will have more time to complete their work and to learn.

How Much Time You Gain

A little time spent on teaching students exactly how you want them to do things will pay big dividends throughout the year. Say you lose a few minutes every hour to repeating instructions and dealing with interruptions. That can add up to twenty or thirty minutes of lost instructional and work time each day-2½ hours each week. That's 100 lost hours every school year! Think of what you could do with that time. Think of what your students could do.

What It Looks and Sounds like in Action

In a fifth grade classroom, Mrs. K wants the students to understand how to work productively during independent work time. She teaches this Interactive Modeling lesson:

1. Say what you will model and why.
Mrs. K: "Our goal is for everyone to do high-quality work during independent work time. Watch how Carlos and I work hard on our assignment and let others do the same."

2. Model the behavior.
Mrs. K and Carlos (coached in advance) demonstrate how to work on a research assignment at the same table. They work quietly, but to show that it's okay to talk, they each exchange one fact from their research, briefly and in low voices. Then they get right back to work.

3. Ask students what they noticed.
Mrs. K: "What did you notice?" Her students note the key elements of the demonstration, such as how Carlos and Mrs. K stayed in their seats, worked quietly, and talked in low voices for only a short time. Mrs. K prompts students to name any key behaviors they missed. For example: "What did we do with our papers and other materials?"

4. Invite one or more students to model.
Mrs. K chooses four more students, who demonstrate how to work independently at the same table just as she and Carlos did.

5. Again, ask students what they noticed.
Mrs. K: "What did you notice this time?" Her students point out the key elements, just as they did in Step 3, helping to reinforce these behaviors for themselves. Again, she prompts them if they miss any key behaviors.

6. Have all students practice.
Mrs. K gives all her students a short survey to work on so she can observe and coach them.

7. Provide feedback.
Mrs. K: "I see everyone focused on the survey, working quietly. That kind of focus will help you and your classmates complete your assignments and learn a lot this year."

Popular Articles about Interactive Modeling

Interested in more articles on this topic? Check out:

Further Resources

For a deeper dive into Interactive Modeling, we have a variety of books available, including:

We also offer free elementary school and middle school Interactive Modeling Planning Guides.

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Interactive Modeling is a straightforward process for teaching children a skill, routine, or procedure you want them to do in a specific way.

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Tip on how help students be active learners in the classroom (3 Step Process)

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Tip on how help students be active learners in the classroom (3 Step Process)

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Have you seen Ramsey Musallam's 3 rules to spark learning? In his TED Talk, Ramsey, a high school chemistry teacher, talks about moving from "pseudo-teaching" to the discovery that "student questions are seeds to student learning." He also shares three rules, which while not intended to, definitely support the use of formative assessment:

1. Curiosity comes first

2. Embrace the mess

3. Practice reflection

These three "rules" are really three steps or components to consider in using formative assessment instructional strategies to activate students as learners and as resources for one another. Let's take a look.
Curiosity comes first
What kids don't ask questions? And the question that comes early and lingers, although delivered with a variety of attitudes shall we say, is "Why?" How can we as teachers take this natural penchant for curiosity and teach students to ask even better questions? Deepen their personal use of inquiry? Let's look at two parts of this idea.

Taking advantage of the "why" is a great starting point in activating learners in your classroom. Taking the time to explain the why (even before it is asked) of what's happening regarding the systems, processes, tools and learning does wonders with willingness to try and acceptance of the new or changed. Teaching them to ask better questions takes inquiry to another level, and when done well affects them academically and personally. How can we change the "I don't get it" to an "I understand the line and slope but am still struggling a little with the Pythagorean Theorem."?
Embrace the mess
One of my favorite student quotes is from a 4 th grader telling me that "mistakes are just another way to learn." Trial and error is a big part of learning. What makes it a key component in classrooms when formative assessment is integrated is the feedback it engenders. This feedback comes in a variety of forms and from all three members of the classroom learning team. Establishing processes, providing structures and tools and allowing the time for students to give and receive feedback AND then the time to reflect upon and use that feedback is vital in keeping the learning moving forward.

