Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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How can schools prepare for discussions of controversial issues? (Part II)

MCR D7 TalkOn Monday, we looked at the reasons why schools should allow discussions of controversial issues. See Part I. Now let’s address the how.

What can school leaders do? Schools could preemptively address parental and other concerns by preparing teachers through professional development and appropriate planning. The following are just a few ideas to consider so that current news events may enrich instead of derail curriculum plans.

1. Set up the school-wide goals. What do you want students to gain from the experience? Will they learn to think objectively? Discuss difficult topics while respecting each other? Examine historical influences on current events? Collect facts and differentiate between credible resources and voices that are just stoking a fire? Brainstorm ways they can work towards a solution for the community?

2. Discuss appropriate approaches for these conversations. Meet with teachers early in the school year and determine procedures and guidelines. For example, not everyone will agree that opinions need to be left out of the conversation, but we are human and we arrive to the discussion table full of opinions, preconceptions, and biases. What are appropriate ways to deal with the whole human package that the school and parents would be comfortable with?

3. Determine which professionals in the school would be best to handle discussions. Do students have advisers or a school counselor that they can talk to? Are there teachers in the building who are willing to tackle issues with their students and who have expertise they could share with the group? Social studies and literature teachers could offer natural safe spaces for students to work on issues.

4. Designate a liaison between the school and the parents and guardians. This person, whether an administrator, teacher, or parent volunteer, can provide parents with information and field questions and concerns. Consider developing guidelines for how administrators and teachers will handle any challenges to or concerns about the classroom discussions.

5. Respect an individual’s preference to sit out of the conversation. Not every teacher will be comfortable talking about difficult issues with their students, and that’s valid. Some teachers might recognize that they have a bias due to personal experience or just might not feel comfortable leading a discussion safely. What resources can these teachers direct students towards when questions occur?

What can individual teachers do? At the individual teacher level, here are some ideas for guiding students in respectful conversations about controversial topics and what it means to be a part of a community. (These videos below could also be used for professional development on this topic.)

1. Develop students’ understanding of multiple points of view. For example, teacher Wendy Eubank’s students simulate a town hall meeting, role playing characters that have a stake in an outcome, so they can learn to express their ideas freely. Students have researched facts from multiple sources and are asked to consider multiple viewpoints. Watch Social Studies in Action, program 31, “Dealing with Controversial Issues,” to see this and other examples of activities at varying grade levels.

2. Structure discussions to allow every student a chance to share, listen, and evolve. For example, JoEllen Ambrose does a fantastic job leading students through a discussion about individual rights versus public safety related to news topics students are already familiar with. She asks for students to respond to questions physically and verbally, by grouping themselves by agreement and providing personal examples to support their opinions. Watch students specifically discuss their ideas about police power and individual rights, especially related to racial profiling. See workshop 7, “Controversial Public Policy Issues,” of Making Civics Real.

3. Empower students to act as a member of a community. In the introductory video for Teaching ‘The Children of Willesden Lane,’ Martina Grant’s students discuss their “universe of obligation;” reasons why people choose to act and not to act during times of crisis; and how history is connected to their own lives and experiences. Once we understand why individuals or communities fail to act during a time of crisis, we can work together to propose possible solutions or realistic ways people can act.

News comes and goes as one event overshadows another. Underlying themes and issues persist, and teaching students how to discuss these themes and work together to build a stronger community that can problem-solve should be an important goal of any school. Meanwhile, the beauty of the internet is that resources we often need are a click away. Please share more links and ideas that you find helpful on this topic in the comments. I started a list here.

Here are some links to some additional resources:
Discussing Controversial Public Issues in the Classroom, via TeachingHistory.org
Michael Brown, via Facing History.org
Empathy: The Most Important Back-to-School Supply, via Edutopia

Should schools allow discussions of controversial issues? (Part I)

MakingCivicsReal_7[OP-ED] On Saturday, August 9 in Ferguson, Mo., a police officer fatally shot Michael Brown, a young black man, sparking protests in the town and discussions about race and history across the United States. On August 21, Ed Week reported that the superintendent of a nearby school district banned the discussion of the events in Ferguson, Mo. in schools, because “parents complained … that some teachers were interjecting their own opinions into class discussions rather than objectively guiding discussion for students.”

