The Future of School Integration. Charlotte, North Carolina, became a national model for school desegregation in the 1970s, busing students to balance the racial composition of its schools.
Decades later, Charlotte is a city where no racial or ethnic group constitutes a majority of residents—whites (45 percent), blacks (35 percent), and Latinos (13 percent) top the city’s multicultural mix. And within this diverse and fast-growing urban metropolis, the city’s students are once again segregated by race and class, with levels reminiscent of the pre-1970s era. The Economist. Questioning. “My mother made me a scientist without ever intending it.
Every other Jewish mother in Brooklyn would ask her child after school: “So? Did you learn anything today?” But not my mother. She always asked me a different question. “Izzy,” she would say, “did you ask a good question today?” Mini Integration Ideas KWH or KWL ChartsTeach the students the question categories on the Question Types/Startershandout.Have students categorize the questions at the end of a section/chapter according to the question starters.Have students read a section from a social studies book (or a web page) and write their own questions based on the question starters.Have students categorize the types of questions you ask before they answer them.At the start of a new unit, have students brainstorm a wide variety of questions (maybe use a KWL chart).
Integration Ideas. How can we teach kids to question? ~ A More Beautiful Question by Warren Berger. While working on A More Beautiful Question, I got to know the folks at a fascinating nonprofit called The Right Question Institute.
Dan Rothstein and Luz Santana, the RQI’s co-directors, have spent many years studying how kids (and adults, too) form questions. Teacher Questions: An Alternative? Kant declared false the commonplace saying “That may be true in theory, but it won’t work in practice.”
He acknowledged that there might be difficulties in application, but he said that if a proposition is true in theory, it must work in practice. What about the proposition “If teachers don’t ask questions, students will ask more and better ones”? A preponderance of practical and empirical evidence shows that teacher questions suppress student questions (see the Dillon reference).
Thus we have every reason to believe that if you want students to develop, ask, and attempt to answer their own questions, we have to quit asking the kinds of questions teachers typically ask. Applying that idea is difficult. I recall attempts I made to increase and raise the level of student questions in one of my courses. Active Learning Is Not Our Enemy: A Response to Molly Worthen. If the social media response I have observed is any indication, then it is fair to say that Professor Molly Worthen’s Op-Ed in Sunday’s New York Times (“Lecture Me.
Really.”) has been a bit polarizing among college instructors. 8 cultural forces. SAGE Education. The RSA. Teaching History in the Digital Age. Taiye Selasi: Don't ask where I'm from, ask where I'm a local. Nix 2. Education Week. Published Online: November 24, 2015 Published in Print: November 24, 2015, as Social Justice Is Not the Most Compelling Reason to Teach Race.
Rincon Gallardo & Elmore HER article (1) Untitled. ONE hundred years ago, on November 25th 1915, Albert Einstein presented his freshly finished general theory of relativity to the Prussian Academy of Sciences.
Teacher: A student told me I ‘couldn’t understand because I was a white lady.’ Here’s what I did then. Emily E.
Smith is a fifth-grade social justice and English language arts teacher at Cunningham Elementary School in Austin, Tex. She was just awarded the 2015 Donald H. Graves Excellence in the Teaching of Writing award given at the National Teachers of English Language Arts Convention in Minneapolis. Smith created and founded The Hive Society, a classroom that inspires children to creatively explore literature through critical thinking and socially relevant texts. Education Week. Published Online: September 22, 2015 Published in Print: September 23, 2015, as Growth Mindset, Revisited Commentary.
Tools for metacognition. Metacognition is an important part of intentional learning, since it involves actively thinking about what you know, what you don’t know, and how you can get better at knowing and applying what you know.
A mantra for metacognition State the learning problem with some specificity: identify what you want to know and what you want to do with that knowledgeChoose strategies to solve the learning problem—draw upon your own prior knowledge and the knowledge of othersObserve how you used the strategies—keep a learning journal or blogEvaluate the results: What worked? What didn’t work? Rinse and repeat: Apply successful strategies to new learning problems. Teaching Questioning Skills to Arm Students for Learning - Work in Progress. In the earliest part of my career, I wrote full procedural lesson plans that spelled out to the letter the questions I would ask AND the answers I considered correct.
When the students didn't provide the proscribed answer, I asked helper questions until I elicited the appropriate response. Man, did I have it wrong! This is the battle we fight. It demands our full attention. Students Tell All: What It’s Like to Be Trusted Partners in Learning. Claim Evidence Reasoning.
By far, the biggest shift in my teaching from year 1 to year 7 has been how much emphasis I now place on evaluating evidence and making evidence-based claims. I blame inquiry. Not inquiry in the generalized, overloaded, science teaching approach sense. Ten Takeaway Tips for Teaching Critical Thinking. Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical-thinking skills in your students. Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach.
But if you're just getting started, here are some concrete ways you can begin leveraging your students' critical-thinking skills in the classroom and beyond. 1. Questions, questions, questions. Questioning is at the heart of critical thinking, so you want to create an environment where intellectual curiosity is fostered and questions are encouraged. In the beginning stages, you may be doing most of the asking to show your students the types of questions that will lead to higher-level thinking and understanding. Argument map. Argument maps are commonly used in the context of teaching and applying critical thinking. The purpose of mapping is to uncover the logical structure of arguments, identify unstated assumptions, evaluate the support an argument offers for a conclusion, and aid understanding of debates.
Argument maps are often designed to support deliberation of issues, ideas and arguments in wicked problems. An argument map is not to be confused with a concept map or a mind map, which are less strict in relating claims. Key features of an argument map Systems Thinking Mind Map. Using Webb's Depth of Knowledge to Increase Rigor. Reading Can Schools Help Students Find Flow Finding Flow and Setting Goals GG101x Courseware edX. Agnotology. 25 Question Stems Framed Around Bloom's Taxonomy.