NAIDOC 2018
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This slideshow discusses an Australian primary school's theme "Because of Her, We Can" and how it is represented through an artwork by Aboriginal artist Cheryl Moggs. The artwork is divided into four sections from top to bottom: Stories of the Stars, Connection to Country, Women and Signposts, and Connections to the Waterways. The slideshow provides Cheryl Mogg's descriptions of the meaning behind each section of her artwork and invites students to consider how their mothers, grandmothers, aunts or sisters have helped them and to see the ideas in the artwork.
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school ma t t e r sA Paradigm Shift That Can Help Stude.docx
school ma t t e r s
A Paradigm Shift
That Can Help Students Thrive
and Schools Succeed
B y J e n n i f e r B r y a n
80 I n d e p e n d e n t S c h o o l
All learning begins when our comfortable
ideas turn out to be inadequate.
— John Dewey, psychologist, educator
G
iven how pervasively p o liti
cal, cultural, educational, and
religious institutions are built
on a foundation of stereotypes
and binary assum ptions, it is
easy to understand why people
find the current reassessm ent
of all things gender disquieting and
disruptive. The consequences of this
upheaval can be found in all corners
of pre-K-12 schooling, from the first-
grade boy who wants to wear a dress to
school, to the middle school girl who
wants to play football, to genderqueer
high school students seeking affirma
tion and inclusion.
W hen I began working with inde
p e n d e n t schools on gender-related
issues 16 years ago, the goal was to
open educators’ hearts and minds, and
help them understand children and
adolescents who were diverse in terms
o f their gender and sexuality. At the
time, using the LGB (and reluctantly, T)
framework was the standard approach.
Even if teachers weren’t comfortable
saying the words lesbian, gay, bisexual,
and transgender out loud, LGBT was a
recognizable acronym that organized
thinking and actions. Over the years,
however, this narrow framework has
perpetuated a focus on “gay kids” or stu
dents who are “different.” As a result,
we have m issed the broad impact of sex
ism, homophobia, and heteronormativ-
ity on all students, o f every age.
A R o b o tic s Tale
A fourth-grade teacher shared with
me his observation that the boys in his
robotics class typically dom inate the
building, program m ing, and operat
ing, while the girls m ake the colorful
posters for their team. “I try to encour
age the girls to get m ore involved, but
they are really reluctant,” he said. He
invited m e to visit and observe. After a
h alf hour, with the teacher’s blessing, I
stopped the class to share a three-m in
ute video m ontage with the students.
The video exposes Lego’s sexist, binary
approach to m arketing the salon, the
mall, and the Lego Friends beach party
to girls and the volcano heavy-lift heli
copter, deep-sea operations base, and
heavy-haul train set to boys. I read a
seven-year-old girl’s letter to Lego in
which she complains that boys get to
go on adventures and work, while the
girls shop and don’t have jobs. W hen
these fourth-graders learned that Lego
did m ake a very cool set o f wom en
scientists a few years ago and then,
in spite of its enorm ous popularity,
discontinued the product, they grew
indignant. Fourth-graders care a lot
about fairness, and they saw Lego’s
gendered m arketing m anipulations as
blatantly unfair.
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Ind eng-225-ppt
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The document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has the following objectives: to help students identify gender stereotypes; raise awareness of stereotypes; promote critical thinking; and develop language skills. Activities include a warm-up where students share stereotypes, a presentation putting stereotypes into categories, reading and discussing the song "Born This Way", and an activity focusing on past tense verbs. The lesson aims to get students thinking critically about stereotypes and how they are represented in media.
Lesson 1 cse
This lesson plan aims to help elementary students identify and discuss gender stereotypes. It includes a warm-up activity where students identify their prior knowledge of gender stereotypes. In the presentation, students categorize words and phrases related to gender stereotypes in a Venn diagram and watch a video on the topic. For development, students read and discuss the meaning of a song about accepting oneself. They also analyze vocabulary from the song and classify verbs as regular and irregular past tense. The closure has students search online for images representing gender stereotypes and link them to vocabulary from the lesson. Adaptations are included for students with dyslexia, such as limiting new vocabulary and using multi-sensory teaching methods.
