The document discusses a teacher's philosophy of education. The teacher aims to promote social justice through teaching, having grown up in diverse, low-income areas where they witnessed the negative effects of poor education. They have extensive experience volunteering with underserved groups. The teacher believes a solid education provides students the best opportunity to become successful citizens. Their goals are for students to think critically, develop discipline and resilience, and gain a love of learning. The teacher uses inquiry-based and arts-integrated methods that incorporate technology to engage different learning styles and develop skills like historical empathy. Formative and summative assessments inform the teacher's instructional choices.
NOTABLE SOCIAL STUDIES TRADE BOOKS FOR YOUNG PEOPLE 2014hildebka
This slideshow presents the Notable Social Studies Trade Books for Young People, 2014. Outstanding books in the area of social studies are chosen annually by a committee sponsored by the Children's Book Council and the National Council of Social Studies. Karen Hildebrand, a member of the committee, prepared this powerpoint for conference presentations and professional development opportunities.
NOTABLE SOCIAL STUDIES TRADE BOOKS FOR YOUNG PEOPLE 2014hildebka
This slideshow presents the Notable Social Studies Trade Books for Young People, 2014. Outstanding books in the area of social studies are chosen annually by a committee sponsored by the Children's Book Council and the National Council of Social Studies. Karen Hildebrand, a member of the committee, prepared this powerpoint for conference presentations and professional development opportunities.
CAINE’S ARCADE 2
Caine’s Arcade
1. What are Caine's funds of knowledge?
Culture builds creativity. Funds of knowledge refer to fundamental cultural practices and bodies of knowledge which are rooted in the day to day activities and routines of families (Hogg, 2011). Caine loves arcades and would not pass one without shopping. He loves tickets, playing games, and prizes. He spent his summer vacation building the cardboard arcade, perfecting his game design, making toy cars, and designing security systems for his Fun Pass. His funds of knowledge were influenced by his surrounding as his father had an auto spare shop which rovided necessary resources for Caine to build his arcade.
2. If Caine were your student, in what ways would you be able to capitalize on Cain's Fok?
Capitalizing on a student’s fok enhances learning and the learner’s engagement to make a student perform excellently in his academics. To capitalize on Caine’s funds of knowledge, I would carry out a visit to his home to learn about the day to day activities that influence his thinking. Also, I would interact with his community to learn about their culture and use the knowledge to assist Caine to perform better in class. In class, I will create a creativity session whereby Caine and other students can freely express their funds of knowledge. I will give Caine the necessary resources needed to make his fok successful and use illustrations that he best understands to enhance his learning.
3. How would you incorporate Cain's fok into your teaching?
To incorporate Caine’s fok into teaching, I would research about his community so as to understand his funds of knowledge. This way, I will gather necessary information to assist him exploit his capabilities. I will then draft a course outline that will create an opportunity for Caine to fully use his funds of knowledge. I would provide him with the necessary resources and assist him where necessary.
4. How would you identify the utilize one of your student's funds of knowledge?
A student’s line of thought is shaped by the environment that surrounds him. I would identify the use of a student’s funds of knowledge in his creativity, for example in creative writing or artwork. This is because in creative writing, the student will write something that he has experienced or has been made to believe. In art, the student will come up with artworks that depict his funds of knowledge.
References
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677.
Van Niel, J. J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study (Doctoral dissertation, University of Rochester).
Sexuality & Gender Contents
Youtube:
1. Parents allow transgender child to choose gender
2. T ...
Chapter 5 Serving Culturally Diverse Children and FamiliesText.docxketurahhazelhurst
Chapter 5: Serving Culturally Diverse Children and Families
Text Ideas
Your Thoughts (notes, ideas, reflections)
Culture Gives Meaning to Our Lives
· What Is Ordinary Culture?
· Does Everyone Have Culture?
· How Does Culture Affect Early Social and Emotional Development?
