Post on 23-Apr-2018
transcript
11/5/2013
1
ORCHESTRATING STUDENT VOICES TO
BUILD A COMMUNITY OF LEARNERS
Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.
Jennifer J. Fontanini, Jennifer J. Fontanini, Jennifer J. Fontanini, Jennifer J. Fontanini, Ed.DEd.DEd.DEd.D....
Linda V. Neiman, Ph.DLinda V. Neiman, Ph.DLinda V. Neiman, Ph.DLinda V. Neiman, Ph.D....
“Proactively teach positive social skills: “Proactively teach positive social skills: “Proactively teach positive social skills: “Proactively teach positive social skills:
How to make friends, how to give How to make friends, how to give How to make friends, how to give How to make friends, how to give
compliments, what to do if someone compliments, what to do if someone compliments, what to do if someone compliments, what to do if someone
teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t
wait for negative things to happen” wait for negative things to happen” wait for negative things to happen” wait for negative things to happen”
(Sapon(Sapon(Sapon(Sapon----Shevin, 2008, p. 51).Shevin, 2008, p. 51).Shevin, 2008, p. 51).Shevin, 2008, p. 51).
CREATE A NAME POSTCREATE A NAME POSTCREATE A NAME POSTCREATE A NAME POST
� One Side � Other Side
SILENT NODSILENT NODSILENT NODSILENT NOD
�SilentlySilentlySilentlySilently share your Name Posts and make share your Name Posts and make share your Name Posts and make share your Name Posts and make
three connections between yourself and three connections between yourself and three connections between yourself and three connections between yourself and
other participants. For example, you other participants. For example, you other participants. For example, you other participants. For example, you
might like the same food.might like the same food.might like the same food.might like the same food.
�Communicate your connections silently, Communicate your connections silently, Communicate your connections silently, Communicate your connections silently,
using nonusing nonusing nonusing non----verbal language.verbal language.verbal language.verbal language.
NAME DOCSNAME DOCSNAME DOCSNAME DOCS
�A name doc is something students create A name doc is something students create A name doc is something students create A name doc is something students create
that includes their names and things that includes their names and things that includes their names and things that includes their names and things
about themselves in response to teacherabout themselves in response to teacherabout themselves in response to teacherabout themselves in response to teacher----
generated prompts.generated prompts.generated prompts.generated prompts.
�Name Docs include Name Posts, Name Name Docs include Name Posts, Name Name Docs include Name Posts, Name Name Docs include Name Posts, Name
Tents, Name Tags.Tents, Name Tags.Tents, Name Tags.Tents, Name Tags.
CONNECTIONSCONNECTIONSCONNECTIONSCONNECTIONS
�Students learn about each other and Students learn about each other and Students learn about each other and Students learn about each other and
make connectionsmake connectionsmake connectionsmake connections
�Teachers learn about their students Teachers learn about their students Teachers learn about their students Teachers learn about their students
and make connections.and make connections.and make connections.and make connections.
�Students learn about their teachers Students learn about their teachers Students learn about their teachers Students learn about their teachers
and make connections.and make connections.and make connections.and make connections.
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Top 8 List for Top 8 List for Top 8 List for Top 8 List for
Using Name DocsUsing Name DocsUsing Name DocsUsing Name DocsAsk students to share their Ask students to share their Ask students to share their Ask students to share their
Name Docs with the class.Name Docs with the class.Name Docs with the class.Name Docs with the class.
Partner students up and ask Partner students up and ask Partner students up and ask Partner students up and ask
each partner to introduce the each partner to introduce the each partner to introduce the each partner to introduce the
other to the class, using the other to the class, using the other to the class, using the other to the class, using the
Name Doc.Name Doc.Name Doc.Name Doc.