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ANZAC Day Quiz
This document contains a quiz about ANZAC Day and the First World War. It asks true or false questions about details such as when Australia joined the war, where the ANZACs first battled, who John Simpson was, what symbols can be worn on ANZAC Day, and what ANZAC stands for. The quiz provides the correct answers to test the user's knowledge about Australia's involvement in World War 1 and the history of ANZAC Day.
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school ma t t e r s
A Paradigm Shift
That Can Help Students Thrive
and Schools Succeed
B y J e n n i f e r B r y a n
80 I n d e p e n d e n t S c h o o l
All learning begins when our comfortable
ideas turn out to be inadequate.
— John Dewey, psychologist, educator
G
iven how pervasively p o liti
cal, cultural, educational, and
religious institutions are built
on a foundation of stereotypes
and binary assum ptions, it is
easy to understand why people
find the current reassessm ent
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disruptive. The consequences of this
upheaval can be found in all corners
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grade boy who wants to wear a dress to
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wants to play football, to genderqueer
high school students seeking affirma
tion and inclusion.
W hen I began working with inde
p e n d e n t schools on gender-related
issues 16 years ago, the goal was to
open educators’ hearts and minds, and
help them understand children and
adolescents who were diverse in terms
o f their gender and sexuality. At the
time, using the LGB (and reluctantly, T)
framework was the standard approach.
Even if teachers weren’t comfortable
saying the words lesbian, gay, bisexual,
and transgender out loud, LGBT was a
recognizable acronym that organized
thinking and actions. Over the years,
however, this narrow framework has
perpetuated a focus on “gay kids” or stu
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ism, homophobia, and heteronormativ-
ity on all students, o f every age.
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me his observation that the boys in his
robotics class typically dom inate the
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ing, while the girls m ake the colorful
posters for their team. “I try to encour
age the girls to get m ore involved, but
they are really reluctant,” he said. He
invited m e to visit and observe. After a
h alf hour, with the teacher’s blessing, I
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indignant. Fourth-graders care a lot
about fairness, and they saw Lego’s
gendered m arketing m anipulations as
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The document discusses the educational philosophies of Elliot Eisner and Maxine Greene. It summarizes that both theorists believed in using artistic thinking and the arts in education to allow students to explore multiple perspectives and possibilities. The document also provides biographical details about Eisner and Greene, and discusses how the author aims to apply their ideas in her own teaching through promoting creativity, wide-awakeness, and the idea that learning is an ongoing process of becoming rather than achieving a set outcome.
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Tweeting, Tumbling, snapping photos--how can we turn typical teen behaviors in the museum into meaningful learning experiences? At the National Gallery of Art, thousands of middle and high school students visit each year. Most are not pre-registered, do not participate in formal educational programs such as tours, and are set loose on their own to explore the museum. To reach and engage this audience, the Gallery created a printed guide to the permanent collection (called #atNGA) that encourages looking carefully at works of art, making connections between art and life, exploring art as historical and cultural expression, and reflecting on the creative spirit. What makes this guide different is that each work of art is paired with a social media prompt such as: take and share a photo (via Instagram), craft a text response (via Twitter), or ponder a question with a friend. By explicitly inviting and helping to shape teens' social media interactions with the Gallery, we hope to turn what might otherwise be a frivolous encounter into a learning experience. This presentation will share the results of our evaluation research and discuss the broader challenges and opportunities of connecting with teens via social media.
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Sample College Leadership Essay Templates at allbusinesstemplates.com. Leadership Essay. Leadership Essay Example Leadership Reason. Sample essay on leadership studies. Levels Of Leadership Essay Army. Awesome Short Essay On Leadership Thatsnotus. Essay on Leadership Qualities Leadership Qualities Essay for Students .... Leadership essay example. The Importance of Leadership, Essay Example .... Leadership essay writing. Writing an Effective Leadership Essay: Tips .... Persuasive Essay: Leadership application essay examples. 008 Leadership Essay Example Provided In Brief Outline Parts Sample M .... Leadership essay. Essay Leader You Admire Most PDF. Leadership Essay 9 Samples, Examples, Format Download. Leadership Essay Example Luxury Leadership Essay Example in 2020 .... Essay On
Ind eng-225-ppt
This document summarizes a project by students at SGVP International School in Ahmedabad, Gujarat to raise awareness about the problems of blackmailing and hoarding in society. The students formed a team and used street plays, banners, counseling sessions, and a design competition to educate 25 students and 5 teachers about these issues. They then went to 10 schools and 3 public places to spread their message to 5,000 people total. Their presentations and interactions seemed to help children and parents realize the harms of emotional blackmailing and excessive demands. The students concluded by having an oath-taking ceremony and spreading the message to "be simple and be what you are."
