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Every kid needs a champion | Rita Pierson | TED

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When it comes to supporting all students in an inclusive classroom, you can never have too many practical tips in your toolbox. Today's post, adapted from by Carolyn Hughes & Erik Carter, gives you 14 helpful suggestions for meeting the needs of all learners-during the school day and at home. Recommended by real teachers, these strategies will help you strengthen inclusive practices and help families provide the best supports for their children.

Teachers surveyed by authors Hughes & Carter recommended the following instructional strategies for supporting students in inclusive classrooms:

Apply proven strategies. Investigate what works by reading about the latest research-based strategies for inclusive classrooms. (We've got a whole bookstore category for that. ) If you haven't already, try strategies like constant and progressive time delay, most-to-least or least-to-most prompting, and other direct instruction strategies backed by strong evidence of effectiveness. Always match the strategies you choose with the individual needs and strengths of your students.

Rethink grading. For students who have extensive support needs, traditional grading systems probably won't be the best way to show what they can do. Consider alternative grading approaches that more meaningfully capture the progress students with disabilities are making toward their academic goals. (For guidance on grading, see this excellent post from Nicole Eredics of the Inclusive Class blog: "10 Tips for Grading Students with Disabilities in the Inclusive Classroom.")

Outside the classroom, kids should have plenty of chances to practice new skills across a variety of settings, tasks, and people. Parents, extended family members, and other adults can keep these teacher-recommended strategies in mind when supporting students at home and in the community.

Use your child's interests as teaching tools. Does your child have a special fascination? Weaving these preferences and interests into skill instruction can help promote learning and engagement. (For specific ideas on using a child's fascinations as powerful learning aids, see by Paula Kluth & Patrick Schwarz.)

As an educator or parent, which of these strategies resonates with you most? Do you have another key principle of inclusion that guides you every day? Share it with us in the comments below!

For more than 500 research-based, teacher-tested strategies that help students with disabilities make a smooth transition to adulthood, check outRead an excerpt, see the reviews, and view the full table of contents.

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14 Ways to Support All Learners at School and Home - Brookes Blog

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When it comes to supporting all students in an inclusive classroom, you can never have too many practical tips in your toolbox. Today's post, adapted from The New Transition Handbook by Carolyn Hughes & Erik Carter, gives you 14 helpful suggestions for meeting the needs of all learners-during the school day and at home.

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32 Strategies for Building a Positive Learning Environment

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32 Strategies for Building a Positive Learning Environment

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IXL Social Studies | Learn social studies online

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It was processed successfully! It was processed successfully! Trusted By Teachers in Over 20,000 Schools "My students loved the videos. I started the video subscription in May and used them as a review before the state test, which I know contributed to 100% of my class passing the state test."

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Learning A-Z https://www.learninga-z.com/site/products/readinga-z/overview Reading A-Z provides best-in-class leveled reading resources to easily differentiate instruction. https://www.learninga-z.com/user_area/content_media/raw/ReadingAZwhite.png?bgcolor=red https://www.learninga-z.com/user_area/content_media/raw/ReadingAZwhite.png?bgcolor=red https://www.readinga-z.com/ Reading A-Z Reading A-Z "Reading A-Z has helped my students find a love for learning through exciting stories and passages that connect directly to the state standards."

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I have found that that in order to have equity in education, we must create it.

Our society, not to mention our educational system, is not set up to be equitable. As leaders in education, it is our duty to establish an even playing field or at least to allow everyone to see the playing field as depicted in the depictions of equity and equality below. History teaches us that everyone should get the same things in education; rather, I believe that our students should first have access to the same opportunities regardless of their circumstances, in order to create the equitable playing field.

Another great image that illustrates the challenges we are up against in education is depicted in the cartoon below in which a variety of animals are given the task to climb a tree in order to be "fairly selected" for something seemingly meaningful. The image speaks for itself in terms of the unfairness in education. Hip-hop artist, Prince Ea brought this cartoon to life, from the perspective of the fish, with this video, in which he sued our educational system.

So, how do we create an equitable playing field where "fish" don't have to climb trees? I believe that we need to look at our opportunities to create equity from a NEW angle. Specifically, we must:

Naming our Diversity

First, we need to be honest with ourselves about the assumptions and beliefs that we as educators have of our students. Assumptions and beliefs based on preconceived notions misguide our judgement of our students' potential. Dismantling the barriers that block our understanding of the truth, allows us to foster meaningful relationships with our students and colleagues to create culturally relevant pedagogical systems for teaching and learning.

