Youre My English Teacher Tammy 2006
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This document outlines a teacher's inquiry project on how to use English and literature to teach about stereotypes, prejudice, and discrimination in the classroom. The teacher proposes having students read books and materials that explore these issues. The goals are to start conversations around these topics, make students comfortable discussing issues like race and gender, increase awareness of stereotypes and prejudice, and empower students to stand up against discrimination. Key strategies include having teachers reflect on their own biases, providing a safe learning environment, and creating a more tolerant society within the classroom.
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3. Over six million Jewish people were murdered in the Holocaust through mass executions, starvation, and gas chambers at concentration camps like Auschwitz. Allied forces liberated camps in 1945 and discovered the horrific atrocities.
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Elie Wiesel was a Holocaust survivor and author from Sighet, Transylvania (modern-day Romania). In 1944, at age 15, he and his family were deported by the Nazis to the Auschwitz concentration camp. He endured unspeakable horrors and witnessed the deaths of his family members. After the war, Wiesel wrote about his experiences in Night, which has since been translated into 30+ languages and brought awareness to the Holocaust. He has dedicated his life to speaking out against hatred and genocide.
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ANNE H. CHARITY HUDLEY AND CHRISTINE MALLINSON
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GUADALUPE VALDÉS, SARAH CAPITELLI, AND LAURA ALVAREZ
Asians in the Ivory Tower: Dilemmas of Racia ...
2MULTICULTURAL EDUCATION SERIESJAMES A. BANKS, S.docx
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MULTICULTURAL EDUCATION SERIES
JAMES A. BANKS, Series Editor
Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice
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ÖZLEM SENSOY AND ROBIN DIANGELO
Teaching for Equity in Complex Times: Negotiating Standards in a High-
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JAMY STILLMAN AND LAUREN ANDERSON
Transforming Educational Pathways for Chicana/o Students: A Critical Race
Feminista Praxis
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Asians in the Ivory Tower: Dilemmas of Racia.
Kim's AR
This document outlines a student-researcher's action research project on supporting the needs of Korean international high school students through group counseling. The student-researcher implemented two cycles of support groups with 12 Korean international students over 8 weekly sessions. Data was collected through questionnaires, interviews, journals and feedback. Results indicated the groups helped students feel less isolated and more comfortable discussing challenges. Limitations included a lack of literature on this topic and short time frame. The student-researcher learned building rapport is key and plans to advocate for international students and continue educating themselves.
Presentation multiculturalism & anti-racism - lubna, christy, janet, sa...
The document discusses several perspectives on culturally responsive teaching and multicultural education. Gay (2013) and Asher (2007) emphasize the importance of helping teachers understand their own biases and privilege to effectively teach diverse students. Sleeter and McLaren (1995) argue that multicultural education must address issues of racism openly. Coloma (2009) examines how race influenced curriculum development for schools in the Philippines under U.S. rule, constructing Filipinos as inferior to justify control through an industrial curriculum. Together the articles stress the need for educators to critically reflect on issues of race, culture, gender and power dynamics in education.
Young women using literacy and language as a form of resistance
The document discusses how young women use language and literacy as a form of resistance against silencing within the school curriculum. It describes how the school curriculum often fails to reflect the diversity of students' lives and cultures. Through the use of poetry slams and spoken word, young women are able to create "third spaces" where they can voice their experiences and resist being objectified and silenced. The document calls for opening spaces in schools for students to explore and discuss "evaded topics" and for the curriculum to incorporate more of students' cultural backgrounds and lived experiences.
Allison & marielle group presentation learners and learning 2016
The document summarizes readings and presentations from a "Learners & Learning" course. It discusses several required readings that examine issues relating to learners, including the use of neuroscience in education, biases in educational research, challenging heteronormativity in early childhood education, and constructivist pedagogy. It also summarizes Jane Addams' 1908 work on the difficulties faced by immigrant children in public schools and Bernadette Baker's 2002 work examining disability classification systems and their relationship to eugenics. Key topics covered include the impact of culture on learning, promoting equity in research and practice, developmentally appropriate practices, and historical treatment of immigrant and disabled students.
Multicultural education
This document provides an outline for a chapter on multicultural education that discusses its key characteristics and goals. The outline includes 10 sections that will cover topics such as the nature of multicultural education, how it developed historically, the social construction of categories like race and gender, its dimensions, and the role of schools in promoting equity and justice. The overall goal of multicultural education is to ensure all students have an equal opportunity to learn by making changes to curricula, teaching approaches, school culture, and addressing issues of discrimination.
