Building Student Engagement in a Special Education Classroom
Originally published by the Right Question Institute, in the Teaching + Learning Experts in the Field resources series. Republished here with permission.
Published on Wed, 12/08/2021
Originally published by the Right Question Institute, in the Teaching + Learning Experts in the Field resources series. Republished here with permission.
Rubrics are frequently used to communicate expectations and standards to students. Making expectations as clear, simple, and easily understood as possible is a practice of value to all learners.
A streamlined rubric form, using one column to specify the target standard, offers advantages for accessibility–especially fewer words to absorb–over more typical multi-column rubrics. This Single-Point Mastery Rubric is an example.
Published on Wed, 03/25/2020
Published on Wed, 03/11/2020
Published on Thu, 01/30/2020
The 2020 Census launched in frozen Alaska this month. The occasion offers many ways to engage student interest and historical thinking.
Access an excellent slide show on the Census from Library of Congress Teaching with Primary Sources Consortium member Dr. Elizabeth Osborn, Indiana University Center on Representative Government!
Kelley McDermott, History teacher in a Massachusetts Department of Youth Services facility developed this lesson to attract her 8th grade students interest in research and public policy. Historically, students with disabilities are disproportionally caught up in the juvenile justice system. The lesson employs many strategies and tools for accessibility from Emerging America's Accessing Inquiry course. These include a focus vocabulary analysis and Universal Design for Learning plan.
Published on Mon, 10/21/2019
EmergingAmerica.org happily announces new website resources and features to support powerful teaching of diverse learners. Long-established features also got major rebuilds, including Radical Equality exhibit and Windows on History local history projects:
This two day lesson uses the Declaration of Rights and Sentiments from the 1848 Seneca Falls Convention and the 19th Amendment to the Constitution to assess the efficacy of the Women’s Rights Movement of the 19th century. Using the grievances from the Declaration establishes some understanding of women’s rights prior to 1848. Students will engage in class discussion to determine the progress women made in gaining equal rights. Students will use specific examples to assess progress as of today.
Find more resources on how to organize local history civic engagement and service-learning projects at http://emergingamerica.orgprograms/windows-on-history/. The following resource is a set of slides created for the Windows on History graduate course for teachers, supported by the Library of Congress TPS Program at CES.
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