pecial education classes
interesting. take on special education.
33 Matching Annotations
- Jun 2025
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- Feb 2025
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Contemporary cognitive psychology supports thenotion that understanding involves creating links in the mind and that 'makingsense' of something depends on these links. Isolated pieces of information do nothave links to existing mental frameworks and so are not easily retained in the mind.The identification and creation of links to existing frameworks depends on the activeparticipation of the learner and on the familiarit
Associating our learning with something that makes sense to us or is connected to what we feel/know/experience.
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etween surface learning and deep learning Marton et al. (1984) also proposed anintervening category which they called 'strategic learning'. This reminds us thatefficient learning is often a combination of both surface and deep learning, for if wewere to learn everything in depth we would have time to learn very little. Likewise,if everything was surface learning we could hardly describe ourselves as educated atall. Assessment has a role in all kinds of learning. In memorising facts and learningphysical skills it is used to find out what facts or skills have been acquired and thefeedback it provides to help further learning is in terms of what has not been learned.Assessment has quite a different role in learning with understanding and it is thisthat is the concern in this paper and which is now considered
Strategic learning is important for us as we figure out way to maximize the learning experience for our students.
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- Jan 2025
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Classroom Behavior Plan: Our To Be’s and Not to Be’sBe Not to BeBe Bold: Come with the will to learn. The audacityto ask questions.Be Resilient: Reading, Writing, and CriticalThinking take time. It’s okay to be frustrated attimes.Be a Comrade: Collaborate with others.Be Noble: Respect others' opinions even when youdisagree.Do not be Afraid: Your ideas matter. Do not maskthem with I’m too tired, I’m too lazy, or I’m too coolto avoid participation.Do not be a Quitter: The only way to fail is if youdon’t try.Do not be a Bully: It will not be tolerated.Do not be Disrespectful: All input matters. Treatothers as you wish to be treated.Positive Outcomes: The continuous display ofpositive classroom citizenship will be rewardedwith the following outcomes:1. Verbal recognition for well-rounded students2. Golden Bee Sticker, Classroom Currency forthe end-of-the-month “Lunch Mercadito” sale.3. Receive an Assignment free pass (Valid 1 time)Consequences: The breaking of our classroomrules and expectations will lead to the followingactions:1. Verbal Warning2. Teacher and Student Intervention3. Parent, Teacher, Student Meeting Via Phone orin person4. Referral to the Principal Office
I find these to bes and not to bes direct enough for the students to understand. They are reminders and outcomes of what our students will do and how they will be recognized for co-creating a positive learning enviroment.
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Grading Scale: Assignment’s Weight:100-85% A 25% Classwork, Formal/ Informal Assessments, Journals,85-75% B 20% Essays: Narrative, Informational, Argumentative...etc75-65% C 20% Classroom Projects: Presentations, PBL, Group Projects65-50% D 15% Quizzes and Exams50-0% F 10% Participation5% Homework and Book Talks
My grading scale and weighted grade scales are a mixture of criterion and standard based grading. I have tweaked the grading percentiles in response to the adoption of Equitable Based grading in LAUSD, yet there is still ways in which I can gauge student understanding throughout the semester to not make an F 50%< a definite mark in my students grades.
There are clear assignment weights, yet, they have room for growth. 1. I need to provide descriptions for the assessments and criteria for each of the projects were students are aware of what to expect in the class from day one. 2. There needs to be teacher discretionary decisions that take into consideration the different ways in which students engaged with their peers and the material at hand on a daily basis. The assigned weight scales should be anchors that have flexibility with humane 1 on 1 interactions.
When providing a grade for an assessment in any of the given category I have to consider, what is the value of this assessment? What is this assignment/ category assessing? How are these weights aligned to my philosophy as an educator? Is the work provided in each of the weights evidence that students are understanding the material?
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Do not hesitate to contact me at any time. Knowing that there is a circle of supportinvested in our students' academic and social-emotional growth is essential. An AfricanProverb states, “It takes a village to raise a child.” I believe that it also “takes a village toeducate one.”● A no-cell phone policy will be implemented. Whether in the classroom or at home,please monitor and support my efforts to minimize distractions that prevent students fromengaging with the content.● Homework will be assigned two to three times a week. Reading is an ongoing assignmentthat will be documented in our reading log
Clear expectations and the possible challenges we may encounter as we work on developing critical readers/ writers. I am asking parents and guardians to be involved and vigilant of the learning of their scholars.