Building trust is step one in the process of creating equity in education. As principal of a school that focuses on social-emotional learning I have learned the value of intentional conversations with other educators about what it is that makes the school different and unique. Recently, I have been spending a lot of my time helping people understand the perspectives of other peoples. The results have been staggering: Personal connections across professional lines have strengthened. Understanding of our students' life situations have grown. Ultimately, our relationships with students have deepened to the point where daily class meetings are forums for building trust among students from a variety of multicultural perspectives. Empathy for diversity is powerful in the pursuit of equity.

Empower Open-Mindedness

Next, I have learned to surround myself with like-minded individuals in education. While having honest and intentional conversations is the first step in creating equity, having the courage to confront the people who lack an open-minded approach is the next leap. We need to challenge people who perpetuate a negative view of their students' potential that is based in preconception. No single educator can do this alone. I believe in empowering all those who demonstrate even a sliver of confidence to stand up to the injustices they see.

Fatigue from the day-to-day demands of work in a school is normal; countering others with negative beliefs is a further struggle. After seeing the benefits of an entire school focused on social-emotional learning, I surrendered my own assumptions and beliefs that were perpetuating the cycle of a doubt about our students' abilities and jumped all in on developing a school culture that does not tolerate negativity. I established an expectation that all would cultivate an open-minded approach to learning in order to create an empowering school culture focused on equity. Our results included:

Staff diversity increased from 2% to 20% teachers of color.

Annual school suspensions decreased from 58 to 16 over the course of three years to the point that suspensions of students of color and with disabilities became proportionate to th school demographics.

The percentage of students reading on grade level skyrocketed from 64% to 84% over two years. Potential became a reality.

Welcome Out-of-the-Box Ideas

Innovation is the final step in creating equity in education. We created a resource center called "The Empowerment Zone." All our school resources for students, parents, teachers, and community members are centralized in one room for easy access to supports. In The Empowerment Zone, our 36 community partners provide resources and services including academic, mental health, financial, and wellness opportunities. The reality of the equal playing field described at the beginning of this blog came to life in The Empowerment Zone, where all of our students and their families have access to the same opportunities.

In addition, our social-emotional learning efforts are positively affecting students' academic performance. Our instructional model integrates SEL and PBL initiatives that meet students' needs and enhance the culture of learning at Ecoff. The components of the instructional model include:

A framework that calls for multiple teaching styles to support multiple learning styles with a focus on relationships

A systematic process to maximize cross-curricular integration of learning objectives

Built-in mechanisms for equity checkpoints to ensure culturally relevant instruction

Embedded STEAM strategies to support students' career readiness

Encompassing of the 5 C's (communication, creativity, critical thinking, collaboration, and citizenship) to support students' goal setting, leadership. and personalized learning

Moving forward, I believe in the need for "A New Angle" on structuring our educational system. The process takes intentional and honest teamwork with the willingness to have courageous conversations about our differences. We must empower our educators who have an open-mind attitude toward students and who believe in making a difference in all of their students' lives. Ultimately, we need to create a context that allows innovation to thrive in a world of inequities. Our educational "playing field" needs to become level where "climbing trees" is no longer an unfair expectation for success.

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A NEW Angle: Creating Equity in Education | Center for the Collaborative Classroom

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I have found that that in order to have equity in education, we must create it. Our society, not to mention our educational system, is not set up to be equitable. As leaders in education, it is our duty to establish an even playing field or at least to allow everyone to see the playing [...]

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Posted January 9, 2020
By Deepti Karkhanis and Rika Meyer
As instructors, we are always looking for ways to achieve equity. In other words, instructors strive to provide equal opportunities for success to their students. This can be achieved through accessible course design, thoughtful and equitable practices, and academic resources. However, sometimes it can be overwhelming to start putting equitable practices into action. Therefore, we decided to put together some clear, tangible tools you could use today to start making changes and promote educational equity in your classroom and at your institution.

Calling on students

In psychology classes, we cover many topics that personally relate to everyone. Instructors typically ask students to apply what they learn in class to their life and pull examples from their lives to help them understand a concept. I think this is a great way to show the utility of what we learn in class. However, we need to be mindful of practicing inclusion in a way that it doesn't hamper student morale. To implement this, I don't call on my students by name when I ask questions to the class. I do this because when instructors do this, it usually immediately increases anxiety in the student that is called on. This doesn't always mean I have the same students speaking up in class. I think you can continuously work on the classroom environment to enable students to feel comfortable speaking up. For the students who never speak up in class, I already have students type/write down their responses that I can immediately see on my iPad in class. Therefore, I can give them a voice by bringing up points not made by the students who already willingly shared in front of the class.

