Teaching

Examining the Evidence

Exploring vocabulary terms in social studies with primary sources. The C3 Framework by the National Council for the Social Studies (NCSS) has changed the dynamics of social studies instruction. The emphasis of standards in this document is for teachers to build students’ content-area literacy skills through inquiry-based activities (NCSS, 2013). For social studies, this means

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Removing Imaginary Boundaries Around Content

Teacher and students benefit from an integrated curriculum. Even though teachers work in different rooms and on different hallways, our individual subject areas should not be viewed as existing within rigid instructional walls. Middle level educators need to engage in collegial conversations and co-create learning experiences with team members to help develop more cohesive, integrated

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Young Adolescent Voices

Students share valuable insights when we take time to listen. Middle level educators engage in a variety of professional development experiences in order to continue to learn about effective ways to work with young adolescents as they develop their identities, ideas, and “voices.” We listen to and talk with colleagues and other professionals in our

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Beyond Cool Garb

T-shirt literacy and social justice education for diverse adolescent learners. Graphic T-shirts have always had a special place in my life. One of my favorite pieces of clothing in my closet is an old “Schoolhouse Rock!” T-shirt. The shirt features the old PBS television show’s classic logo along with some of the show’s memorable characters,

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How can I help students view differences as strengths?

Many young adolescents desire to “blend in” by hiding or shedding certain aspects of their identities due to social pressures. How can I help students view differences as strengths? This is part 2 in “Mentor Me” questions about Social and Emotional Learning (SEL). The need to conform to seemingly popular ways of thinking, dressing, and

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