Teaching for Change
 (5)
United States - Kentucky - Owensboro
Teaching for Change
3.9
9 votes
Instruction should be student-focused, mastery-focused, and guided by relationships so that education is student owned.
 
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Since many students cannot visit a concentration camp today, this activity paired with a virtual field trip is the perfect way to help students understand what it feels like to visit a deserted concentration camp. The author, Dara Horn, does an
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4.0
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This lesson is designed for middle school and high school students as it focuses on how media affects students' self-esteem as well as their view of themselves. Activities include independent self-assessment, class brainstorm, and collage making in
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4.0
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This genre mini-unit is designed to last from five to seven days (dependent on your students' prior knowledge and how you pace your classroom discussions.) As it is currently written, this unit is designed for 7th, 8th, 9th, and 10th grade students
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4.0
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This activity is designed to teach students the importance of listening by using a variety of activities. Throughout a one to two day activity, students will participate in two opinionaire questions that you could develop into an optional physical
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At Teaching for Change, I truly believe that students work better together, so most of my lesson plans revolve around students as leaders and teachers as facilitators. This elements of a short story peer teaching project is a prime example of
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This mini-unit/literary analysis can be used to introduce students to a unit on the Holocaust; it can be used to help conclude a unit on the Holocaust, or it can be used as a stand-alone short story unit. This mini-unit includes the short story, a
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4.0
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This lesson is designed to get students up and moving around while consciously thinking about their actions. The role plays target being responsible, being courteous, planning ahead, and working together.
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This activity is designed to teach students the importance of leadership skills through teaching them coping skills and helps them decide on their own personal coping skills for some of their most difficult/distressing situations. The activities
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3.6
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At Teaching for Change, I try to ensure that each and every activity is meaningful for students; this includes standardized testing like Measures of Academic Progress (MAP). To ensure that students are engaged and active members of the MAP
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This is a blank template for the SQ3R (Survey, Question, Read, Recite, and Review) Reading Strategy than can be used for any non-fiction text. With a little tweaking, it could easily be used for a literary text. I implemented several scaffolded
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This document includes a job application for various student jobs in a middle school/high school classroom. There is also a thorough description of each job included. It is suggested that after students apply and are selected, a brief orientation
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At Teaching for Change, my fundamental belief is learning should be student centered, so my lesson plans are written so that teachers are facilitators while students take are leaders/owners of their learning. This particular lesson, "The Ransom of
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This is a five to six day mini-lesson to students about commonly confused word pairs such as its vs. it's, they're vs. their vs. there, to vs. two vs. too, affect vs. effect, break vs. brake, etc. The included activities are a webquest, a chat
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4.0
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At Teaching for Change, we believe that all learning should be student centered and driven by the needs of the individual student. The activities included in this close reading unit are student centered and mastery focused. The first activity is
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At Teaching for Change, I try to teach my students to monitor their own comprehension, and I always attempt to engage them in meaningful, engaging discussion. 4-Square notes accomplish both of these tasks. They offer students the chance to
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At Teaching for Change, products are student-centered and data driven. After failing miserably with Accelerated Reader in my classroom, I decided to approach it from a new angle. This is the current system I use in my classroom. It is the WIG
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This A Doll's House unit consists of a pre-reading opinionaire, a dramatization guide and rubric as well as excerpts from the play to teach characterization through conflict and setting. Other activities include prop making, assertion writing, and
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At Teaching for Change, I try to incorporate new techniques into my teaching. I decided to incorporate close reading using annotation symbols three years ago. Since then, I have developed this "code" with symbols, guiding questions, and
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At Teaching for Change, I strongly believe that students should be a central part of their own decision making and goal setting in the classroom. I have used Accelerated Reader (AR) in the classroom for four years, and those four years have been
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At Teachers for Change, I believe that students should be in charge of their own learning as much as possible. After students set their short-term reading wildly important goals (WIG) each quarter, each student is expected to keep track of his/her
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TEACHING EXPERIENCE

I have taught various grades and subjects over the past 7 years: grades 6, 7, and 8 and subjects: social studies, reading, and writing.

MY TEACHING STYLE

My teaching style would best be described as student-centered and mastery-oriented. Most of my units involve activities that meet various learning styles and activities that include group work. I truly believe that students learn better together. When I do include PowerPoints, I include multiple opportunities for ThinkFasts and think,pair,shares. Lastly, I try to foster critical thinking in students; therefore, most of the individual and group activities I create are designed using higher order Bloom's processes and skills.

HONORS/AWARDS/SHINING TEACHER MOMENT

Created, Organized, and Taught PD on Silver & Strong's New American Lecture technique Kentucky Core Advocate Create and Teach PLC on DBQ Member of Kentucky Student Growth Project (Classroom Action Research) Member of District Literacy team

MY OWN EDUCATIONAL HISTORY

Bachelor of Science Middle Grades Education with an emphasis in Social Studies and Language Arts Masters of Arts Reading and Writing Specialist

ADDITIONAL BIOGRAPHICAL INFORMATION

I love my family! I have a wonderful husband and two beautiful children! I try to teach my students the way I would want my children taught!

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