Understanding Children and Families in the Context of Their Communities
· Bronfenbrenner Suggests We Visualize the Child’s Inner Self
· Unconditional Acceptance
Prejudice, Racism, and Discrimination
· Where Did Prejudice Come From?
· When Does Discrimination Begin?
· What Are Early Signs of Prejudice?
· How Can We Teach Young Children to Resist Bias?
· The Antibias Curriculum
· How Can I Spot Bias, Stereotypes, and Myths?
· What Is Our Ethical Responsibility?
How Culture Shapes Guidance
Respecting Cultural Differences
· What Things Should I Know So I Can Be More Considerate to People from Other Cultures?
· How Can I Help Parents from Other Cultures Feel More Comfortable?
· Will These Tips Keep Me from Culturally Offending Anyone?
· Honoring Families’ Religious Beliefs and Customs
· How Can I Help Children through Difficult Cultural Transitions?
· How Does Culture Affect Adults’ Styles of Interaction?
· How Does Culture Affect a Person’s Learning Approach?
· How Does Culture Affect Social Role Expectations?
· How Does Culture Shape Our Use of Language?
· How Does Culture Shape Our Intellectual Approach?
“Our lives begin to end the day we become silent about things that matter.” ~Martin Luther King. Jr.
T h e A r T o f
A w A r e n e s s
H o w
o b s e r v at i o n
C a n t r a n s f o r m
Y o u r t e a C H i n g
S e c o n d
e d i t i o n
d e b c u r t i S
m a r g i e c a r t e r
Curtis and Carter
th
e a
r
t o
f a
w
a
r
en
ess
seco
n
d
ed
iTio
n
isBn 978-1-60554-086-3 $44.95
eArly childhood / TeAching MeThods
l e A r n T h e A r T
A n d s k i l l o f
o B s e r v AT i o n
Deb Curtis and Margie Carter
have coauthored several best-
selling redleaf Press books
together. they are the founders
of harvest resources associates,
a partnership to inspire early
childhood providers and
educators to invest fully in their
own professional learning. Deb
and Margie each have over thirty
years of experience teaching
young children and adults in a
variety of settings. they have led
many professional development
initiatives and presented for
large and small organizations
across north america, australia,
and new Zealand.
The art of observing children is more than merely the act of
watching them—it is also using what you see and hear to craft
new opportunities in your classroom. This resource provides a
wealth of inspiration and practice. It will help you learn to observe
in new ways. You’ll witness children’s remarkable competencies
as they experience childhood, and you’ll find new joy in your work
with children.
Inside, you will find
• Ten study sessions to help you adva ...
CAINE’S ARCADE 2
Caine’s Arcade
1. What are Caine's funds of knowledge?
Culture builds creativity. Funds of knowledge refer to fundamental cultural practices and bodies of knowledge which are rooted in the day to day activities and routines of families (Hogg, 2011). Caine loves arcades and would not pass one without shopping. He loves tickets, playing games, and prizes. He spent his summer vacation building the cardboard arcade, perfecting his game design, making toy cars, and designing security systems for his Fun Pass. His funds of knowledge were influenced by his surrounding as his father had an auto spare shop which rovided necessary resources for Caine to build his arcade.
2. If Caine were your student, in what ways would you be able to capitalize on Cain's Fok?
Capitalizing on a student’s fok enhances learning and the learner’s engagement to make a student perform excellently in his academics. To capitalize on Caine’s funds of knowledge, I would carry out a visit to his home to learn about the day to day activities that influence his thinking. Also, I would interact with his community to learn about their culture and use the knowledge to assist Caine to perform better in class. In class, I will create a creativity session whereby Caine and other students can freely express their funds of knowledge. I will give Caine the necessary resources needed to make his fok successful and use illustrations that he best understands to enhance his learning.
3. How would you incorporate Cain's fok into your teaching?
To incorporate Caine’s fok into teaching, I would research about his community so as to understand his funds of knowledge. This way, I will gather necessary information to assist him exploit his capabilities. I will then draft a course outline that will create an opportunity for Caine to fully use his funds of knowledge. I would provide him with the necessary resources and assist him where necessary.