While it’s true that discussions about emotionally charged or controversial issues must be handled carefully in the classroom, what message do teachers send when they have to tell their students, “We are not allowed to talk about that here?” And while parents certainly have a right to be concerned about how teachers will address difficult topics in their classrooms, silencing the discussion all together is not an answer. The ability to discuss public controversy is a sign of a healthy democracy and a right we can share with our students. Preparing a plan for discussing national news events as they occur could help avoid the “shut it down” effect, which cuts off golden learning opportunities to build better thinkers and stronger communities.

School is most likely one of the best places to address controversial news topics, and there are several benefits to providing students a forum to express themselves. (Similar discussions already occur in literature and social studies lessons as students read and talk about literary works and historical themes.)

First, students are already talking about events as they occur, so they will be easily engaged and invested in learning experiences tied to these topics. In the classroom, teachers, as objective moderators, are able to guide students in thoughtful discussions in a safe space.

Second, controversial issues offer teachers an opportunity to develop students’ critical thinking and analytical skills, goals of the Common Core Standards. For example, they may examine the role that emotions and personal biases play in how people initially react to a national news event like Brown’s death and the resulting protests and police response. With appropriate activities, students learn to review available information, evaluate sources, consider multiple perspectives, and propose solutions.

In addition, allowing students and teachers to talk about timely events and controversial issues creates a sense of community and empowers students to take productive actions to correct wrongs within the school, city, even nation or world.

Please share your thoughts on this topic in the comments and look for Part II on Wednesday: How can schools prepare for controversial discussions?

(The views expressed by the authors of Learner Log blog posts are their own and do not necessarily reflect the opinions or endorsement of Annenberg Learner or the Annenberg Foundation.)

Using Graphic Novels in the Classroom

Why should you consider teaching with graphic novels?

WorldLit_Odyssey_RoyThomascomic

The Odyssey comic written by Roy Thomas, et al. See Thomas talk about his experience with the work in Invitation to World Literature.

Kids read graphic novels – walk into any library or bookstore and you will find young readers hanging out in the manga and comics aisles. So, why aren’t teachers using more graphic novels in their classrooms? One of the main reasons is due to a bias against graphic novels as a “legitimate” text; however, this bias is being chipped away as research supports the efficacy of using graphic novels in the classroom. Yildirim (2013) writes, “The increasing popularity of graphic novels has transformed it into a powerful medium of expression. Once regarded as only a means of amusement lacking literary insight and merit, graphic novels have evolved into a respected and well-regarded genre of literature which deserves a permanent place in the literary world” (122).

Graphic novels are popular and prevalent today because these texts offer a diverse range in complexity and topics/issues in addition to crossing genres. Today’s graphic novels are about more than just superheroes, science-fiction and fantasy (Gorman, 2002) – they can be used in all content areas as there are graphic novels about history, science, and major literary works. Furthermore, graphic novels not only target teen readers, but are also making an impact in the early/emerging reader markets (Brown, 2013). Simply put, there is a graphic novel for everyone.

There are many benefits to using graphic novels in the classroom.

1. They can be used to build students’ reading and writing skills (Frey and Fisher, 2004; Yildirim, 2012; Brown, 2013). They offer multilevel reading experiences, as reading the words and images builds students’ basic reading skills and analytical skills (Yildirim, 2013).

2. Graphic novels provide support for struggling readers, including English learners, by addressing multiple learning modalities. Hassett & Schieble (2007) indicate that graphic novels facilitate comprehension by combining images with texts, making them particularly helpful for visual learners. Graphic novels also provide a path for more complex reading by building reading fluency and reading confidence (Yildirim, 2013).

3. Graphic novels build students’ reading habits; for example, Schwarz (2002) found that graphic novels were a source of motivation and stimulation for struggling and reluctant readers.

4. Graphic novels can boost students’ critical thinking skills, creativity, and imagination (Yildirim, 2013).

Graphic novels benefit all readers. As McTaggert (2008) indicated, “[Graphic novels] enable the struggling reader, motivate the reluctant one, and challenge the high-level learner” (32). Reading a graphic novel requires students to make inferences and draw conclusions from the images and text while being supported by visuals and pacing. I would argue that in some ways, reading a graphic novel is more complicated than reading a traditional novel in that graphic novel readers have to rely on non-textual cues to derive meanings and they also have to rely more heavily on their inferring skills.