Another potential piece of "the mess" is that collaborative learning isn't always quiet or still. When students act as instructional resources for one another, they may be engaged at levels either themselves or teachers aren't used to dealing with. The use of peer review, peer feedback, reciprocal teaching, just to name a few, to outsiders may make a classroom seem a bit "messy." With the right processes and tools this messy learning can be both highly engaging and extremely beneficial to students.
Practice reflection
As teachers, we try to make time for this and are more successful at some times than others. If we're lucky we have some kind of community of practice to which we belong which also facilitates our external reflection and provides feedback to help us revise. If we don't have a local community, we might have a PLN (Personal Learning Network) we reach out to regularly. What do we provide for our students? Teaching students to self-assess, goal set and monitor their progress are some ways we can provide both tools and structures for students to practice reflection.

As you think about these three steps, what do they look like in your classroom? What processes and strategies do you use? What works for your students? We'd love to have you share your thoughts on our Facebook page, or send us a message via Twitter (@NWEA).

Kathy Dyer is a Sr. Professional Development Specialist for NWEA, designing and developing learning opportunities for partners and internal staff. Formerly a Professional Development Consultant for NWEA, she coached teachers and school leadership and provided professional development focused on assessment, data, and leadership. In a career that includes 20 years in the education field, she has also served as a district achievement coordinator, principal, and classroom teacher. She received her Masters in Educational Leadership from the University of Colorado Denver. Follow her on Twitter at @kdyer13.

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Three Steps to Activating Learners #edchat #formativeassessment

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Have you seen Ramsey Musallam's TED Talk on 3 rules to spark learning? He talks about moving from "pseudo-teaching" to the discovery that "student questions are seeds to student learning." He also shares three rules, which while not intended to, definitely support the use of formative assessment.

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Tips on How to Create a Great Lesson Plan 

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Tips on How to Create a Great Lesson Plan 

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Resources >> Browse Articles >> Curriculum & Instruction

Dorit Sasson

Planning is such an important part of anyone's career. Just like writers need to plan a story and have marketing plans to sell their work, teachers always must have different kinds of attention grabbing activities and especially in the case when a lesson beginning backfires.

The most important part of a lesson occurs during the first five minutes. If the activity engages students right away, you know there will be enough "sparks" to fly for the rest of the lesson and your job will be relatively easy. If the activity however is not challenging, repetitious, ("We've done this before!" Sound familiar?) there will be "lulls" that more often than not, result in discipline problems.

The key of course, is to keep the "sparks flying," but it all really depends on how you can spark up your classroom right away. These tips are just meant as a guide: consider using those that speak to your teaching style and experiment with others later.

1. Aim for open ended activities that generate more student responses. Good types of open-ended activities are brainstorming and prediction which are perfect for mixed ability classes.

2. Start the first stage of vocabulary teaching by having students notice the words. Flashcards are ideal for introducing word families and for pointing out capital and small letters, consonants, and other sound blends.

3. Use a large number of photos or tangible and concrete objects like images, pictures and hand movements, and gestures to pre-teach images. Visual methods are important for supporting meaning and generating interest.

4. Elicit what students know about a topic before presenting them new information. Many teachers rush through the beginning of a lesson. When they reach the middle part of a lesson, students aren't engaged and discipline problems may have already taken over.

5. Personalize parts of a lesson. The best time to personalize an activity is during the first five minutes of a lesson. Students are more motivated and engaged that way.

6. Encourage students to think about the possibilities of a text. Do this by having them anticipate and predict the next paragraph or page of a read-aloud or story.

7. Use a K-W-L teaching technique to engage students from the beginning of a reading lesson by activating prior knowledge. The K-W-L technique also helps you keep students interested as students think about what they want to know and what they have learned. K = What do I know about subject x? W = What do I want to know about subject x? L = What did I learn about subject x?

Keeping students engaged for an entire lesson IS possible. This is what makes teachers sparkle and by getting into your students' heads a little, you can help your students succeed.