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“Where there is much desire to learn, there of necessity will be much arguing, much writing, manyopinions; for opinion in good men and women is but knowledge in the making.”- John MiltonGreetings!As we look forward to a new school year, I ask you to approach the school year with a growthmindset. Let us not dwell on the impossibilities in front of us but instead imagine the possibilitieswe can and will create through the study of the English Language Arts. Within this syllabus, Iwill provide you with a yearlong blueprint of our academic goals, classroom procedures,policies, and classroom culture standards. It is of great importance to create a classroom culturethat nurtures our students' intellectual growth and inquisitive spirit while nourishing habits thatwill make them critical-thinking and empathetic global citizens
Both the epithet and Greeting message address the parents and students by showing a philosophy of learning. It is also a way to open conversation with parents about the fundamental values of this course and my role as an educator in their students' lives.
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Mr. De La Cruz Rosalesd.delacruzrosale@lausd.net(323)484-5168
I include email and phone number to let parents know that there will be constant communication throughout the school year. On chapter 10, there is a list of questions that parents ask themselves; what is their child learning? Is my child learning as well as other students their age? Does my child work well with others? (p.393) The best way to adress these questions is by having an open line of communication with parents since day one.
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When teachers are teaching conce pt s, they create tools th at w ill all ow studentsto s how th eir und erst andin g. Th ey may want to find o ut whether stude nt s lackbackground knowledge needed for bet ter understanding.
This is an important role of assessments that needs to be considered when assessing students in different forms.
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When teachers are committed to the success of their students, they setup procedures that enhance the likelihood of students' success.
Assessments are needed in order to help students succeed in class.
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A second thing to notice is that testsare not the on ly impor tant so urce of a ss essme nt information .
Test are not the only forms of assessment informtation. My grading scale shows this.
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a single test can never adequately ad dr essthe diverse ways in which students learn and represent their kn ow ledge and skills. 1
This is important to remember. One test does not encapsulate the learning of a student.
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The final fl aw in t he ass umptions required to app ly the scienti f ic mode l toschooling lies in the no tion that tests are i mpan ial. In fact, th ere are many elementsof tests that fa vor one student over another.
Tests are not impartial. They accomodate some students better than others.
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Translating this idea into t he wo rld of education requ ir es several assumptions.Th e first assumption is that students are ra ndomly assigned to schools, teachers, andedu cat ional pr ograms. The second assumption is that instruction is the same for a llstudents in the " treat ment" condition. Th e th ird assumption, that some s tud ent willbenefit from the "tr eatment" and others won't, is just part of the random differencesinherent to the individual student. Th e fourth assumption is th at the tests are trust-wort hy and impa rtial judges of students' knowledge and ski ll at the end of an educa-tional experience.
Assessments and type of assessments go beyond a randomized order. Assessments are influenced by social factors.
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- Aug 2024
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In this lesson, I asked my students to write their auto-ethnographies about their journeys and theirrealities. Our (I wrote one too) auto-ethnographies (different from an autobiography in includingpersonal story and also links to public issues) completely changed the classroom culture. Studentswho were quiet before became the leaders in their group conversations. It seemed as if they had beenwaiting for someone to ask questions about immigration, to allow them to talk about their lives andthe lives of their families.
Partake in the writing with your students become part of the learning with them.
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e first time I designed a lesson with the idea of exploring my students’ journey and my ownexperiences, I felt teaching augmented the meaning of that journey and turned it into a propheticvocation. Hooks (2010) describes the latter as the teaching that “demands of us allegiance to integrityof vision and belief in the face of those who either seek to silence, censor, or discredit our words” (p.179).
Our allegiance has to be to integrity.
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n, Canada, 2013, p. 3), or what Aquino-Sterling(2016) defined as “pedagogical Spanish”—the languageand literacy competencies bilingual teachers require forthe effective work of teaching in Spanish across the cur-riculum in K–12 bilingual schools, and for competentlymeeting the professional language demands of workingwith students, colleagues, administrators, parents, andthe larger bilingual school community (p. 51). In thissense, bilingual teacher education programs across thenation are called to facilitate opportunities for futureteachers to develop what the U.S. Department of Statedefines as “Full Professional Proficiency” —“[the abil-ity] to use the language fluently and accurately on alllevels pertinent to professional needs” (U.S. Departmentof State, n.d., Proficiency Code #4), Spanish for teachingcontent-area knowledge in K-12 bilingual schools in thiscase
What does full professional proficiency look like for someone that has been uprooted from the Spanish language and culture and has become part of the expatriate Spanish speaking community.