It makes sense that today’s digitally-oriented students would find graphic novels appealing. These students are used to surfing the internet, navigating multiple open windows of content, and reading messages from various social media sources. Our students have been reading graphically for years!

Resources for Using Graphic Novels in Your Literature Classroom

Annenberg Learner provides several resources to graphically enhance your classroom instruction. Invitation to World Literature is a comprehensive resource for learning about literature from around the world and across time. There are several programs within the series that could support learning about graphic novels.

1. “Journey to the West” is a classic Chinese story about the Stone Monkey King. In this program, you’ll find videos, texts, maps, slideshow of images, and connections to graphic novels. This unit would pair nicely with a study of Gene Luen Yang’s “The Shadow Hero,” a graphic novel about the Asian-American superhero, The Green Turtle. (Also, make sure to check out Yang’s other graphic novels.)

2. The video introducing “The Epic of Gilgamesh” presents comic book artist Jim Starlin. Starlin wrote a comic book series, “Gilgamesh II,” for DC Comics. Students might find it interesting to learn more about him as he is best known for re-inventing Marvel Comics superheroes, Captain Marvel and Adam Warlock. He also co-created Thanos and Shang-Chi, Master of Kung Fu.

3. Roy Thomas is another comic book artist featured in the program “The Odyssey.” Thomas was Stan Lee’s first successor as editor-in-chief of Marvel Comics. He is famous for writing graphic novels for “X-Men,” “Conan the Barbarian,” and “The Avengers.” He has also written titles for “The Odyssey” and “The Iliad.”

4. Lastly, the program on “The Thousand and One Nights” also features a comic novelist, Bill Willingham. He created the DC comics series “Fables” and wrote a comic novel entitled “1001 Nights of Snowfall,” which would be a nice pairing for this program. Students might get a kick out of studying how Willingham puts a unique spin on classic stories.

 

How are you using graphic novels in your classroom?

 

References

Brown, S. (2013). A blended approach to reading and writing graphic novels. The Reading Teacher, 67(3), 208-219.

Gorman, M. (2002). What teens want. School Library Journal, 48, 42-47.

Hassett, D. D, & Schieble, M. B. (2007). Finding space and time for the visual in K-12 literacy instruction. The English Journal, 97(1), 62-68.

Frey, N., & Fisher, D. (2004). Using graphic novels, anime, and the Internet in an urban high school. The English Journal, 93(3), 19-25.

McTaggert, J. (2008). Graphic novels: The good, the bad, and the ugly. In N. Frey, & D. Fisher (Eds.), Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills (pp. 27-46). CA: Corwin Press.

Schwarz, G. E. (2002). Graphic books for diverse needs: Engaging reluctant and curious readers. The ALAN Review, 3(1), 54-57.

Yidirim, A.H. (2013). Using graphic novels in the classroom. Journal of Language and Literature Education, 8. 118-131.

 

Get Set: Organize and Manage Your Classroom

Teaching Reading K-2 KostandosWhile considering all of the material you will need to cover during the school year, you might be tempted to jump directly into the content. Instead, consider spending time teaching classroom expectations and systems that can create more productive learning environments throughout the year.

Here’s an example of a productive first grade reading classroom. Watch Valerie Kostandos teach her students to be readers, writers, and leaders in Teaching Reading K-2, program 8, “Promoting Readers as Leaders.” She builds in early opportunities to teach systems that foster cooperative learning and student independence.

“I think it is important that all kids get in that role of being the leaders. If we give them a challenge, they rise to it. They feel so empowered… and that carries over when they write and when they read. They have the sense that they can do it…. What is hard is trying to stay back and not jump in.”
Valerie Kostandos

Ms. Kostandos’s classroom runs smoothly because she

1. organizes the physical classroom space so that she can see what is happening when children are working in small groups.
2. teaches students leadership roles, giving her time to work with students individually at the beginning of each class.
3. uses an observation survey to keep records of how students are progressing throughout the year.
4. models classroom expectations and systems early and gradually gives students more autonomy to perform tasks on their own.
5. provides opportunities for students to share their ideas about what they are reading and what they have learned at the end of the school day.
6. gives students some choice in the books they read and guides them to choose books they hadn’t considered.
7. varies activities to encourage social growth. Students learn to work independently, in pairs, in small groups, and as a whole group.

