https://padlet.com/macap1010/c9q1i0f7i2s2 Maria Caputo & Lauren Coccoluto en-us 2019-05-02 20:35:25 UTC 2019-05-02 21:35:46 UTC hello@padlet.com macap1010 https://padlet.com/macap1010/c9q1i0f7i2s2/wish/356397199

This film takes a closer look at the Artinian extended family, a family that has experienced deafness over three generations 

The film gives the viewer an inside look at the divide between the Deaf Community and the Hearing Community

Two brothers, Chris and Peter face the challenging decision whether to give their deaf children (infant and toddler) cochlear implants; surgically implanted devices that may improve their ability to hear and possibly threatens their deaf identity 

A member of the Deaf Community described cochlear implants as a "slap in the face to anyone who is deaf" 

]]> 2019-05-02 20:36:46 UTC https://padlet.com/macap1010/c9q1i0f7i2s2/wish/356397199 lcoccolu https://padlet.com/macap1010/c9q1i0f7i2s2/wish/356397634 This chapter discusses the last practice area in the Ready for Rigor frame: Community of Learners and Learning Environment which is an important element in culturally responsive teaching.  This chapter helps us to learn how to build a sense of community and connection in the classroom.

After considering all cultures in your classroom, translate those values into concrete objects and symbols in your classroom (ex: artwork loan). Common routines in the classroom should emphasize interdependency and social connection (ex: centers instead of morning meeting) . Rituals in the classroom can reinforce inspiration and validation in students (ex: reciting meaningful poem every morning).

Talking in the classroom helps us process our learning, connect with others, and expand our thinking.  Try using strategies that allow students to discuss topics more in-depth than Turn and Talk (ex: chalk talk or world cafe). 
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