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- Aug 2023
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“When Wash-ington was elected president, only men whoowned property or were wealthy could vote.”Although truthful, this statement glosses overimportant ideas that the teacher did not wantthe students to overlook. Through a series ofquestions, the instructor helped the studentsmake the sentence more accurate by adding thatit was only White men who were able to vote.The teacher also had the class explicitly namethose who did not have voting privilege at thetime—poor White men, enslaved Black people,free Black people, and women. According toCrichlow et al., by helping the students distin-guish between truth and accuracy, this teacherbroadened the text to include voices that wereclearly missing, thereby expanding the stu
Particularly in these polarizing times, posing questions and allowing students to draw conclusions, like in this example is empowering and also a defense against admin, colleagues, and even parents that may want to reprimand one for teaching "woke" concepts.
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A central task of teachers who are culturallyresponsive is to create a classroom environmentin which all students are encouraged to makesense of new ideas—that is, to construct knowl-edge that helps them better understand theworld—rather than merely to memorize predi-gested information. One way teachers can sup-port students’ construction of knowledge is byinvolving them in inquiry projects that havepersonal meaning to them.
in teaching Emergent Bilinguals we need to cater to the demands of reclassification but at the same time nurture ideas and words that are symbolic and reflective of their identities.
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In all social systems, somepositions are accorded greater status than oth-ers. With this status differentiation comes differ-ential access to power. Because differences inaccess to power profoundly influence one’sexperience in the world, prospective teachersneed to comprehend how American society isstratified, for example, along racial/ethnic,social class, and gender lines. They also need tounderstand that social inequalities are pro-duced and perpetuated through systemic dis-crimination and justified through a societal ide-ology of merit, social mobility, and individualresponsibility (Sturm & Guinier, 1996). Theyneed to critically examine the role that schoolsplay in this reproduction and legitimation pro-cess. Schools purport to offer unlimited possi-bilities for social advancement, but they simul-taneously maintain structures that severelylimit the probability of advancement for those atthe bottom of the social scale (Labaree, 1997)
This might be a traumatic moment (Kumashior 2000) for many educators but through our realization of how we contribute to systems of oppression, we can confront and respond to enact change. There are many privileges that I have as an English speaking, male, young, Latino that are as much of my identity as the different oppressions I might encounter in spaces due to my ethnicity, former undocumented status, and indigenous rasgos.
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a) are socioculturally conscious, (b) have affirming views ofstudents from diverse backgrounds, (c) see themselves as responsible for and capable of bringingabout change to make schools more equitable, (d) understand how learners construct knowledge andare capable of promoting knowledge construction, (e) know about the lives of their students, and (f)design instruction that builds on what their students already know while stretching them beyondthe familiar
Teaching as ACTivism rooted in the respect of multiple humanities, affirming of Other voices, and a conviction in transformation.
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Students can simultaneouslybe-come both "unstuck"(distanced from the ways they have always thought, nolonger so complicit with oppression) and "stuck" (intellectually paralyzed sothat they need to work through feelings and thoughts before moving on withthe more "academic"part of a lesson). Though paradoxicaland in some waystraumatic,this condition should be expected: by teaching studentsthat the veryways in which we think and do things can be oppressive, teachers should expecttheir students to get upset
From my readings in EDSCI so far, this is the first time I have seen someone address the heaviness that may come with being a transformative learner. Many of our biases and student's biases as well as oppressive ideologies might be the only way they have learned. The word trauma exemplifies the impact of unlearning things that perhaps have been the building blocks of your identity. I think about my 7th graders, primarily Latinx, primarily Christian, primarily male, and primarily from low income households surrounding our school;they might experience this trauma when presented with ideas that deviate from what they hold to be truth. However, their truth has been their reality, and rather than negate them, they have to be part of the conversation.
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1) the ways in which different forms of op-pression often supplementone another,i.e., cite one anotherbut add somethingnew (Crowley, 1989), and perhapsmore important,2) the ways in which oppres-sion is multiple, interconnected,and situated
This reminds me of an important conversation I've had with my particular demographics of students. As minorities and marginalized groups we are able to reproduce different forms of oppressions. The same ones that might oppress us. In Latin America, the term "indio" is often used to refer to someones backwardness, ignorance, or incivility. I have heard my students from Guatemal, Mexico, and El Salvador use the term in the same way that I grew up hearing the adults in my family use the term. It takes a little time to address how this term is classist and hateful, yet most students are able to grasp the point and are receptive to the conversation. Do some of them continue to use it? Perhaps. Do some of their families continue to reproduce the sentiment? Most likely.