Use as a ticket out the door. Use Use as a ticket out the door. Use Use as a ticket out the door. Use Use as a ticket out the door. Use
the student’s name and one of the student’s name and one of the student’s name and one of the student’s name and one of
their interests as you say their interests as you say their interests as you say their interests as you say
goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a
Green Bay Packer fan too.”Green Bay Packer fan too.”Green Bay Packer fan too.”Green Bay Packer fan too.”
Staple Name Docs to a bulletin Staple Name Docs to a bulletin Staple Name Docs to a bulletin Staple Name Docs to a bulletin
board to create a collage of board to create a collage of board to create a collage of board to create a collage of
students’ names and interests.students’ names and interests.students’ names and interests.students’ names and interests.
Or, hang them from the ceiling!Or, hang them from the ceiling!Or, hang them from the ceiling!Or, hang them from the ceiling!
Use Name Docs to quickly Use Name Docs to quickly Use Name Docs to quickly Use Name Docs to quickly
take attendance.take attendance.take attendance.take attendance.
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Use Name Docs to arrange Use Name Docs to arrange Use Name Docs to arrange Use Name Docs to arrange
seating to set up for collaborative seating to set up for collaborative seating to set up for collaborative seating to set up for collaborative
activities.activities.activities.activities.
Use Name Docs when you Use Name Docs when you Use Name Docs when you Use Name Docs when you
have guest speakers.have guest speakers.have guest speakers.have guest speakers.
Place Name Docs in your sub Place Name Docs in your sub Place Name Docs in your sub Place Name Docs in your sub
folder or include a Name Doc folder or include a Name Doc folder or include a Name Doc folder or include a Name Doc
activity for the substitute to use activity for the substitute to use activity for the substitute to use activity for the substitute to use
with your students.with your students.with your students.with your students.
HANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINE
� Handouts for activities modeled during the
presentation are available on the AMLE
website.
� For these and useful handouts from other
presentations, please visit our blog at
http://survivingtothriving.wordpress.com
USING ARTIFACTS USING ARTIFACTS USING ARTIFACTS USING ARTIFACTS
TO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHER
“I came to understand the power of artifacts “I came to understand the power of artifacts “I came to understand the power of artifacts “I came to understand the power of artifacts
to open up new stories, to enable the telling to open up new stories, to enable the telling to open up new stories, to enable the telling to open up new stories, to enable the telling
of a story, and to create a space for listening, of a story, and to create a space for listening, of a story, and to create a space for listening, of a story, and to create a space for listening,
which gives students more voice” (Elliotwhich gives students more voice” (Elliotwhich gives students more voice” (Elliotwhich gives students more voice” (Elliot----
Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson,
2012, p. 28).2012, p. 28).2012, p. 28).2012, p. 28).
GETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHER
�Three ways for you to use artifacts to Three ways for you to use artifacts to Three ways for you to use artifacts to Three ways for you to use artifacts to
introduce yourself to your students…introduce yourself to your students…introduce yourself to your students…introduce yourself to your students…
�iLyricsiLyricsiLyricsiLyrics
�Me in a BagMe in a BagMe in a BagMe in a Bag
�BioPointBioPointBioPointBioPoint
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ILYRICSILYRICSILYRICSILYRICS
�Use song lyrics to describe who you are. Use song lyrics to describe who you are. Use song lyrics to describe who you are. Use song lyrics to describe who you are.
�Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics to allow your students to learn about you to allow your students to learn about you to allow your students to learn about you to allow your students to learn about you in a fun and creative way.in a fun and creative way.in a fun and creative way.in a fun and creative way.
�Modeling unusual or creative ways to Modeling unusual or creative ways to Modeling unusual or creative ways to Modeling unusual or creative ways to describe yourself, or anything or anyone describe yourself, or anything or anyone describe yourself, or anything or anyone describe yourself, or anything or anyone demands higher order thinking skills. demands higher order thinking skills. demands higher order thinking skills. demands higher order thinking skills.
�Really!Really!Really!Really!