Discover more ideas for organizing and managing classrooms in the resources below:

Teaching Reading 3-5, workshop 1, “Creating Contexts for Learning,” explains why classroom organization matters, the importance of routines, and how grouping affects students’ learning. It includes tips for new teachers on setting up a vibrant literacy classroom starting on the first day of school.

Social Studies in Action: A Teaching Practices Library, K-12, program 29, “Groups, Projects, and Presentations,” provides tips for forming cooperative learning groups and fostering problem solving skills in the classroom.

The Learning Classroom: Theory Into Practice, unit 13, “Pulling it All Together-Creating Classrooms and Schools That Support Learning,” looks at the bigger school community. What structural features of schools support teaching and learning for understanding? How can schools use what is known about student development to organize and scaffold instruction?

Now it’s your turn. We would love to hear how you get your classrooms off on the right foot in the comments.

 

Get Ready: Build a Learning Community

Get ready, get set! But before you go, step back and consider the bigger picture. What will your classroom look and feel like? How will students interact with each other? How will they express themselves and share ideas? Teach your students to be learners together and to respect differences by developing a sense of community. See the following examples for different grade levels and subject areas:

Social<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />
                                                          Studies<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />
                                                          Library1. Teach students how to discuss and appreciate differences within their classroom community. For example, in Social Studies in Action: A Teaching Practices Library, K-12, program 31, “Dealing with Controversial Issues,” students learn how to conduct informed and open discussions that include multiple perspectives about gender-based discrimination, conflict in the Middle East, and other issues.  Program 30, “Unity and Diversity,” deals with teaching students to appreciate the different cultures of their community.

2. Plan your writing community before the year starts. Take a look at Developing Writers: A Workshop for High School Teachers, workshop 1, “First Steps.” Think about how much time students will spend writing, getting and giving feedback from peers, and reviewing their own work. In workshop 2, “A Shared Path,” you’ll consider the characteristics of a writing community and learn to set up effective writers’ groups.

3. Build a safe middle school writing environment from the beginning of the year. In Write in the Middle: A Workshop for Middle School Teachers, workshop 1, “Creating a Community of Writers,” see teachers model participation in a writing community.

4. Involve parents and guardians. Watch how a teacher extends a 3rd grade book community using activities and discussions that involve the students’ parents, grandparents, and friends in Teaching Reading 3-5 Workshop, classroom program 10, “Fostering Book Discussions.” Students also learn how to generate discussions in small groups.

5. Set up classroom routines that help young students become positive, more self-directed learners using strategies from Teaching Reading K-2 Workshop, workshop 1, “Creating a Literate Community.”

6. Foster effective communication and mathematical thinking with strategies provided in Teaching Math Grades K-2, session 2, “Communication.” Help young students express their understanding of math concepts through oral, written, and visual (symbols, pictures, gestures) communication.

What are ways you build a learning community in your classrooms?

Why Should We Teach Multicultural Literature?

Why should we encourage our students to read multicultural children’s and young adult literature? Because everyone matters. Because we live in a globally-connected society. Because these books build cultural understanding. Because they are good stories…the list could go on and on.

MultiCultLit_reed

Students ask Ishmael Reed questions about his life and writing during a classroom visit. The Expanding Canon, Session 5

I love Sims Bishop’s (Sims Bishop, 1990) assertion that multicultural books benefit everyone in that they serve as mirrors, windows, and sliding glass doors. They are mirrors because they represent lived experiences of all kinds of people. They are windows because they serve as openings into other cultures and experiences. They are sliding glass doors because they allow readers a personal connection to experiences different from our own.

Students need to know that people of color have made significant contributions to history, culture, politics, and society. The very fabric of our collective humanity consists of threads of all different colors. Also, when students read multicultural literature, they learn to explore and discuss important themes such as their own search for identity, the rewards and challenges of varied cultural experiences, and even how to constructively engage in civic duties. As such, I am very much a soldier of the #WeNeedDiverseBooks campaign, which is a “call to arms” to bring national attention to the need to highlight diversity in our books.

I do want to point out that we should move beyond conversations of needing more diversity, as the problem is not with quantity or quality. There are many high-quality books featuring people of color and/or written by authors of color, and we definitely could use more. But the real problem is that these books are not being consumed, meaning they are not being read, bought, and taught (Loh, 2008). The supply is there but the demand is not – and we can do something about this.