4. How would you identify the utilize one of your student's funds of knowledge?
A student’s line of thought is shaped by the environment that surrounds him. I would identify the use of a student’s funds of knowledge in his creativity, for example in creative writing or artwork. This is because in creative writing, the student will write something that he has experienced or has been made to believe. In art, the student will come up with artworks that depict his funds of knowledge.
References
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677.
Van Niel, J. J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study (Doctoral dissertation, University of Rochester).
Sexuality & Gender Contents
Youtube:
1. Parents allow transgender child to choose gender
2. T ...
Chapter 5 Serving Culturally Diverse Children and FamiliesText.docxketurahhazelhurst
Chapter 5: Serving Culturally Diverse Children and Families
Text Ideas
Your Thoughts (notes, ideas, reflections)
Culture Gives Meaning to Our Lives
· What Is Ordinary Culture?
· Does Everyone Have Culture?
· How Does Culture Affect Early Social and Emotional Development?
Understanding Children and Families in the Context of Their Communities
· Bronfenbrenner Suggests We Visualize the Child’s Inner Self
· Unconditional Acceptance
Prejudice, Racism, and Discrimination
· Where Did Prejudice Come From?
· When Does Discrimination Begin?
· What Are Early Signs of Prejudice?
· How Can We Teach Young Children to Resist Bias?
· The Antibias Curriculum
· How Can I Spot Bias, Stereotypes, and Myths?
· What Is Our Ethical Responsibility?
How Culture Shapes Guidance
Respecting Cultural Differences
· What Things Should I Know So I Can Be More Considerate to People from Other Cultures?
· How Can I Help Parents from Other Cultures Feel More Comfortable?
· Will These Tips Keep Me from Culturally Offending Anyone?
· Honoring Families’ Religious Beliefs and Customs
· How Can I Help Children through Difficult Cultural Transitions?
· How Does Culture Affect Adults’ Styles of Interaction?
· How Does Culture Affect a Person’s Learning Approach?
· How Does Culture Affect Social Role Expectations?
· How Does Culture Shape Our Use of Language?
· How Does Culture Shape Our Intellectual Approach?
“Our lives begin to end the day we become silent about things that matter.” ~Martin Luther King. Jr.
T h e A r T o f
A w A r e n e s s
H o w
o b s e r v at i o n
C a n t r a n s f o r m
Y o u r t e a C H i n g
S e c o n d
e d i t i o n
d e b c u r t i S
m a r g i e c a r t e r
Curtis and Carter
th
e a
r
t o
f a
w
a
r
en
ess
seco
n
d
ed
iTio
n
isBn 978-1-60554-086-3 $44.95
eArly childhood / TeAching MeThods
l e A r n T h e A r T
A n d s k i l l o f
o B s e r v AT i o n
Deb Curtis and Margie Carter
have coauthored several best-
selling redleaf Press books
together. they are the founders
of harvest resources associates,
a partnership to inspire early
childhood providers and
educators to invest fully in their
own professional learning. Deb
and Margie each have over thirty
years of experience teaching
young children and adults in a
variety of settings. they have led
many professional development
initiatives and presented for
large and small organizations
across north america, australia,
and new Zealand.
The art of observing children is more than merely the act of
watching them—it is also using what you see and hear to craft
new opportunities in your classroom. This resource provides a
wealth of inspiration and practice. It will help you learn to observe
in new ways. You’ll witness children’s remarkable competencies
as they experience childhood, and you’ll find new joy in your work
with children.
Inside, you will find
• Ten study sessions to help you adva ...
1. Philosophy of Education
Why do I teach?
I was raised in diverse, low-income neighborhoods, and have seen personally the
negative effects of a poor education. I have spent many years volunteering with
underserved populations to give all children a fair chance to be informed voters,
good citizens, and successful in life. For me, teaching is the ultimate practice of
promoting social justice.