Indigenous pedagogy and learning oct2011
This document discusses Aboriginal perspectives on teaching and learning. It provides definitions of key terms and explores the ongoing impact of colonization. It describes Indigenous knowledge as experiential, rooted in language, and teaching responsibility. Indigenous pedagogy values independent learning through observation and encourages experiential learning through talking circles and storytelling. The document suggests strategies for teaching Aboriginal students, such as using a variety of teaching methods, including Aboriginal content, acknowledging systemic racism, and maintaining open communication.
Aboriginal Perspectives on Teaching and Learning
This document discusses Aboriginal perspectives on teaching and learning. It provides definitions of key terms and explores the ongoing impact of colonization. It describes Indigenous knowledge as experiential, rooted in language, and teaching responsibility. Indigenous pedagogy values independent learning through observation and encourages experiential learning through talking circles and storytelling. The document suggests strategies for teaching Aboriginal students, such as using a variety of teaching methods, including Aboriginal content, acknowledging systemic racism, and maintaining open communication.
Pdeed6306 l5reviewing reproduction of culture and analysing a scenario introd...
The document discusses cultural reproduction and introduces a study by Nilchaikovit et al. that analyzes the differences in Asian and American notions of self, communication, and professional relationships. It summarizes the key findings of the Nilchaikovit study, which found that Asians view the self as interdependent and hierarchical while Americans see it as independent and egalitarian. The relationship between professionals and clients is also treated differently across cultures.
Beyond grammar
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
Ethnicity
Ethnicity refers to shared cultural characteristics like heritage, nationality, religion and language. It is distinct from race. Schools often reflect societal inequities, with minority students facing fewer resources and lower expectations. Prejudice and discrimination negatively impact minority students' education. Multicultural and bilingual education aim to promote inclusion and equal opportunities for all students by recognizing diversity and differences. Teachers can implement various strategies like cooperative learning, perspective-taking exercises, and anti-bias education to improve interethnic relations among students.
Cross cultural
This document discusses what teachers should know about communicating cross-culturally. It outlines that as classrooms become more linguistically and culturally diverse, teachers need cultural competence. It identifies six basic cultural differences teachers may encounter: ways of knowing, solving problems, communicating non-verbally, learning, dealing with conflict, and using symbols. The document provides examples for each difference and emphasizes the importance of teachers understanding how cultures vary in these areas to improve cross-cultural interactions with students.
Diversity In Science
The document discusses diversity in science and the important contributions of women and minority groups that have often gone unrecognized. It argues that having diversity in gender, race, and ethnicity allows people to be more open-minded, industrious, and innovative. However, in many cases individuals from underrepresented groups face barriers because of their gender, race or ethnicity. The document provides examples of prominent female scientists like Rosalind Franklin and Françoise Barré-Sinoussi who made impactful discoveries but received little recognition. It maintains that diversity fuels excellence in science regardless of attributes like gender or ethnicity.
GSTLI Project Proposal
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
Student Diversity
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
USG_Inclusive_Pedagogy_Workshop_Presentation_.pptx
This document outlines a workshop on inclusive teaching practices for faculty. It discusses the importance of an inclusive course climate for learning and presents a model of four dimensions of inclusion: knowing yourself, knowing your students, interrogating course content, and interrogating teaching methods. Examples are provided for each dimension. The workshop concludes with readings and resources on further developing inclusive teaching strategies.
An Annotated Bibliography On Children S Development Of Social Inclusion And R...
This document provides an annotated bibliography on research related to children's development of social inclusion and respect for diversity from birth to age 10. It includes 58 citations organized into 14 topical categories. The citations include research from developmental psychology, education, and literature on direct work with young children. The annotations provide brief descriptions of each research study or literature and indicate the type of diversity addressed such as race, ethnicity, gender, etc. The bibliography was compiled by Dr. Mariajosé Romero and is intended to help researchers, practitioners, teachers and policymakers in this field.
Presentation1
This document summarizes key points from several sources about teaching linguistically diverse students. It discusses the importance of not making assumptions about students based on broad census categories, and finding out about their individual backgrounds and needs. It also emphasizes making course content relevant to students' lives, understanding academic language from an expert perspective, and allowing multiple ways for students to demonstrate knowledge. The document cautions against biases and expectations that don't align with students' own perspectives. It provides suggestions for inclusive classroom practices like clear expectations, encouraging participation, and assessing teaching approaches.
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The document introduces 26 new words created by Kevin Hodgson for the Nerdlution 2014 event. It provides made-up words to consider adding to one's vocabulary. The words were created by Hodgson as part of a fictional dictionary called the Wordvention Fictionary for the annual Nerdlution conference on new words.
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This document outlines a 30-day gratitude challenge conducted by a teacher, Mrs. Ilko, and her classroom, room 207. Each day includes a prompt or activity to help students focus on and write about things they are grateful for, such as creativity, health, friends, family, and community. Students share what they write with the class by posting to a video or creating displays. The goal is to build an attitude of gratitude and highlight the many blessings in their lives.