Teachers are the key to getting multicultural books in the hands of young readers. When teachers teach or recommend a book, that book gets read. One of the most often cited reasons why teachers don’t use multicultural books in their classrooms is because they claim to not know how to teach them (Loh, 2008). Annenberg Learner provides several resources to help teachers become more confident in using multicultural books in their classrooms.

The following workshops introduce teachers to authors of color and show models of teachers engaging in effective strategies and pedagogical approaches:

Other resources from Annenberg Learner:

  • Evaluate Your Multicultural Literature” from Teaching Reading, Grades 3-5– This session provides strategies for teaching young English Language Learners. It features a tool to help evaluate multicultural literature.
  • Invitation to World Literature – This course offers teachers an opportunity to learn about several examples of great works of literature from around the world and from ancient to modern times.

In addition, you can search Annenberg Learner’s website for lesson plans addressing specific multicultural titles. For example, some of my favorites include:

There are many, many resources available to educators who are committed to putting multicultural books in the hands of young readers who will ultimately become lifelong readers of all kinds of texts.

What are some multicultural books your students enjoy?

References

Loh, V.S. (2008). Asian-American Children’s Literature: A Qualitative Study of Cultural Authenticity. (Unpublished doctoral dissertation). San Diego State University-University of San Diego, San Diego.

Sims Bishop, R. (1990). “Mirrors, windows, and sliding glass doors.” Perspectives: Choosing and Using Books for the Classroom, 6(3).

Observe and Learn from Effective Teachers

Teachers take the stage every day in front of their students, striving to instruct, engage and guide. Being observed by a classroom of students is the norm. As Matthew O. Richardson points out in his journal article [1] for the National Education Association, “Teachers stand before others and put on a personal exhibition every time they lecture, lead a discussion, or guide a role-play.” Why is it, then, that the prospect of peer observation is potentially unnerving to many teachers?

TeachingMath_6

From Teaching Math, program 6, “Animals in Yellowstone”: Fourth- and fifth-graders develop number sense and meaning for large numbers by estimating how many bison, elk, and pronghorn they saw on a field trip to Yellowstone National Park.

While discussing the growing trend of peer-to-peer learning for teachers, Education World acknowledges that the practice of peer observation (which is becoming more widely discussed in both university, and secondary and elementary environments) is meant to be a collaborative form of professional development, not an evaluation tool. Education World notes that learning by observing can reap benefits for teachers, administrators, and schools. They quote Dr. William Roberson, who served as co-director of the Center of Effective Teaching and Learning at the University of Texas-El Paso, as making this bold statement:

Easily, peer observation is more valuable than other forms of professional development, if the proper context is created. If done well, it is carried out in a real, practical, immediately relevant situation. Compare that to attending workshops or conferences in which participants remain at a certain level of abstraction from their own classrooms.

Ideally, peer-to-peer learning allows the observing teacher to reflect on their own practices and methodology in, as Roberson puts it, an “immediately relevant situation.”

Are you thinking about working peer observations into your schedule next year? Here are some resources for observing teachers in your own school and for observing teachers at your convenience.

Using checklists to focus your observations on specific goals:

Using checklists is a great way to get the most out of your observation experiences. Start by having a goal in mind. For example, is your goal to improve classroom management, track student achievement, or create more engaging lesson plans? Then, focus your observation on ways to meet that goal. Checklists are useful for narrowing your focus.

Look at some examples of teacher observation checklists below. Even if the examples are not in your subject area or grade level, you can glean ideas for developing your own checklists.

  1. This observational checklist from Teaching Reading, Grades K-2 allows a fairly straightforward evaluation of a peer teacher’s methods of developing the essential elements of literacy. Observing teachers have space to comment on their colleagues use of shared and independent reading and writing, among other practices.
  2. The Literacy Development Chart, also from Teaching Reading, Grades K-2, allows ongoing observation of a peer teacher to see how an individual student “case study” develops and how a teacher supports their progress based on the student’s strengths and needs.
  3. The Key Questions observation form provides a more open-ended way for teachers to observe their colleagues. This example asks questions related to how students develop literacy skills. The form’s prompts include questions on how reading and writing are connected and how a peer teacher instructs students with diverse needs.
  4. Searching “classroom observation checklist for teachers” on Google yields many very useful checklist formats.