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However, the problem lies with privileging empathyas the final goal of anti-oppressiveeducation. As I argued earlier, the root ofoppression does not reside solely in how individuals think about, feel towards,and treat one another,and thus, empathycannot be the panacea. It is necessary,but not sufficient
Empathy should be the start of the conversation but not the end goal. As transformative educators we have to believe that these systems can be changed and that the knowledge that we co-create with our students will have an impact in the way they face oppressions.
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Students who are bothqueer and of color do not always feel "safe" entering multiculturalstudentcenters.Culturallyrelevantpedagogies thatchallengeracismoften operatewithina heterosexist discourse that silences people of color with queer sexualities
Critical Race Theory-The intersectionality of our students determines their experiences of privilege or opression even in safe spaces.
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The dynamics of oppressionare not confined to the waysin which certain studentsare treatedby educatorsand other students;therefore,disruptingoppression requires more than preventing harmful interpersonalin-teraction
Addressing the particular oppressions that our students encounter in school spaces does not address the wider institutionalized form of oppression in our societies. .
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such assingle-sex schools or classrooms (Salomone, 1997).
Single sex schools can be empowering spaces but they can also contribute in reproducing hegemonies and heterosexual ideologies. In working in a single sex school environment, I have noticed that some of our female teachers struggle with our male classes due to some of our students patriarchal rooted values; to the point where perhaps some female teachers do not feel safe in that environment. What would be necessary for a space of 30 boys and a female teacher to become a genuine empowering space? Considering that some of our students can reproduce cultural and mainstream sexist comments or gestures.
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Forexample, researchershave pointed to the assimilationistideology that studentsof color should conformto the mainstreamcultureand become more like middle-class White Americans (Miller, 1995) or to the sexist and heterosexistassertionthat all boys should exhibit hegemonic masculinity in order to be "real"me
This is in conversation with Freire's banking system were even the values and biases of an educator can be deposited into students and can be completely out of tune with their realities as queer or people of color.
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knowingly (for there are innumerable well-intentioned bank-
When I think about examples of well intentional bankers I think about knowledgable teacher experts who know Common Core standards and skills being assessed in states tests, but do not curate or ask for student input when creating their reading materials. My first year in the class, my "survival mode" year was one of the most difficult years because I was following a scripted curriculum and knew that the stories that were required did not ignite an interest in my students. We were able to connect through classroom culture and community building activities but only a few students had a "hopeful inquiry" about the content. I felt that I failed my students in my first year and have since then been more intentional and reflective about the material and discussions that are part of OUR curriculum.
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The raison d’etre of libertarian education, on the other hand,lies in its drive towards reconciliation. Education must beginwith the solution of the teacher-student contradiction, by rec-onciling the poles of the contradiction so that both are simulta-
On this "drive to reconciliation" would it be necessary to breakdown the traditional teacher and student classroom dynamic. I often rely on the I do, We do, You do sort of routines to provide students with modeling and agency when it comes to working with their peers. Nevertheless, I am still the orchestrator of the learning and routines taking place in the classroom. I wonder what a classroom that has both parties being "simultaneously teachers and students," would look like?
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Knowledge emerges only through in-vention and re-invention, through the restless, impatient, con-tinuing, hopeful inquiry, human beings pursue in the worl
makes me wonder, how is knowledge in our classroom associated with the humanity; the human experience of our students? Do the experiences of ours students resound in the readings that we choose for them? Can they explore and celebrate their individuality and universality in the discussions that follow a close read?
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The more completely she fills the receptacles, thebetter a teacher she is. The more meekly the receptacles permitthemselves to be filled, the better students they are.Education thus becomes an act of depositing, in which thestudents are the depositories and the teacher is the depositor.© 2009 The Ohio State University/Officeof Minority Affairs/The Kirwan InstituteAChapter 2 from Pedagogy of the Oppressed by Paolo Freire (translated fromthe Spanish by Myra Bergman Ramos). Copyright © 1970, 1993. Reprintedwith the permission of the publisher, Continuum International PublishingGroup.
This kind of system is a system of oppression. Meek receptacles, who are not empowered to question but rather to act as "containers" become complacent individuals, exploited laborers, and unquestioning citizens.
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contents
The use of the word task makes this description very impersonal. A task as something that has to be done; clock in and clock out. The service that Freire envisions for educators who want to empower their students to conscientizacao begins with our own recognition of the greater service we are bringing to the lives of our students and families. We can't be familiar with the systems that our students will begin to question in our classes if we are not familiar with their neighborhoods and their communities, their needs, and their ways of existing. Submerging into the neighborhoods that we teach in is necessary to enact the service of empowering our students.
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