MS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLE
I keep my life on a heavy rotationRequesting that
it's lifting you
up, up, up
and awayAnd over to
a table at the
Gratitude Cafe
Ain't about how fast I get there.Ain't about how fast I get there.Ain't about how fast I get there.Ain't about how fast I get there.
Ain'tAin'tAin'tAin't about what's waiting on the other side. about what's waiting on the other side. about what's waiting on the other side. about what's waiting on the other side.
It's the climb…It's the climb…It's the climb…It's the climb…
When I see your faceWhen I see your faceWhen I see your faceWhen I see your face
There's not a thing that I There's not a thing that I There's not a thing that I There's not a thing that I
would changewould changewould changewould change
'Cause you're amazing'Cause you're amazing'Cause you're amazing'Cause you're amazing
Just the way you areJust the way you areJust the way you areJust the way you are
I CAN SEE CLEARLY I CAN SEE CLEARLY I CAN SEE CLEARLY I CAN SEE CLEARLY
NOW THE RAIN IS GONENOW THE RAIN IS GONENOW THE RAIN IS GONENOW THE RAIN IS GONE
I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY
WAYWAYWAYWAY
GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS
THAT HAD ME DOWNTHAT HAD ME DOWNTHAT HAD ME DOWNTHAT HAD ME DOWN
IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT ,
BRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAY
Ms. Fontanini Song ScrambleMs. Fontanini Song ScrambleMs. Fontanini Song ScrambleMs. Fontanini Song Scramble
I keep my life on a heavy rotation
Requesting that it's lifting you up, up,
up and away
And over to a table at the Gratitude
Cafe
Ain't about how fast I get
there
Ain't about what's waiting
on the other side.
It's the climb
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Mrs. Mrs. Mrs. Mrs.
CarpenterCarpenterCarpenterCarpenter
ME IN A BAGME IN A BAGME IN A BAGME IN A BAG ME IN A BAGME IN A BAGME IN A BAGME IN A BAG
�Model first day of schoolModel first day of schoolModel first day of schoolModel first day of school
�Students will complete and share their Students will complete and share their Students will complete and share their Students will complete and share their
MeMeMeMe----Bags during the first two weeks of Bags during the first two weeks of Bags during the first two weeks of Bags during the first two weeks of
schoolschoolschoolschool
�Handout for directions and letter to Handout for directions and letter to Handout for directions and letter to Handout for directions and letter to
parents on our blog.parents on our blog.parents on our blog.parents on our blog.ME!ME!ME!ME!
BIOPOINTBIOPOINTBIOPOINTBIOPOINT
BIOGRAPHY POWERPOINT
�My FamilyMy FamilyMy FamilyMy Family
�My HobbiesMy HobbiesMy HobbiesMy Hobbies
�My PassionsMy PassionsMy PassionsMy PassionsMy FamilyMy FamilyMy FamilyMy Family
My Hobbies My Hobbies My Hobbies My Hobbies
My PassionsMy PassionsMy PassionsMy Passions
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STUDENT BIOPOINTSSTUDENT BIOPOINTSSTUDENT BIOPOINTSSTUDENT BIOPOINTS
� Students create their own BioPoints based on Students create their own BioPoints based on Students create their own BioPoints based on Students create their own BioPoints based on
prompts generated from the teacher.prompts generated from the teacher.prompts generated from the teacher.prompts generated from the teacher.
� Share five to seven student BioPoints per day Share five to seven student BioPoints per day Share five to seven student BioPoints per day Share five to seven student BioPoints per day
during the first week of school.during the first week of school.during the first week of school.during the first week of school.
� Students can create computer generated Students can create computer generated Students can create computer generated Students can create computer generated
BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper
poster BioPoints.poster BioPoints.poster BioPoints.poster BioPoints.
� Pictures with or without words/music.Pictures with or without words/music.Pictures with or without words/music.Pictures with or without words/music.