Videos for observing expert educators on your own schedule:

Finding time during the school day for such detailed peer observation is not always feasible. In addition, a teacher who wants to use observation as a means to improve their own practice may encounter other obstacles; a culture of trust and a willingness to participate has to be present in their school already. Don’t have opportunities to observe peers at your school? Learner.org provides video examples of effective teaching in most subject areas and most grade levels.

The Learner.org workshops in the list below can be streamed for free. Here are just a few highlights:

  1. Teaching Reading, Grades K-2 could be used in conjunction with the aforementioned observation forms as an alternative to watching live classrooms. The extensive video library includes 30 minute programs on classroom practices in action as well as student case studies of children in grades K-2.
  2. In The Art of Teaching the Arts, workshop 3, “Addressing the Diverse Needs of Students,” watch how three teachers adjust their teaching approaches for students with various learning styles and needs.
  3. Making Civics Real, a professional development workshop for high school teachers, illustrates an activist approach to the teaching of civics. For example, in workshop 6, “Civic Engagement,” observe a Human Geography class taught by Bill Mittlefehldt. Students work in teams on a service project to solve community issue.

Here are more resources showing effective classroom instruction that can be used for observations:

The Arts:
The Arts in Every Classroom: A Workshop for Elementary School Teachers
Connecting With the Arts: A Workshop for Middle Grades Teachers
The Art of Teaching the Arts: A Workshop for High School Teachers

Foreign Languages:
Teaching Foreign Languages, K-12 Library

Language Arts and Literature:
Teaching Reading, K-2
Inside Writing Communities, Grades 3-5
Making Meaning in Literature, Grades 3-8
Teaching Multicultural Literature: A Workshop for Middle Grades
Developing Writers: A Workshop for High School Teachers
The Expanding Canon: Teaching Multicultural Literature in High School

Mathematics:
Teaching Math: A video library, K-4
Teaching Math: A video library, 5-8
Teaching Math: A video library, 9-12
Insights into Algebra I: Teaching for Learning (middle and high school)

Social Studies:
Social Studies in Action: A Teaching Practices, Library K-12
The Economics Classroom: A Workshop for Grade 9-12 Teachers
Making Civics Real: A Workshop for Teachers (high school)

Science:
Science K-6: Investigating Classrooms
Teaching High School Science

While the best way to learn from expert teachers is to watch them in person, watching examples of excellent teaching in videos can be just as useful. In addition, you can observe these classrooms at your convenience and pause and re-watch sections as needed.

We are interested: Share your experiences using classroom observations to improve your instruction below the post.

[1] Richardson, Matthew O. “Peer Observation: Learning From One Another,” The NEA Higher Education Journal 16. No. 1 (2000): 9-20.

 

How to Share Ideas From Your Classroom

sharing ideasWe know you create amazing lesson plans and activities using Learner.org resources. Share them with other teachers on the Ideas From Your Classrooms section of our blog.

Submit your lesson plans and activities to blog@learner.org for consideration. We will post a new activity or lesson plan every Tuesday. Check back often to learn about fresh ideas from your peers.

Also, in the Ideas From Your Classrooms section of the blog, we encourage you to comment under lesson plan and activities posts, respond to questions about your classrooms, and support each other with knowledge and advice from your teaching experience.

 

How to Submit a Lesson Plan or Activity

Your plans and activities should state a clear objective, be well-organized, require minimal to no edits, and incorporate a Learner.org resource. (You may also refer to additional resources if desired.) The Learner.org resource you refer to can be a whole series, or part of a series such as an online textbook chapter or video program, an online interactive, or any other resources accessed free on our website. Series titles and urls must be included.

We look forward to hearing from you!

Please include the following information with your materials:

  1. Your name and email address
  2. Title of the activity or lesson plan
  3. Subject/ Class name
  4. Grade level
  5. School name or location (not required)

Also, please share this post! Thank you. Don’t forget to subscribe to LearnerLog.org so you don’t miss new postings.

Annenberg-Newseum Summer Teacher Institute: Apply Now!