Make Your Teaching Sparkle. Teach for Success. Make a difference in the classroom.

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7 ways start great lesson curriculum & instruction benefits articles

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Planning is such an important part of anyone's career. Just like writers need to plan a story and have marketing plans to sell their work, teachers always must have different kinds of attention grabbing activities and especially in the case when a lesson beginning backfires.

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Cooperative Learning Strategy: Jigsaw Classroom 

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Cooperative Learning Strategy: Jigsaw Classroom 

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OVERVIEW

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

The jigsaw classroom has a four-decade track record of successfully reducing racial conflict and increasing positive educational outcomes such as improved test performance, reduced absenteeism, and greater liking for school.

Just as in a jigsaw puzzle, each piece - each student's part - is essential for the completion and full understanding of the final product.

If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

JIGSAW IN 10 EASY STEPS

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

ABOUT ELLIOT ARONSON

Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors.

Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959. He has taught at Harvard University, the University of Minnesota, the University of Texas, and the University of California. In 1999, he won the American Psychological Association's Distinguished Scientific Contribution Award, making him the only psychologist to have won APA's highest awards in all three major academic categories: distinguished writing (1973), distinguished teaching (1980), and distinguished research (1999).

MORE ABOUT
ELLIOT ARONSON

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Liberal Studies Undergraduate Program Resources (Forms, ect) 

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Liberal Studies Undergraduate Program Resources (Forms, ect) 

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Exhibiting the character of Christ, the School of Education develops educational leaders who reach with compassion, teach with excellence and learn for life long impact.

We believe that teaching is a "calling" and whether the Lord is leading you to teach at home, domestically, and/or internationally; in a public, private, professional, church and/or non-traditional setting, we want to partner with you, Regardless of the environment teachers make a difference in the lives of those they touch!

The undergraduate Liberal Studies program is a unique four year program allowing you to earn a Bachelor of Arts Degree in Liberal Studies, Minor in Bible & Theology, and a California Teaching Credential and/or Concentration(s). Yes, this is an intense yet exciting and rewarding four year program. You can expect to be guided, supported and prayed for by excellent faculty and staff who are committed to your success!

Program Sample Schedules
Credentials Matrix 17-18 LS+Bible & Theology+Concentration(s)

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Exhibiting the character of Christ, the School of Education develops educational leaders who reach with compassion, teach with excellence and learn for life long impact.

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George Cirby Elementary School Accountability Report Card 

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George Cirby Elementary School Accountability Report Card 

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If your in-class notes are messy, unorganized, and unclear at first glance, you're not going to get much use out of them. This has nothing to do with how neat your handwriting is - it's all about how your notes are structured.

One of the most effective ways to remember (and understand) what you are learning in class is to take effective notes in the classroom.

Why Are Effective Note Taking Skills Important?

Better notes will help you remember concepts, develop meaningful learning skills, and gain a better understanding of a topic. Effective notes will even lead to less stress when test time comes around!
Learning how to take better study notes in class helps improve recall and understanding of what you are learning because it:

Ensures you are actively listening to what the teacher is saying

Requires you to think about what you are writing

Helps you make connections between topics

Serves as quality review material for after class

Using different note taking strategies is important, especially as you progress through high school and transition to college or university. There are several note taking techniques you can use to start taking better notes in class.

Start taking better study notes

Get more out of your study sessions with the complete study toolkit
including note taking templates, tips, and more.

Get The Toolkit

Try these 5 methods to find the best note taking method for you!

The Cornell Method

The Cornell note taking method helps organize class notes into easily digestible summaries. This method is effective because the main points, details, study cues, and summary are all written in one place.

Advantages:

Notes are neatly organized, summarized, and easy to review

Allows you to pull out major ideas and concepts

What Does it look like?

The paper is divided into 3 sections: a 2.5" margin to the left, a 2" summary section on the bottom, and a main 6" in-class note section.