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The document discusses using traditional texts like choose your own adventure books and video games as inspiration for digital writing projects. It suggests having students start an interactive story with multiple paths on a wiki to get peer feedback and a real audience. The presenter asks how game design principles and immersive narratives from games like Riven could inspire student story writing.
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Got TPACK: Julie Coiro Keynote
1. The document discusses a follow-up session focused on the TPACK model for designing technology-integrated instruction.
2. Participants reflected on their own TPACK levels and discussed implications for planning lessons as a team.
3. The session covered using content-area websites wisely by clarifying learning goals, reflecting on current methods, and exploring how websites' interactive features can engage students in deeper learning.
Digital picture book presentation
This document outlines a project where students in 6th grade work collaboratively to create digital picture books that combine science concepts and writing. Over the course of 5 weeks, students develop storyboards, write rough drafts, add artwork and multimedia elements, and publish their books digitally. Teachers from different subject areas provide support in their areas of expertise. The goals are to make learning more interconnected through an authentic writing project, and to integrate technology meaningfully while allowing student-directed learning.
Digital Is Mtg April 2009
The document summarizes notes from an orientation meeting for the National Writing Project's Digital Is Project in 2009. The project aims to build an online knowledge base of effective digital writing practices and explore connections between digital media and learning. Key outcomes for 2009 include launching a website with curated teaching resources in September and hosting a conference in November.
WMWP Summer Institute Portfolio
The document outlines the purpose and contents of a final portfolio for a summer institute. The portfolio aims to provide personal reflection on the institute, document professional development, and serve as a future resource. It contains an introduction, selections of writing, workshop materials, an inquiry project summary and bibliography, and reflections on applying ideas from the institute and projections for ongoing growth.
Tim And The Equal Sign Cn Lh
Tim was asked to solve a math problem at school but the equal sign ran away. Tim found himself transported to a magical land called Pi Land. To return home, Tim had to pass through different gates by solving math problems like addition and subtraction. After solving various problems, Tim found the missing equal sign and was able to return to his own house.
Ooie Gooie Haley B 6h
This 3 sentence summary provides the key details about the document:
The document is a story book written and illustrated by Haley Ooie Gooie in 1996 that tells a story about making an Ooie Gooie dessert to cure the narrator's grandma's headache using graham cracker crumbs, chocolate bits, condensed milk, and other ingredients baked at 350 degrees for 35 minutes. The book also includes some math games and explains how math like multiplication, addition, subtraction, and fractions can be used in cooking.
Marty Mathematician And The Rescue Of The Numbers Cw
This book tells the story of Marty Mathematician rescuing numbers trapped in a cage by the Evil Octagon. Readers must answer four math questions correctly to solve the story. The questions cover shapes, multiplication, subtraction and addition. Getting a question wrong leads to a bonus math problem. By answering all questions right, Marty frees the numbers from the Evil Octagon's trap.
Curly The Blob
Curly the blob wants to sell her house so she plants a flower to improve the curb appeal. She carefully waters and checks on the flower daily, recording its growth in inches over time using addition and multiplication equations. Unfortunately, the flower later dies, but Curly is not discouraged from planting more flowers and learning about basic math equations.
The Scavenger Hunt Slde Show
The story is about four friends - Jay, Jillian, Jessie and Jake - who go on a scavenger hunt. Their first tasks are to find 4 platypuses in Australia and 6 goats on Old McDonald's farm. Using a magic flying carpet, they travel to each location, take pictures once they find the required animals, and return home successfully completing the scavenger hunt. As a reward, Jay's mom gives them each a popsicle.
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Geometric Jones, a geometry teacher, finds an old book in his library about a 3-D temple containing shape keys and an ancient shape script. The book contains a map showing where to find the circle, triangle, and square keys. Geometric Jones travels to each location, overcoming obstacles to retrieve the keys. He then uses the keys to open the temple door. Inside, he must avoid spikes and a rolling boulder to reach the script. However, when he exits the temple, he discovers the script is torn and pages are missing from his book.
Floppy\ S Party
Floppy is preparing a party for her friends and baking various foods. However, some mice steal some of the food before the party. Through word problems, Floppy determines how much food was stolen and needs to make more to have enough for her guests. She bakes additional cookies, cocoa, and cupcakes. At the party, her friends enjoy the various foods and Floppy is happy it is a great party.
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Quidditch By Greg
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 3. Circle of Tolerance Teachers reflect on themselves relative to issues of stereotypes, prejudice, and discrimination Teachers provide a safe and educated environment for students of all racial, ethnic, cultural, religious, economical, and gender status Students create a stronger, more tolerable society in the classroom, and in their communities