28 Aug 1963, Washington, DC, USA --- More than 200,000 people participated in the March on Washington demonstrations. The throng marched to the Mall and listened to Civil Rights leaders, clergyman and others addressed the crowd, including Martin Luther King, Jr.'s "I Have a Dream" speech. --- Image by © Bettmann/CORBIS

March on Washington for Jobs and Freedom, Image by © Bettmann/CORBIS

Dates: Wednesday, July 16 – Friday, July 18

Time: 8:30 a.m. to 3 p.m. each day

Where: The Newseum, Washington, DC

Cost: FREE

Application Deadline
Applications must be received by 11:59 p.m. on May 26, 2014

  • Participants will be notified by June 6, 2014. Apply Now

In partnership with Annenberg Learner, the Newseum is excited to offer a FREE three-day institute for teachers using new media. This unique professional development opportunity will include hands-on activities, exploration of artifacts from our collection with an archivist, and time to explore the museum independently.

“Speaking of Change” Institute Description
How has freedom of speech been used to spark movements for social change? What techniques have been effective for catalyzing action and securing the historical record? How can you apply these lessons from history to help your students effectively advocate using today’s high- and low-tech tools? Use resources from Annenberg Learner and the Newseum to explore the power of freedom of speech and help your students communicate effectively in traditional and new media.

The institute begins with an examination of speech and social change in history. Teachers analyze various primary sources for expression of freedom of speech and effective techniques. The institute will feature daily curatorial sessions, showcasing primary sources from the Newseum’s extensive collection. Then, participants will look at the opportunities for and challenges of self-expression in today’s media landscape, and use contemporary tools to update historic messages of change. Throughout the workshops, teachers apply what they’ve learned by working with a partner to create a resource or experience to implement during the 2014-2015 school year.

Attendees Will Receive

  • Classroom-ready and adaptable resources to implement into existing curriculum.
  • Strategies to implement Common Core, C3 and national standards aligned curriculum in the classroom including primary source analysis, media literacy and analyzing historical arguments and research.
  • An overview of digital classroom resources from the Newseum and Annenberg Learner in addition to other new media resources that can be used in the classroom.
  • Copies of select primary sources used in the curatorial sessions to take back to the classroom.
  • A private, behind-the-scenes “Tech Tour” of the Newseum’s production and technology centers.
  • A letter of recognition sent to your principal and superintendent.
  • Opportunity to submit a session proposal to present and attend a regional or national conference as the guest of Newseum Education and Annenberg Learner.
  • Access to Newseum Education staff to personalize a field trip for your class.
  • Monthly insider updates from Ed staff on resource, event and program development.

Complimentary breakfast and lunch will be served each day. Teachers outside of the D.C. metro area are encouraged to apply, but transportation and housing are not included.

Eligibility Requirements

  • Middle and high school teachers, librarians or media resource specialists.
  • Active creators of online content, whether through blogs, websites or social communication tools (Facebook, Twitter, Instagram, Google+, etc.).
  • Note:
    • Applicants are encouraged, but not required, to apply in pairs to foster cross-curricular collaboration within the school or school district
    • The institute is open to all subject areas, but may be of particular interest to language arts and social studies teachers.

Participant Obligation Agreement

In return for attending the Summer Teacher Institute, educators agree to:

Pre-institute

  • Complete a pre-institute survey.
  • Send an introduction via social media — tweets with institute hashtag and a post on a social media platform of their choice (Facebook, Tumblr, etc.).

During the institute

  • Actively tweet or post throughout the day about activities, resources, etc.

Post-institute

  • Write a guest entry on the Newseum and Annenberg Learner education blogs.
  • Co-host a Google Hangout with the Newseum and Annenberg Learner to expand the professional learning community (PLC) and encourage collaboration with teachers around the country.
  • Complete a post-institute survey.
  • Implement the resource or experience created during the institute.
  • Participate in the Newseum’s Teacher Open House on Oct. 4, 2014. Note: Participation can be an additional blog post prior to Teacher Open House highlighting a specific resource, or participating in a panel that day to share effective, classroom-tested strategies using Newseum and Annenberg Learner resources and new media.

Application

  • Participants will be selected via a competitive application process.
  • Applications must be received by 11:59 p.m. on May 26, 2014
  • Participants will be notified by June 6, 2014.

Click here to apply.
Annenberg Learner is the exclusive sponsor of the 2014 Summer Teacher Institute.

(Reposted from the Newseum site.)