“In saying that a classroom or school is a “In saying that a classroom or school is a “In saying that a classroom or school is a “In saying that a classroom or school is a
communitycommunitycommunitycommunity, then, I mean that it is a , then, I mean that it is a , then, I mean that it is a , then, I mean that it is a
place in which students feel cared about place in which students feel cared about place in which students feel cared about place in which students feel cared about
and are encouraged to care about each and are encouraged to care about each and are encouraged to care about each and are encouraged to care about each
other. They experience a sense of being other. They experience a sense of being other. They experience a sense of being other. They experience a sense of being
valued and respected; the children valued and respected; the children valued and respected; the children valued and respected; the children
matter to one another and to the matter to one another and to the matter to one another and to the matter to one another and to the
teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).
BUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERS
�Student SearchStudent SearchStudent SearchStudent Search--------JenniferJenniferJenniferJennifer
�Building the Brick WallBuilding the Brick WallBuilding the Brick WallBuilding the Brick Wall--------LindaLindaLindaLinda
�Getting to Know Something About You and Getting to Know Something About You and Getting to Know Something About You and Getting to Know Something About You and
What You KnowWhat You KnowWhat You KnowWhat You Know--------NeimanNeimanNeimanNeiman
YOUR TURN!YOUR TURN!YOUR TURN!YOUR TURN!
�Each of you has one of three communityEach of you has one of three communityEach of you has one of three communityEach of you has one of three community----
building activities.building activities.building activities.building activities.
�Follow the directions on your handout, Follow the directions on your handout, Follow the directions on your handout, Follow the directions on your handout,
asking anyone to help you complete your asking anyone to help you complete your asking anyone to help you complete your asking anyone to help you complete your
activity.activity.activity.activity.
�All of these activities are on our blog.All of these activities are on our blog.All of these activities are on our blog.All of these activities are on our blog.
�GO!GO!GO!GO!
JIGSAWJIGSAWJIGSAWJIGSAW
�Form a trio where each participant has a Form a trio where each participant has a Form a trio where each participant has a Form a trio where each participant has a
different activity (1different activity (1different activity (1different activity (1----2222----3).3).3).3).
�Share your activity with the other two Share your activity with the other two Share your activity with the other two Share your activity with the other two
participants in the trio.participants in the trio.participants in the trio.participants in the trio.
�Which activity do you think your students Which activity do you think your students Which activity do you think your students Which activity do you think your students
would like best and how would you use it would like best and how would you use it would like best and how would you use it would like best and how would you use it
in your classroom?in your classroom?in your classroom?in your classroom?
ADAPTING STRATEGIES FOR DIFFERENT
AGE GROUPS
�Number of promptsNumber of promptsNumber of promptsNumber of prompts
�Fewer wordsFewer wordsFewer wordsFewer words————more graphics/picturesmore graphics/picturesmore graphics/picturesmore graphics/pictures
�Types of promptsTypes of promptsTypes of promptsTypes of prompts
�Format of activity sheetsFormat of activity sheetsFormat of activity sheetsFormat of activity sheets
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“The master teacher is deliberate in “The master teacher is deliberate in “The master teacher is deliberate in “The master teacher is deliberate in
establishing a functioning learning establishing a functioning learning establishing a functioning learning establishing a functioning learning
community by devoting time and energy to community by devoting time and energy to community by devoting time and energy to community by devoting time and energy to
building relationships. The relationship building relationships. The relationship building relationships. The relationship building relationships. The relationship
between the teacher and the student is between the teacher and the student is between the teacher and the student is between the teacher and the student is
perhaps the most significant piece of the perhaps the most significant piece of the perhaps the most significant piece of the perhaps the most significant piece of the
learning equation, followed closely by the learning equation, followed closely by the learning equation, followed closely by the learning equation, followed closely by the
relationship among students” (Carpenter, relationship among students” (Carpenter, relationship among students” (Carpenter, relationship among students” (Carpenter,
Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).