About a year ago, one of my international students came to my office hours and thanked me for that practice. She said that the academic environment she was used to was not one where there is a lot of discussion, so the transition to a classroom where it was split into lecture/activities/discussions each class, she was intimidated with speaking up. However, in small group discussions, she participated in lively discussions and was one of the most engaged students in the classroom. Each student "participates" differently, who are we to say that 'raising your hand' means engaged?

For instance, one way that equitable class participation can be practiced such that each student is given an opportunity to share their idea and/or ask a question is the "paperclip" method. Provide each student with two or three paperclips at the start of class that they can use as talking chips. Each time a student contributes to the discussion and/or asks a question, they turn in a clip with the goal being that all students use up their clips. This strategy encourages students who tend to monopolize classroom participation to save their clips for their most thoughtful questions and comments. One could also extend this method into participation notecards, which less vocal or shy students can turn in at the end of the class or even pass it down during class so the instructor can read out their thoughts and/or questions.

Re-thinking your late-work policy

Why do we have late policies? Instructors will usually say, "To teach them the importance of turning things in on time," or "To teach self-reliance." We agree that those are important skills to learn. However, many students of color face more challenges and daily hassles compared to a typical student. For example, having to stay home to care for a sick child, working a full-time job while being a full-time student, or having to take two buses to school for 2 hours instead of driving 30 minutes to campus. Non-traditional students also have additional challenges. For example, an older, non-traditional student may be writing a paper for the first time in 30 years. Perhaps they may need more time for an assignment like that. These types of anecdotes made me re-think my late policies. To address this, one can have students come and speak to the instructor if they need an extension before the due date comes. This encourages students to seek the help they need and allows me to get to know them better. One could also consider using a late-work contract for paper submissions wherein a student commits to turning in the work on a later date so that as an instructor you are not stressing about missed grading. Or even perhaps turn the writing assignment into an opportunity to learn writing (see Learning Writing by Rewriting blog post on Noba).

Guest speakers and videos should represent professionals of color.

Several of us resort to a combination of lecture and activity when teaching a course. From both the UDL and equity perspective, it is a good idea to show short videos during class time to help further explain the concept(s) being taught. When choosing videos to show, be mindful to look for speakers that are coming from different backgrounds, nationality, and even accents. It allows for students to be receptive of professionals from other parts of the world. It also helps validate and motivate students of color in our classrooms to see themselves at higher posts in the field. On the same lines, it is a good idea to invite speakers (when possible) to present research or real-life content to the class. Again, looking for speakers in the community, who are inspirational and belong to marginalized sections of the society can help promote educational equity.

Normalizing failure.

When striving for educational equity, it is necessary to create an environment when it is safe to fail. Life is already very demanding and stressful for our students, and adding to that stress level doesn't help learning. Taking out time to pause and share people's failures and what they learned from it, is a good way to normalize and neutralize it. As their instructor, providing personal anecdotes about failing reminds the students that no one is perfect, and that failure can be seen as an opportunity to grow. Is it a good idea to celebrate failure? Yes, absolutely! If a class bombed a group discussion, it is a good idea to focus on the 1-2 positive points made rather than focusing on what students got incorrect. The misconception(s) can be corrected during lecture and/or future assignment.

Open Educational Resources

Mindfully selecting and using textbooks that are OER, and monitoring the costs of the textbooks assigned by our colleagues can help increase access to content among students. There are several repositories where instructors can find the various OER texts in psychology. For e.g., Open Textbook Library

Bringing snacks and water to class, especially during test days

Food insecurity is a growing problem in the college student population. Although many campuses have been working towards reducing this insecurity with food banks and the availability of affordable food, students are still coming to class hungry. Bringing healthy snacks (e.g., fruit, crackers), particularly on test days, not only helps to address this issue in the classroom, but also helps to create an environment where students feel like they are cared for and understood. One can also incorporate class activities that involve healthy. For instance, I demonstrate the 'schedules of reinforcement' when teaching the Conditioning and Learning Noba Module by bringing in protein/cereal bars to reinforce class participation behavior.

Equity can be a hard goal to achieve in the classroom without actively critiquing your syllabus, activities, and assignments. Is your syllabus demonstrating inequity to begin with? What are ways you can make your class as a whole equitable? Are we creating a welcoming and inclusive learning environment? These are ongoing challenges we should tackle as instructors. Some instructors may ask: "Am I making my class too easy?", "Am I teaching them the skills necessary to be successful professionals?" While these are all questions we should be asking, at the same time, we should also be asking, "Are we creating barriers to learning?", and strive instead to make learning fun and accessible to all.