Lesson 1 CSE
The document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has the following objectives: to help students identify gender stereotypes; raise awareness of stereotypes; promote critical thinking; and develop language skills. Activities include a warm-up where students share stereotypes, a presentation putting stereotypes into categories, reading and discussing the song "Born This Way", and an activity focusing on past tense verbs. The lesson aims to get students thinking critically about stereotypes and how they are represented in media.
Lesson 1 cse
This lesson plan aims to help elementary students identify and discuss gender stereotypes. It includes a warm-up activity where students identify their prior knowledge of gender stereotypes. In the presentation, students categorize words and phrases related to gender stereotypes in a Venn diagram and watch a video on the topic. For development, students read and discuss the meaning of a song about accepting oneself. They also analyze vocabulary from the song and classify verbs as regular and irregular past tense. The closure has students search online for images representing gender stereotypes and link them to vocabulary from the lesson. Adaptations are included for students with dyslexia, such as limiting new vocabulary and using multi-sensory teaching methods.
Smart bullying proposal
The document discusses Smart Bullying, an anti-bullying campaign focused on disabled children. It notes that bullying victims are often those without power to defend themselves, such as intelligent children without many friends or those with disabilities. The campaign aims to educate students and bring awareness to bullying of disabled children from a young age to create a fair environment. Key events include presentations in schools, competitions involving singing, poems and art for disabled and non-disabled students, and a talk show to empower disabled children. The goal is to foster unity, respect and awareness.
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ANZAC Day
This slideshow provides an overview of ANZAC Day and its significance in Australia and New Zealand. It commemorates the soldiers of the Australian and New Zealand Army Corps who landed at Gallipoli in 1915. The slideshow includes information about ANZAC Day that is suitable for younger students, as well as a discussion of the song "Only Nineteen" about the hardships of war that is more appropriate for older students. It aims to teach students about the history and meaning of ANZAC Day based on the Australian curriculum standards for Humanities and Social Sciences.
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This document is a slideshow about everyday life in Western Australia. It discusses the public holiday of Western Australia Day which commemorates the founding of the Swan River Colony in 1829. The slideshow asks what people do each day of the week and shows that weekends and holidays are spent enjoying outdoor activities around the state, such as hiking and visiting places like Perth, Wave Rock, and the North West countryside. It also provides historical context and links for learning more about the founding of Western Australia.
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This document is a true or false quiz about ANZAC Day and the ANZAC soldiers. It contains 20 multiple choice questions testing knowledge about when Australia joined World War 1, where the ANZAC's first battled, the meaning of ANZAC, details about John Simpson and his donkey Duffy, what symbols can be worn on ANZAC Day, proper medal wearing etiquette, and when the first ANZAC Day was commemorated. The quiz provides the correct answers and short explanations for each question.
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NAIDOC 2018
- 1. Australian Primary School Slideshow
- 2. THIS YEAR’S THEME IS What ideas do you have about the meaning of this theme? “
- 3. I n w h a t w a y s h a s y o u r m o t h e r , g r a n d m a , a u n t y o r s i s t e r h e l p e d y o u ?
- 4. This poster is painted by a Bigambul woman, Cheryl Moggs, from Goondiwindi. She has tried to reflect the theme through her artwork. Can you see any of her ideas?
- 5. THE ARTIST DESCRIBES FOUR SECTIONS OF HER ARTWORK, FROM TOP TO BOTTOM: Can you see more ideas on how the theme “BECAUSE OF HER, WE CAN” is displayed in her work? StoriesoftheStars ConnectiontoCountry WomenandSignPosts ConnectionstotheWaterways
- 6. Cheryl Mogg’s descriptions of the meaning behind her artwork: Here is the link to
- 8. RECEIVE FREE AUSTRALIAN Click Here to SPECIAL DAY SLIDESHOWS
- 9. Helping teachers to manage individual student needs !