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https://www.amazon.com/Other-Peoples-Children-Cultural-Classroom/dp/1595580743

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Other People's Children: Cultural Conflict in the Classroom

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Amazon.com: Other People's Children: Cultural Conflict in the Classroom: 9781595580740: Delpit, Lisa

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CTP for CSTP 1

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Engagement Strategies

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https://www.edutopia.org/article/dos-and-donts-classroom-decorations

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Collaborative statewide network of classroom teachers dedicated to improving classroom instruction, student learning and literacy.

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CSMP - California Subject Matter Project

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The California History-Social Science Project (CHSSP) is a collaborative, statewide network of classroom teachers and university scholars dedicated to improving classroom instruction, student learning, and literacy. Through its programs, leaders provide teachers with a research-based and classroom-tested approach to improve students' understanding of the past, critical thinking, reading, and writing.

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https://www.edutopia.org/article/multiple-intelligences-theory-widely-used-yet-misunderstood

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http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

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Growth Mindset Teaching Resources from youcubed.org

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Growth Mindset Teaching Resources from youcubed.org

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

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Resources for effective learning environment

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Resources for effective learning environment

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Capistrano Unified New Teacher Induction Program

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EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

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CSTP 2: Creating and Maintaining Effective Environments for Student Learning ​ Sample Growth Goals and Measurable Outcomes: Routines and Procedures Resources: Strategic Seating Arrangements...

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Check out the tools and tips at pbs.org

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Support for teachers develop the craft of teaching history

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Resources & professional learning for K-12 history-social science

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Teaching Channel "How to prepare students for accessing complex texts"

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Teaching Channel "How to prepare students for accessing complex texts"

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The power to read is one of the most precious gifts any teacher can bestow upon his or her students. When students cross over into the secondary grades, reading to learn becomes more complicated. The texts get longer, the concepts deeper, and the punctuation farther away from the texts of their youth.

The importance of reading complex texts has been magnified in the era of automation and technology. There is a growing need for students to enter the world of college and work with the capacity to decode and comprehend dense texts. However, in too many classrooms, students may have unfinished learning as it relates to reading comprehension, and dense reading is hidden or absent in instruction.

In the video that follows, I take you inside the process of a first year teacher and her instructional coach, as we try to first understand the text for ourselves and then plan for access points for our students.
The planning session includes:

1. Reviewing the notes from our independent reading of the texts with a focus on understanding word choice and structure, and determining how the two combine to make meaning.

2. Engaging in the text as a reader and anticipating student misconceptions.

3. Analyzing the text for deeper meaning and shifts in structure.

4. Probing the text for allusions and sentence structures that would be ideal instructional points.

Off camera, we select the "juicy sentences" that will help the students understand the new syntax that's offered by the text itself. You can find a video from UnboundEd demonstrating this strategy in a professional development context here.

The scene shifts to the classroom, where we mainly focus on the teacher, Ms. Hollins. She attempts to familiarize students with the allusions as well as the syntax within the complex text entitled, The Last New Negro, by Darryl Pinckney.

This is a standard, 11th grade ELA classroom. During the filming of this video, I'm doing double duty. As the videographer, I'm trying to be your eyes and ears into the dynamics of a classroom. Additionally, when I turn the camera off, I'm co-teaching and coaching Ms. Hollins on her instruction. You'll even notice my handwriting on some of the whiteboard video shots.

Finally, the scene shifts back to a creative debrief, where Hannah and I use the Zoom platform to talk about the strategy and the process of teaching complex texts to students with unfinished learning. Click here for even more resources on the Juicy Sentences Protocol.

It's the objective of great teaching to help find access points for all children to learn complex ideas well. If we do our jobs in collaboration with coaches and through honest reflection, we'll be better able to realize the dream of a well-educated society for us all.
Josh Parker is a 2017 Lowell Milken Unsung Hero, 2013 NEA Global Fellow, and the 2012 Maryland Teacher of the Year. He has served the students and teachers of Paul Laurence Dunbar Senior High School in Washington, D.C. as an Instructional Coach and has been an ELA Instructional Coach, Language Arts Department Chair, Secondary Language Arts teacher, professor, and compliance specialist. He now serves teachers, administrators, and educational leaders throughout the country as the Director of Engagement and Programs at UnboundEd. Connect with Josh on Twitter: @MDTOY2012.

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Preparing Students to Access Complex Texts

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Take a look inside the process of a first year teacher and her instructional coach, as we try to first understand the text for ourselves and then plan for access points for our students.

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https://www.edutopia.org/assessment?gclid=CjwKCAiAo8jgBRAVEiwAJUXKqLiywqtKgC7NdVFNwTnaAD9gkV2aHfavfle6jmIpESozTMZZLWWNCxoCgTwQAvD_BwE