1. Use the main notes section to take notes during class.

2. Use the cues section to review your notes. After class, write down things you'll need to remember and a prompt for each. You can also use this section for vocabulary words and study questions.

3. In the summary segment at the bottom, write a summary of your notes. This is where you will highlight the main points.

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The Mapping Method

The Mapping note taking method is a more visual way to organize your class notes. This technique is useful when learning about relationships between topics.

Advantages:

Useful for visual learners who struggle with studying from notes.

Helps you remember and connect relationships between topics.

What Does it look like?

The page is organized by topic. The main topics branch out into subtopics with detailed information about each.

How Do You Use It?

1. While in class, begin the map with the main topic.

2. Branching off the main topic, write a heading for each of the subtopics.

3. Write any important notes underneath each subtopic.

4. Continue the pattern.

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The Outlining Method

The Outlining note taking method uses headings and bullet points to organize topics. This method is most useful when learning about topics that include a lot of detail.

Advantages:

Allows notes to be neatly organized.

It is easy to see the relationship between topics and subtopics.

It is easy to turn points into study questions.

What Does it look like?

Each section starts with a heading of the main topic. Each subtopic and supporting fact is written underneath the proper heading.

How Do You Use It?

1. During a lesson, begin your notes with a single bullet point and write the main topic.

2. Place the first subtopic below and indented slightly to the right.

3. List any details below your heading and slightly to the right.

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The Charting Method

Charting note taking method uses columns to organize information. This method is useful for lessons that cover a lot of facts or relationships between topics.

Advantages:

Facts are organized and easy to review.

Highlights key pieces of information for each topic.

What Does it look like?

The page is divided into columns labeled by category. The details of each category are filled out in the rows below.

How Do You Use It?

1. When information about a category is mentioned, jot it down underneath the proper column.

2. When the next topic begins move down one row and begin again.

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The Sentence Method

The Sentence note taking method is simply writing down each topic as a jot note sentence. This method works well for fast paced lessons where a lot of information is being covered.

Advantages:

Jotting main points helps you determine which information is important and which is not.

You are able to cover a lot of details and information quickly.

Notes are simplified for study and review.

What Does it look like?

Each line on the page is a new and separate topic. To organize your notes even more, you can use headings for each main topic.

How Do You Use It?

1. Write down important information the teacher has emphasized. This can be in sentence form or point form.

2. Start a new sentence or point for each new detail.

3. Use headings to organize points by main topics.

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Better Grades Start With Better Notes

Taking organized and thoughtful notes can help improve your understanding and recall of what you have learned in class. Try these methods of note taking in your next classes and see which one works best for you!

Check out our video for more tips on how to boost note-taking confidence.

To learn other ways to make school a breeze, visit the resource section or learn how Oxford Learning's tutoring programs can help you build skills to become a better learner.

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How To Take Study Notes: 5 Effective Note Taking Methods

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Discover 5 methods of note taking to improve memory and make studying a breeze. Learn how to start taking better, more effective notes with these tips!

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What is the Teacher Preparation Assessment (TPA) and how to prepare for it 

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What is the Teacher Preparation Assessment (TPA) and how to prepare for it 

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As of July 2008, California statute (Chap. 517, Stats. 2006) requires all candidates for a preliminary Multiple and Single Subject Teaching Credential to pass an assessment of their teaching performance with K-12 public school students as part of the requirements for earning a teaching credential.

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CELDT versus the ELPAC (Test for ELL students) 

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CELDT versus the ELPAC (Test for ELL students) 

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GATE students in your classroom resource (California Association for the Gifted) 

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GATE students in your classroom resource (California Association for the Gifted) 

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Register today! What's Inside:
Join us February 21-23, 2020 in Palm Springs, California for the 58th Annual California Association for the Gifted Conference.

Join us February 23, 2020 in Palm Springs to learn more about the intellectual, social, and emotional needs of your gifted child. Sessions available in English and Spanish.

Message from the President

What does it mean to be Twice Exceptional (2E)?

CAG Conference Keynote Sessions

Why Should You Attend the 2019 Conference?

