Week 5: Section IV Freire, and Section V Motivation by Nicholas Balderas

Chapter 15: ELL Understanding Their Needs

nicholasbalderas01 — 2024-06-25 15:57:26 UTC

Chapter 13: To Study Is a Revolutionary Duty

nicholasbalderas01 — 2024-06-25 21:35:21 UTC

Chapter 14: Eating, Drinking, and Acting

nicholasbalderas01 — 2024-06-25 21:35:30 UTC

Chapter 16: Preparing Culturally Responsive Teachers

nicholasbalderas01 — 2024-06-25 21:35:40 UTC

Chapter 17: Affective and Motivational Factors for Learning & Achievement

nicholasbalderas01 — 2024-06-25 21:36:40 UTC

Chapter 18: Self Efficacy: An Essential Motive to Learn

nicholasbalderas01 — 2024-06-25 21:36:53 UTC

Chapter 19: Motivation and Reading: Focus on Content Literacy

nicholasbalderas01 — 2024-06-25 21:37:04 UTC

Chapter 20: Encouraging the Discouraged: Students’ Views for Elementary Classrooms

nicholasbalderas01 — 2024-06-25 21:37:25 UTC

Chapter 21: Momentous Historical Events as Incentives to Explore History Making

nicholasbalderas01 — 2024-06-25 21:37:48 UTC

Instructions

nicholasbalderas01 — 2024-06-25 21:39:27 UTC

Breakout Rooms (4-5 Groups)
- Chapter discussion (You may use guided questions)
Activity
- Your team will need to add something to your corresponding chapters in the padlet.
- You may post in a different section but you must identify yourself or your team if you wish to participate.
Time
- You will have 30 minutes to discuss and complete the activity.

Instructions

nicholasbalderas01 — 2024-06-27 18:33:31 UTC

Breakout Rooms (4-5 Groups)
- Chapter discussion (You may use guided questions)
Activity
- Your team will need to add something to your corresponding chapters in the padlet.
- You may post in a different section but you must identify yourself or your team if you wish to participate.
Time
- You will have 30 minutes to discuss and complete the activity.

How can we relate our teaching as a revolutionary duty to school culture and how students experience learning?

msaenz597 — 2024-07-03 00:06:18 UTC

Teaching as a revolutionary duty can fundamentally reshape school culture and student experiences by fostering an environment where critical thinking, social justice, and active engagement are prioritized. When educators embrace their role as agents of change, they can create a school culture that encourages students to question existing systems, understand their own potential for impact, and feel empowered to drive positive change.

Give an example of how to make learning authentic and interesting.

nicholasbalderas01 — 2024-07-03 00:14:23 UTC

How can you include cultural differences to build perspectives of the class? How can context-embedding learning activities that are inclusive and promoting of culture.

nicholasbalderas01 — 2024-07-03 00:15:11 UTC

How can we use Testimonio as a way to share our cultural experiences.

Stereotypes

msaenz597 — 2024-07-03 00:16:43 UTC

oaperezz — 2024-07-03 00:22:12 UTC

Over time, individuals and communities began to embrace the term "nerd" as a badge of honor. For many, identifying as a "nerd" is empowering. It encourages people to pursue their interests and embrace their uniqueness without fear of social stigma. The positive redefinition of "nerd" has also highlighted the importance of education, innovation, and the pursuit of knowledge in driving societal progress. - Ofelia Perez

nicholasbalderas01 — 2024-07-03 00:22:20 UTC

Are we a reflection of what is around us? How do we think about ourselves in a space?

How do students see shame and pride?

nicholasbalderas01 — 2024-07-03 00:52:28 UTC

Self-Efficacy in the Classroom

nicholasbalderas01 — 2024-07-03 01:28:58 UTC

Bandura (1977) who states, “the strengths of peoples convictions in their own effectiveness is likely to affect whether they will even try to cope with given situations” (Pg. 141).

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

nicholasbalderas01 — 2024-07-03 01:34:57 UTC

"Technology challenges our understanding as educators as to what it means to be literate." (Pg. 228)

bmunguia95 — 2024-07-03 01:36:09 UTC

Ability to manage your emotions and understand others.

nicholasbalderas01 — 2024-07-03 01:37:56 UTC

"Learning to read" vs "reading to learn"

oaperezz — 2024-07-03 01:40:37 UTC

Assigning specific roles to students in group work can significantly enhance their self-efficacy by providing clear responsibilities and fostering a sense of ownership and competence. This structure not only ensures effective collaboration and accountability but also allows students to develop and recognize their skills, thereby boosting their confidence and belief in their abilities to succeed in collaborative and individual tasks. - Ofelia Perez

nicholasbalderas01 — 2024-07-03 01:59:22 UTC

nicholasbalderas01 — 2024-07-03 02:00:09 UTC

nicholasbalderas01 — 2024-07-03 02:06:59 UTC

2024-07-03 02:20:27 UTC

Permission to Feel