I have a long history of working with students from diverse backgrounds. I spent
five years as a volunteer with AWANA International as a leader, teaching
students from Spanish and Hindi language backgrounds, as well as students from
subsidized housing projects, and students with dyslexia. I have served on mission
trips to inner city San Francisco and New Delhi, India, and have volunteered as a
chef for a program in Paris that feeds the homeless and elderly. While living in
Paris, I also participated in the African Fellowship at the American Church in
Paris, which helped African immigrants in France share their cultural and
culinary background.
I currently sing with a gospel choir in Portland, which represented African-
American culture at the Northwest Folk Life Festival in Seattle on Memorial Day.
As part of this choir, I have also participated in fundraising events for charities
like 11:45, which promotes community and battles drug trafficking in the Boise-
Eliot neighborhood, and for churches like the predominantly African-American
Highland Christian Center on NE Glisan & NE 76th Street. The choir is also
gaining a reputation in the community for performing at gatherings like the vigil
for D’Andre Dickerson at Woodlawn Park.
Because I grew up in culturally diverse, low-income neighborhoods myself, I
know that a solid education is the best tool for students to become successful
citizens. My goal for all of my students is that they can become critical consumers
of information and will develop a personal discipline, tenacity, and resilience that
will serve them the rest of their lives. I also hope to impart a love of story, a
passion for reading, a love of the past because it informs the present, and a
curiosity that leads to new discoveries.
What do I teach?
I earned a Master of Arts in Teaching at the University of Portland with a
endorsement in secondary social studies. I earned a Bachelor’s degree at Lewis &
Clark College, with a major in theatrical performance and a minor in history, two
disciplines I have woven together to become a qualified and creative social
studies educator. As a professional educator, I will continue to research the
benefits of using performing arts in the social studies classroom, especially in
relationship to promoting and developing historical empathy among adolescents.
I like to teach using an inquiry approach that gives students the opportunity to
2. work with primary and secondary source documents, using the methods
promoted by Avram Barlowe and Sam Wineburg.
How do I teach?
In the context of the social studies curriculum, the guidelines, or instructional
best practices, that I follow are: promoting literacy, practicing historical thinking
skills, and designing instruction around multiple learning styles. The social
studies provide an opportunity to work on literacy skills that may not be
addressed in an English language arts classroom, such as practicing visual
literacy skills in the analysis of advertisements or propaganda posters, or by
reading and evaluating primary source documents, like treaties or census
records. Lessons that focus on historical thinking skills, like sourcing,
corroboration, and contextualization, promote critical thinking in general, which
can be applied to all facets of life, but especially to help students develop the skills
necessary tobe become critical consumers of information. Third, I like to
incorporate the fine and performing arts to address kinesthetic and visual
learning styles, as well as develop the practice of historical empathy.
I have used iPads in the classroom for students to conduct guided online research
using a WebQuest that I posted to the class Schoology account. I have also had
the students compare Google Earth to historical maps and traditional atlas maps
to answer questions of accuracy and reliability. Sites like the one for the Lascaux
caves in France allow students to virtually travel toand experience remote
locations. I have found Socrative to be a great tool for formative assessment and
Quizlet helps students learn vocabulary words. I have also used Twitter as part of
a unit on digital citizenship to illustrate how far and how quickly digital
footprints travel. I also use Twitter tolearn from other educators. I intend to
continue to learn new ways to incorporate technology into the classroom.
How do I measure my effectiveness?
I use pre-assessment and formative assessment to inform my instructional
choices, and use post-assessment to measure student learning gains. I use
multiple forms of formative assessment to check for understanding, including
online quizzes available from Socrative, peer assessment, self-assessment,
questioning, observation, exit slips, and traditional pen and paper quizzes. I use
formative assessment data to help determine whether I need to spend more time
on the covered material, or if I can proceed to new material. Tomeasure post-
assessment student learning gains, I primarily use EZAnalyze to perform the
statistical analysis of the collected data.