STUDENTSTUDENTSTUDENTSTUDENT----GENERATED CLASSROOM GENERATED CLASSROOM GENERATED CLASSROOM GENERATED CLASSROOM
NORMSNORMSNORMSNORMS
�What are your experiences with creating What are your experiences with creating What are your experiences with creating What are your experiences with creating
group norms, expectations, and/or rules group norms, expectations, and/or rules group norms, expectations, and/or rules group norms, expectations, and/or rules
personally and in your classrooms?personally and in your classrooms?personally and in your classrooms?personally and in your classrooms?
�With an elbow partner, share your With an elbow partner, share your With an elbow partner, share your With an elbow partner, share your
experiences.experiences.experiences.experiences.
WHY SET NORMS?WHY SET NORMS?WHY SET NORMS?WHY SET NORMS?
�Creates a positive learning climate/ Creates a positive learning climate/ Creates a positive learning climate/ Creates a positive learning climate/
professional learning communityprofessional learning communityprofessional learning communityprofessional learning community
�Creates an operating system for Creates an operating system for Creates an operating system for Creates an operating system for
processes and communicationprocesses and communicationprocesses and communicationprocesses and communication
� Increases productivity and learningIncreases productivity and learningIncreases productivity and learningIncreases productivity and learning
�Provides means for conflict resolutionProvides means for conflict resolutionProvides means for conflict resolutionProvides means for conflict resolution
STAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICS
� FormingFormingFormingForming…the way in which groups or classes
form is influenced by the norms set
� NormingNormingNormingNorming…norms allow for introductions,
operating, community building, and conflict
resolution
� StormingStormingStormingStorming…norms provide the means to resolve
conflicts that will arise
PROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMS
HOW DO WEHOW DO WEHOW DO WEHOW DO WE
�communicate?
�move around the room?
�use our space?
�introduce ourselves to visitors?
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HOW DO WE
�welcome guests?
�resolve conflicts and differences?
�advocate for ourselves and
others?
�manage voice volume?
� How do we create a classroom community that honors and respects all student voices?
� How do we help “young people develop the knowledge and skills necessary to make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world?” (Wisconsin DPI: Wisconsin model academic standards for social studies introduction) http://dpi.wi.gov/standards/ssintro.html)
PUBLISHING NORMSPUBLISHING NORMSPUBLISHING NORMSPUBLISHING NORMS
�Post on a wall in the classroomPost on a wall in the classroomPost on a wall in the classroomPost on a wall in the classroom
�Post on a wall in the hallway outside the Post on a wall in the hallway outside the Post on a wall in the hallway outside the Post on a wall in the hallway outside the
classroomclassroomclassroomclassroom
�Post on the class websitePost on the class websitePost on the class websitePost on the class website
�Create bookmarks of norms that students Create bookmarks of norms that students Create bookmarks of norms that students Create bookmarks of norms that students
carry with themcarry with themcarry with themcarry with them
�Create a Norms PosterCreate a Norms PosterCreate a Norms PosterCreate a Norms Poster
NORMS POSTERNORMS POSTERNORMS POSTERNORMS POSTER
The Ins and Outs of Year Four, Room Five
http://theinsandouts.co.nz/
IMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMS
� Role Play: Demonstrate classroom normsRole Play: Demonstrate classroom normsRole Play: Demonstrate classroom normsRole Play: Demonstrate classroom norms
� WrongWrongWrongWrong----Way Role Play: Students create miniWay Role Play: Students create miniWay Role Play: Students create miniWay Role Play: Students create mini----
scenes of poor behavior and student explain scenes of poor behavior and student explain scenes of poor behavior and student explain scenes of poor behavior and student explain
the problem and offer solutionsthe problem and offer solutionsthe problem and offer solutionsthe problem and offer solutions
� Hey Grandma: Students write letters to Hey Grandma: Students write letters to Hey Grandma: Students write letters to Hey Grandma: Students write letters to
grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing
how their classroom norms workhow their classroom norms workhow their classroom norms workhow their classroom norms work
IMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMS
� Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on
index cards, placed in a brown bag from which index cards, placed in a brown bag from which index cards, placed in a brown bag from which index cards, placed in a brown bag from which
students occasionally pull a card and explain students occasionally pull a card and explain students occasionally pull a card and explain students occasionally pull a card and explain
the norm and why it’s important. the norm and why it’s important. the norm and why it’s important. the norm and why it’s important.
� Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students
modeling the classroom norms and those not modeling the classroom norms and those not modeling the classroom norms and those not modeling the classroom norms and those not
modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as
guidelines.guidelines.guidelines.guidelines.
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CONNECTION BETWEEN CONNECTION BETWEEN CONNECTION BETWEEN CONNECTION BETWEEN
NORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICE
“…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and
opportunities deemed the essential human rights of opportunities deemed the essential human rights of opportunities deemed the essential human rights of opportunities deemed the essential human rights of
individuals is limited or denied, with little or no individuals is limited or denied, with little or no individuals is limited or denied, with little or no individuals is limited or denied, with little or no
recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal
values. This limited access can be experienced either values. This limited access can be experienced either values. This limited access can be experienced either values. This limited access can be experienced either
by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by
some identifying characteristic such as race, class, some identifying characteristic such as race, class, some identifying characteristic such as race, class, some identifying characteristic such as race, class,
gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).
USING STUDENT VOICES TO USING STUDENT VOICES TO USING STUDENT VOICES TO USING STUDENT VOICES TO
BUILD COMMUNITYBUILD COMMUNITYBUILD COMMUNITYBUILD COMMUNITY
Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive
learning experiences and potential academic learning experiences and potential academic learning experiences and potential academic learning experiences and potential academic
success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).
A community of learners is established by hearing A community of learners is established by hearing A community of learners is established by hearing A community of learners is established by hearing
student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated
by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has
access to powerful learning experiences and potential access to powerful learning experiences and potential access to powerful learning experiences and potential access to powerful learning experiences and potential
academic success.academic success.academic success.academic success.
WHICH IMAGE REFLECTS HOW YOU FEEL ABOUT
WHAT YOU LEARNED TODAY?AVAILABLE AT THE BOOKSTORE!
SURVIVING TO THRIVING BLOG
� http://survivingtothriving.wordpress.com
�Click on Presentations, Workshops, and
Conferences
Linda Carpenter Jennifer Fontanini Linda Neiman
CONTACT US
� Handouts are on the AMLE site.
� Our blogs:
http://survivingtothriving.wordpress.com/
http://survivingtothrivingljl.wordpress.com/
� Find us on TPT:
http://www.teacherspayteachers.com/Store/S
urviving-To-Thriving-LjL
� Email: survivingtothrivingljl@gmail.com
11/5/2013
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REFERENCES
Carpenter, L. L., Fontanini, J. J., & Neiman, L. V. (2010). From surviving to thriving: Mastering the Art of the Elementary Classroom. Dayton, OH: Lorenz Educational Press.
Chubbuck, S. M. (2010). Individual and structural orientations in socially just teaching: conceptualization, implementation, and collaborative effort. Journal of Teacher Education, 61(3), 197- 210.
Elliot-Johns, S. E., Booth, D., Rowsell, J., Puig, E., and Paterson, J. (March 2012). Using student voices to guide instruction. Voices from the Middle, 19(1), pp. 25-31.
REFERENCES
Kohn, A. (2006). Beyond discipline: From compliance to
community. Alexandria, VA: ASCD.
Sapon-Shevin, M. (2008). Learning in an inclusive
community. Educational Leadership, 66(1), 51.
Wisconsin Dept. of Public Instruction. Wisconsin model
academic standards for social studies introduction.
Retrieved Jan. 31, 2013 from
http://dpi.wi.gov/standards/ssintro.html