Image Credit: Sharkey134~enwiki. Describes the different conditions necessary for learning to be fun. This poster was created by the Fun Academy to illustrate the Fun Learning philosophy. https://creativecommons.org/licenses/by-sa/4.0/ https://commons.wikimedia.org/wiki/File:Learning_i...

Bios:

Deepti Karkhanis is an Associate Professor and Department Chair of Psychology at Bellevue College, WA. She received her Bachelor's and Master's degrees in Psychology from Delhi University in India, and her Doctoral degree in Applied Developmental Psychology from George Mason University in Fairfax, VA. She is a developmentalist whose teaching interests include Lifespan psychology, General psychology, Cross-cultural psychology and Positive psychology. Dr. Karkhanis explores a variety of pedagogical topics such as collaborative testing, student-teacher rapport, positive psychology in classroom curriculum, and teacher training on social justice and educational equity.

Rika Meyer is an Assistant Professor in the Child and Adolescent Development Department at California State University, Northridge. She received her BA in Psychology from UCLA and her MA and Ph.D. in Developmental Psychology from University of Michigan, Ann Arbor. She currently teaches Developmental Impacts of Abuse and Neglect and Helping Children Cope with Medical Environments. Her research interests include chronic pain and stress in children, adolescents, and their families, and ways to promote academic success from childhood to emerging adulthood.

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Posted January 9, 2020 By Deepti Karkhanis and Rika Meyer As instructors, we are always looking for ways to achieve equity. In other words, instructors strive to provide equal opportunities for success to their students. This can be achieved through accessible course design, thoughtful and equitable practices, and academic resources.

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Building social justice starting in the classroom.

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Ideas include knowing every child, celebrating their potential, recognizing their challenges, acknowledging inequity, and using culture as a resource.

I coached Jane in her third year of teaching ninth-grade English in a high school with many English language learners (ELLs). Her style leaned toward direct instruction, and she did a great job of modeling literacy strategies. One day, I observed Jane leading a mini-lesson on paragraph revision. As I sat beside an ELL named Veronica, I noticed that her "paragraph" was one long run-on sentence. With Veronica's permission, I made a copy of the paragraph for Jane.

"Ugh!" she sighed when she saw it. "What do I do with this?" Veronica had a clear learning gap around punctuation and syntax.

"Well," I said, "you get to teach her. What do you know about her schooling experiences in El Salvador? You set a goal to individualize instruction this year, and this seems like an opportunity to practice. Why not pull Veronica aside tomorrow to offer targeted support?"

"But we have a quiz!" Jane responded, almost forlorn. "There's never enough time."

"Why," I pushed gently, "does she need to take the quiz more than she needs to sit with you and learn how to structure a paragraph?" It was a simple question, but I saw signs of awakening on Jane's face. "You're right," she finally said. "I never considered my ability to make choices like this. Tomorrow, I'll work with Veronica one-on-one."

Equality vs. Equity

This vignette cuts to the heart of equality vs. equity in the classroom. If equality means giving everyone the same resources, equity means giving each student access to the resources they need to learn and thrive. As those of us who are parents know, each child is different. It can be tough to meet their competing needs, but this is pretty much the job description for parenting and, I would argue, for teaching. Jane could have modeled paragraph revision until she was blue in the face, but Veronica lacked the building blocks of a sentence. Instead, Jane provided this learner with a critical resource: the attention of her skillful teacher.

If we're committed to the success of every child, we must acknowledge the uneven playing field that exists for many: ELLs, students with special needs, children experiencing trauma or relentless poverty, and students of color who confront unconscious biases about their capacity. Walking toward equity will help us to create inclusive, 21st-century classrooms.

6 Steps Toward Equity

It's hard to sum up what it means to embrace equity in the classroom. My partner and I are veteran equity-driven educators, and we wrestle with this question. Complexity duly noted, here are six ways to walk toward equity.

1. Know every child: First and foremost, get to know each student as a unique and layered individual. Embrace storientation to learn where they're from, what they love to do outside of school, what their family is like. Don't subscribe to a single story about any child. The more you know, the more you can build trust and differentiate instruction.

2. Become a warm demander: Author Lisa Delpit describes warm demanders as teachers who "expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment." An equity stance pushes us to couple high expectations with a commitment to every child's success.

3. Practice lean-in assessment: As you gather a student's human story, start to piece together his or her learning story. How does she approach tasks? What are his strengths as a learner What does she struggle with?

No standardized test will provide you with quality data on these questions. Use proximity and lean-in assessment to diagnose students' learning needs. Carry a clipboard with you while students are working, and take careful notes on what you observe.