Saturday Social

#CAGcon Registration At-A-Glance

57th Annual CAG Conference Kickoff

For General Information or questions regarding the 58th Annual CAG Conference, including Registration and Vendor information, please contact Conference Chair Krista Landgraf and Krisa Muller: CAGConferenceContact@gmail.com

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2020 Conference At-A-Glance Join us February 21-23, 2020 in Palm Springs, California for the 58th Annual California Association for the Gifted Conference. Register today! #CAGcon 2020 Schedule At-A-Glance Join us February 21-23, 2020 for #CAGcon 2020. Register today! Parent Day Join us February 23, 2020 in Palm Springs to learn more about the intellectual, social,...

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English Language Development Standards in California 

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English Language Development Standards in California 

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California English Language Development Standards: Kindergarten Through Grade 12
California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

English learner students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

The SBE adopted the CA ELD Standards in November 2012.

The CA ELD Standards are available as a free download. Printed publications of the CA ELD Standards may be purchased through the California Department of Education (CDE) Press Educational Resources Online Ordering web page.

CA ELD Standards Implementation Plan

Letter presenting the CA ELD Standards Implementation Plan to the Governor
Following adoption of the CA ELD Standards, EC Section 60811.3 (e) required the State Superintendent of Public Instruction and the SBE to present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the CA ELD Standards into the public education system.

CA ELD Standards Implementation Plan (PDF)
The CA ELD Standards Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California's educational system. The plan describes the philosophy of, and strategies for, the successful integration of the CA ELD Standards that align to the ELA/Literacy Standards to address English language and literacy skills English learner students need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for LEAs.

Integrated and Designated ELD

Integrated ELD is instruction in which the California English Language Development Standards (CA ELD Standards) are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [ CCR] Section 11300[c]).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).

The following resources are available to support administrators and teachers to design, implement, and enhance integrated and designated ELD instruction for English learners.

Integrated and Designated ELD Video Series

The ELD Video Series tab contains videos demonstrating designated ELD and related integrated ELD instruction for ELA, mathematics, and science in grades transitional kindergarten/kindergarten through grade twelve.

Integrated and Designated ELD Letter to the Field (Dated December 18, 2019)
The California Department of Education (CDE) and the SBE provides the field with guidance for integrated and designated ELD instruction and additional resources.

English Learner Toolkit of Strategies, Volume 1
The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. The toolkit was developed by the Curriculum and Instruction Steering Committee (CISC) ELA/ELD CISC Subcommittee ELD Workgroup.

Expanded View of the ELA/ELD Framework Resources
A collection of resources that support the implementation of the ELA/ELD Framework, including integrated and designated ELD instruction for English learners.

ELA and ELD Implementation Support Videos
Videos from the Implementation Support for the ELA/ELD Framework web page are organized by key theme and area of focus, including integrated and designated ELD.

Content Standards and Curriculum Frameworks

Content Standards
Content standards defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world languages, computer science, health education, and other content areas.

ELA/ELD Framework
The ELA/ELD framework, specifically Chapter 2, provides guidance for implementing the CA ELD Standards for integrated and designated ELD instruction. Chapters three through seven provide guidance for the implementation of ELA/ELD instruction specific to each grade level.

ELA/ELD Framework Vignettes Summary Sheet
The vignette summary sheet is organized so that each grade level section has a pair of vignettes that can be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
Snapshots and vignettes for each grade level with the chapter and page numbers, and indicates the different content areas each snapshot and vignette addresses in the ELA/ELD Framework.

All Curricular Frameworks
SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, health education, and other content areas.

Integrated and Designated ELD Video Series

ELD Video Series Home | Transitional Kindergarten-Kindergarten Videos | Grade One Videos | Grade Two Videos | Grade Three Videos | Grade Four Videos | Grade Five Videos | Grade Six Videos | Grade Seven Videos | Grade Eight Videos | Grade Nine Videos | Grade Ten Videos | Grade Eleven Videos | Grade Twelve Videos

The California Department of Education (CDE) developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards (CA ELD Standards) and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.