Historical Fiction Meets Common Core

LOH_PAPER SON_lowI know all kinds of facts about Anne Boleyn. How do I know these facts? Not from reading history textbooks or historical documents…at least, not initially. I know these facts because I got hooked on Philippa Gregory’s historical fiction novel, The Other Boleyn Girl (Gregory, 2002). In fact, most of what I know about history comes from historical fiction. Of course, reading these historical fiction novels inspires me to read informational texts to learn even more about the historical subject. As such, historical fiction is a “gateway genre.” It straddles the information and literary worlds. Based on historical settings and events, these texts are informed by primary and secondary sources. (Find an explanation of primary and secondary sources in Annenberg Learner’s America’s History in the Making.)

Authors of historical fiction texts tend to be researchers of history, if not historians. For example, as one of the authors for Paper Son: Lee’s Journey to America (James and Loh, 2013), I spent a great deal of time researching the Chinese-American immigration experience at Angel Island. Historical fiction writers take great care to accurately and authentically represent the historical time period; however, the “truth” of history is often fictionalized in order to move the plot along. Even though historical fiction writers can take certain liberties, especially with characters and dialogue, they still need to present the story in such a way that it is historically probable.

Given this, historical fiction is a goldmine for educators implementing the Common Core State Standards (CCSS). As part of my job at the Institute for Learning at the University of Pittsburgh, I designed a robust unit of study aligned to 4th grade CCSS entitled, Analysis of Historical Fiction: Paper Son. In this unit, students analyze the historical fiction text by critically examining the firsthand and secondhand accounts that informed it; they are essentially deconstructing the research process and learning about the history. They have opportunities to become “truth detectives.” (Of course, this can lead to discussions about how true is history given its interpretative nature.)

In addition to deepening their knowledge about literary and informational texts, students are also gaining historical knowledge; as such, historical fiction is valuable in both English Language Arts classrooms and History/Social Science classrooms. After reading Paper Son and engaging in the unit mentioned above, a 4th grader shared: “It taught me about Chinese-American history. I had not learned much about Chinese immigration from 1849-1920 before reading this book…I did not know that people sold information about themselves and their family to help someone come to the United States of America. I had heard of Ellis Island and the many people who came through there when coming to the U.S., but I did not know that Angel Island was where immigrants visited when coming to the U.S. in the West. I also learned what a coaching book was and how it helped people study for their immigration interrogations.” We can be impressed with this young student’s increased knowledge base about a complex historical topic. The next step would be to lead this student from information to inquiry, to think like a historian.

In order to effectively teach historical fiction, educators must provide students with the historical context. To this end, Annenberg Learner’s Artifacts & Fiction and American Passages: A Literary Survey focus on teaching American literature in its historical and cultural contexts. This will facilitate teaching with lenses. Students will greatly benefit from seeing history from various and multiple perspectives (Appleman, 2010). In addition, this list of resources cover American and world history topics related to literature that students are reading.

Another benefit of teaching historical fiction is the potential for it to connect to readers in such a way that social justice and multicultural understanding can be enacted. From reading historical fiction texts, readers can perhaps become both empathetic and sympathetic to how certain groups are treated unjustly by being able to feel the protagonist’s plight (Brooks and Hampton, 2005).

A graduate student of mine who is also a high school teacher added, “Even though [historical fiction writers may have] manipulated and amalgamated fiction and fact, [they do] this to help people understand the plight of a race in [a particular historical time period]. This manipulation helped readers in a beneficial way. History when taught by fiction writers may be trusted to an extent, but it should never be trusted fully. Students need to be aware of the text as a piece of fiction.” Historical fiction encourages readers to be critical consumers of information. Students can verify the history by working within and across texts and learn to distinguish between fact and fiction.

In closing, historical fiction offers teachers wonderful opportunities to teach both literary and informational texts, to teach research and critical thinking skills, to teach historical lenses, to increase content knowledge, and to learn to love reading because of its power to teach.

References

Appleman, D. (2010). Critical encounters in high school English: Teaching literary theory to adolescents. (2nd Edition). NY: Teachers College Press.

Brooks, W. & Hampton, G. (2005). Safe discussions rather than first hand encounters: Adolescents examine racism through one historical fiction text. Children’s Literature in Education, 36, pp. 83-98.

Gregory, P. (2002). The other Boleyn girl. New York: Pocket Star Books.

James, H.F. & Loh, V.S. (2013). Paper son: Lee’s journey to America. MI: Sleeping Bear Press.