4. Flex your routines: Remember that one-size lessons do not fit all. Jane had mastered the art of the mini-lesson, but she was losing learners in the process. Be willing to flex or set aside your well-laid plans to individualize instruction. If pulling a student out of an activity to support him or her makes you uncomfortable, notice your discomfort and try not to let it control your decisions.

5. Make it safe to fail: Teach students that failure is just another form of data. When a child feels shame about his learning gaps, he'll hide behind quiet compliance or bravado and acting out. In an equitable classroom, there's no need to hide because struggle and failure are neutralized, normalized, and even celebrated. Consider this: Once a week, have students meet in groups to share something they struggled with and what they learned in the process.

6. View culture as a resource: Finally, don't be culture-blind. When we ignore students' identities, we efface who they are in the world and lose a rich resource for learning. Understand this simple, powerful truth offered by my friend Zaretta Hammond in her recent book Culturally Responsive Teaching and the Brain: "Culture, it turns out, is the way every brain makes sense of the world." Help students activate their cultural schema to access challenging content. Invite them to share where they come from, not just with you but also with each other. Value and affirm all forms of difference.

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Equity vs. Equality: 6 Steps Toward Equity

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Ideas include knowing every child, celebrating their potential, recognizing their challenges, acknowledging inequity, and using culture as a resource. I coached Jane in her third year of teaching ninth-grade English in a high school with many English language learners (ELLs). Her style leaned toward direct instruction, and she did a great job of modeling literacy strategies.

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They're all about saving educators time and effort. Ready-to-use activities combine our high-quality content with our popular SOS Instructional Strategies, giving you that magic formula for constructive, engaging activities to integrate into your daily lesson plans. Each month we curate new calendars of ready-to-use activities for grades K-2, 3-5, and 6-8 based on what teachers are searching for the most.

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Google classroom and google jam board are just a few of the very useful google resources I have recently learned about to help adapt into teaching

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Students can jam from anywhere

Educators can engage all students in the learning process, whether working together in a traditional classroom, a group seminar setting, or through distance learning. The Jamboard app for Android and iOS makes it easy for students and educators to join in on the creativity from their phone, tablet, or Chromebook.

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Google Jamboard: Collaborative Digital Whiteboard | Google Workspace for Education - Google for Education

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A collaborative, digital whiteboard makes it easy to create without boundaries and share ideas in real time. Jamboard moves the whiteboard to the cloud.

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Great site in support of remote learning

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Video messaging for teams

Boost your team's creativity and productivity with Vimeo Record: a free screen and webcam recorder that lets you share video messages quickly and easily. Install the Chrome extension to get started.

Take back control of your time.

Say goodbye to Zoom fatigue, back-and-forth emails, and long Slack threads. Whether you're collaborating on a project or communicating with a customer, sending a screen recorded video message can provide the context and value of a meeting in a fraction of the time.

One Chrome extension. Many video recording software use-cases.

Why Vimeo Record?

Unlike other video recording software that limits the number of recordings you can access, our free screen recorder gives you unlimited recordings, so your team can keep creating and collaborating. Plus, you can record up to 2 hours per video, upload any video file, and use a variety of tools to organize, manage, and publish your videos. Join over 200M users who have chosen Vimeo as the home for their screen recordings.

Add a little personality.

Share your thoughts with understanding and empathy, just like you would in person. Choose to record your screen, your camera, or both, so your message is conveyed exactly the way you intended.

Screen record from anywhere.

You don't have to be behind your desk to create a new recording. With the Vimeo app on iOS, you can record audio and video right from your phone. Then edit, upload, and share.

Keep feedback in check.

Stay in the loop on every recording: get notified when someone watches, comments, or responds, and resolve any comments or threads along the way.

Secure your screen recordings.

Organize your screen recordings in team folders to automatically notify anyone with access to the folder of new content. Then set exact permissions and invite clients and stakeholders as viewers to specific folders.

Have questions?
We have answers.

How do you record your screen?

One of the easiest ways to create a screen recording is with Vimeo Record. Simply download the free Chrome extension, and then click the Vimeo icon in your Chrome toolbar. You'll have the option to record your webcam, screen, or both at the same time. Then, simply hit "Start recording."

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Free Screen Recorder | Free Video Recording Software | Vimeo Record

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Boost your team's creativity and productivity with Vimeo Record: a free screen and webcam recorder that lets you share video messages quickly and easily. Install the Chrome extension to get started. Say goodbye to Zoom fatigue, back-and-forth emails, and long Slack threads.

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Go noodle has fantastic brain breaks for students!

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EQUALIZING ACCESS TO EXPERIENTIAL LEARNING SINCE 2007.

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Padlet itself is a great technology resource!