The videos in this series feature teachers delivering integrated and designated ELD instruction to English learner students. Teachers use the CA ELD Standards to design intentional and purposeful ELD instruction that supports English learners to learn English and apply academic use of English through various content areas. English learners are equipped with linguistic resources and experiences to meaningfully engage with grade-appropriate text and contribute to academic discussions with their peers and teachers.

The CDE ELD Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

For additional guidance on how to adapt ELD in distance learning, click on the ELD Distance Learning tab.

This video series aligns with the California English Learner Roadmap Policy, Principle Two-Intellectual Quality of Instruction and Meaningful Access, where English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction, native language support, and scaffolding lessons in English.

ELD Video Series Webinars

These webinars are designed to engage the field and support educators in incorporating the Integrated and Designated ELD Videos Series into professional learning settings.

The archived webinar recordings are available through the WestEd Webinar Series on the CDE Integrated and Designated ELD Video Series web page.

ELD in Distance Learning

Pursuant to EC Section 43503, LEAs offering distance learning shall include integrated and designated ELD instruction. The following resources are available to teachers and administrators to support the design and implementation of integrated and designated ELD instruction for English learners in distance learning.

Distance Learning Instruction Planning Guidance
Guidance for distance learning instruction planning, including English language development for English learner students, in accordance to Senate Bill 98 .

Integrated and Designated ELD in Distance Learning

Support for Distance Learning: the History-Social Science and English Language Arts/English Language Development Frameworks, May 14, 2020 (Video; 51:18)
This presentation hosted by the California Department of Education (CDE) Curriculum Frameworks and Instructional Resources Division in collaboration with the Monterey County Office of Education and the California History-Social Science Project provides an overview of how the state-adopted curriculum frameworks in history-social science and ELA/ELD can support teachers and administrators in implementing a distance learning instructional program.

ELD Distance Learning Webinars

Distance Learning: ELD and Dual Language Instruction
The CDE presented and recorded this webinar on Distance Learning: English Language Development and Dual Language Instruction on May 14, 2020, as part of the CDE Distance Learning Series.

Distance Learning Series
Series of distance learning webinars on various topics related to changes due to Covid-19.

The San Bernardino County Superintendent of Schools (SBCSS) recorded a webinar highlighting how LEAs can support English learner students with online learning. The webinar takes the Sobrato Early Academic Language article by Heather Skibbins, " Six Considerations for Supporting English Learners with Distance Learning ," and breaks each of the six components down, providing practical resources that support educators at each step. The SBCSS webinar slides are also available.

This archived webinar provides upper elementary teachers ideas and activities to support 3 rd through 5 th grade students' oral language development by asking questions that promote student analysis of a text's key themes in distance learning environments.

Professional Learning Resources

These resources were developed by the California Department of Education (CDE) and outside agencies to assist educators implement the California English Language Development Standards (CA ELD Standards) and enhance integrated and designated ELD instruction for English learner students.

CDE Resources

The Professional Learning Modules (PLMs) are designed to support educators in delivering curriculum aligned to the California State Standards. The PLMs include the CA ELD Standards in the ELD instructional practice. The CA ELD Standards PLMs provide guidance for using the CA ELD Standards in tandem with the California State Standards for English Language Arts and Literacy in History/Social Studies (ELA), Science, and Technical Subjects (ELA/Literacy), and other content standards.

Integrated and Designated ELD

Click on the Integrated-Designated ELD tab to find these and other resources that support teachers and administrators to design, implement, and enhance integrated and designated ELD instruction for English learner students.

Integrated and Designated ELD Video Series

Click on the ELD Video Series tab to find the videos demonstrating designated ELD and integrated ELD instruction for ELA, mathematics, and science in transitional kindergarten/kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources supports the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework

Other Resources

English Learner Toolkit of Strategies, Volume 1
This toolkit includes a resource for teachers to help English learner students accomplish particular learning goals. The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. It addresses reading, writing, listening, and speaking for literacy in the twenty-first century, connects to task types found in the English Language Proficiency Assessment for California, and provides a checklist that includes strategies for word, sentence, and text level understanding. The toolkit was developed by the CISC ELA/ELD CISC Subcommittee ELD Workgroup.

ELD Instructional Resources

The following resources are available to support teachers and administrators as they design, implement, and enhance integrated and designated ELD instruction for English learner students in ELA, mathematics, science, and other content areas.

English Language Development

English Parent/Guardian ELD Overview Brochures (PDF)
Spanish Parent/Guardian ELD Overview Brochures (PDF)
These brochures explain the California English Language Development Standards (CA ELD Standards) to parents/guardians, providing insights into what students will learn and highlighting the progression from kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources that support the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework.

Additional California Department of Education (CDE) Resources

Spanish Language Development Standards
The Spanish Language Development Standards are the Spanish translation of the CA ELD Standards with linguistic augmentations.

Clearinghouse for Multilingual Documents
The Clearinghouse for Multilingual Documents is a secure database to assist LEA staff in locating parent notification documents translated into non-English languages.

California State Content Standards

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientist.

Content Standards
Content standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world language, computer science, health education, and other content areas.

Curriculum Frameworks

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

Mathematics Framework
The 2013 Mathematics Framework supports the implementation of the CA Mathematics Standards by emphasizing mathematical instruction and learning that focus on key topics, build mathematical understanding and fluency in a coherent manner, and develop students' ability to apply mathematics creatively to analyze and solve complex problems.

All Curricular Frameworks
The SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, world languages, career technical education, health education, and other content areas.

California English Learner Roadmap Policy

CA English Learner Roadmap (CA EL Roadmap) Policy
The CA EL Roadmap SBE Policy: Educational Program and Services for English Learners explicitly focuses on English learner students in the context of the state's efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability and school improvement, educator quality, early childhood and preschool, social and family support services, parent and community involvement, and higher education. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learner students.

CDE Publications

The 2010 CDE publication, Improving Education for English Learners: Research-Based Approaches, assists school districts in the design, implementation, and evaluation of programs for English learner students. It also assists educators in addressing the instructional needs of English learner students and supporting the implementation of ELD, as well as the subject-matter standards and frameworks. This publication is available for purchase on the CDE Press Online Ordering web page.

State and Federal Legal Citations

California Education for a Global Economy Initiative (CA Ed.G.E.)-Proposition 58
School districts and county offices of education will solicit input on, and provide to students, effective and appropriate instructional methods including, but not limited to, establishing language acquisition programs, as defined in EC Section 306. This requirement is intended to ensure that all students, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English.

California Code of Regulations

CA Ed.G.E. Initiative-Proposition 58
The CA Ed.G.E. Initiative (Proposition 58) ensures that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to fully participate in a global economy. The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

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The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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Common Core State Standards in California 

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Common Core State Standards in California 

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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Links to Resources for Student Motivation 

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Links to Resources for Student Motivation 

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Techniques for Checking for Student Understanding 

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Techniques for Checking for Student Understanding 

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Checking for Student Understanding- Four Techniques

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(As a writer)

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Use of Copyright Material- How to Obtain Permission

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Sample Business Letter Resource (Writing a Letter to prospective Boss) 

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Sample Business Letter Resource (Writing a Letter to prospective Boss) 

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California Teaching Performance Expectations Guide 

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California Teaching Performance Expectations Guide 

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Certificate of Clearance Information and Guide 

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Certificate of Clearance Information and Guide 

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William Jessup University Lesson Plan Template.docx

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California Testing for Teachers Resource 

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California Testing for Teachers Resource 

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Teachers Test Prep | Praxis, CSET, CBEST, CPACE, RICA, FTCE

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Teachers Test Prep specializes in Praxis, CSET, CBEST, CPACE, RICA, and FTCE exam preparation. We provide free practice tests and study guides, plus classes, tutoring and online prep courses.