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The 3 R\u27s of Sustainably Funded Residencies
Get PDFDeep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.https://educate.bankstreet.edu/faculty-staff/1060/thumbnail.jp
Teaching Students with Language-Based Learning Differences (LBLD) to Write: Examination of the Explicit Approach Versus Embedding Authentic Writing Into the Curricula
Get PDFWriting is, arguably, the most difficult skill for students to master and is particularly challenging for children who have language-based learning variations. There are different schools of thought about effective writing instruction; some, like Judy Hochman, believe that writing should be taught in a systematic and explicit manner, with heavy focus on the sentence-level and building on mastery of sentence skills to move students to paragraph and compositions writing. There are others, like Ralph Fletcher, who lean more heavily on mentor texts, student choice, and embedding rich literature into the curricula, as a means to cultivate authentic writers in the classroom. Through studying and experiencing both of these philosophies first-hand, what I have found is this: effective writing instruction is not about prescribing to one approach or the other; authentic learning occurs when approaches are combined and students are taught the explicit writing skills they need while concurrently being immersed in and exposed to the rich literature that will inform their work
#21 Music and Mystery with Rima Shore
No full textA celebration of Rima Shore\u27s book Lady with a Brooch: Violinist Eva Mudocci - A Biography and a Detective Story (Scrivana Press)
With this story as a backdrop, we discussed: what does it mean to be a researcher? a learner? an expert?https://educate.bankstreet.edu/librarysalons/1020/thumbnail.jp
DisCrit: Seeking Practices of Freedom in a Self-Contained Special Education Classroom
Get PDFThe author describes her journey during this past school year using pedagogical strategies in her teaching practice in a public school self contained special education classroom for children ages 9-13 with EBD and other disabilities. She reflects on the challenges in implementation as well as the successes in her use of these strategies with five specific children using the frameworks of DisCrit and Circle of Courage
#19 Treasures from the Archives
No full textShowcasing interesting artifacts, letters, and cool trivia.
Featuring Brett Dion, Bank Street College Archivisthttps://educate.bankstreet.edu/librarysalons/1018/thumbnail.jp
The Best Children\u27s Books of the Year [2019 edition]
Get PDFIncludes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2018. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.https://educate.bankstreet.edu/ccl/1009/thumbnail.jp
Welcoming the Stranger: Essays on Teaching and Learning in a Diverse Society
Get PDFThis issue of Occasional Papers is filled with stories by and about strangers --people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of the classroom may feel very strange. Welcoming teachers are willing to step outside of their own cultural frames to see the school from the student\u27s perspective. Common purposes and goals emerge in classrooms only when there is a genuine sharing of the things that really matter to everyone present, not just when the rules and routines are posted. In classrooms where students can tell their stories, they come to feel safe, to know that they will be heard, and to recognize that they can legitimately hold on to parts of the past even as they move into the future. Students also learn that difficult emotions--uncertainty, ambiguity, loss--can be managed, contained, and shared rather than ignored or silenced. Beyond the school itself, greeting the stranger is at the heart of the democratic experience
Reading Emotions: Designing Digital Tools to Strengthen the “Social Brain” of Young Children with Autism
Get PDFAutism (ASD) is characterized by impaired development in social interaction and communication. This can affect the ability to develop relationships with peers and family. Being limited in this area leads those with Autism unable to translate their own emotions and the emotions of others. As technology develops, so do methods of teaching facial emotion recognition. Building these skills can increase the social communication abilities of those struggling with Autism. This paper will explore the effectiveness of various educational applications (apps).
Taking the lessons gained from previous iPhone application designs I will attempt to create a new application that incorporates the successes of my predecessors, as well as strengthening the areas needed to become a fully immersive learning experience for the user. This newly created application will then be presented to preschool aged children. The reactions of the students will be carefully noted as we continue to build teaching tools that are effective in theory and in practice
The Ideas Came From the Kids: The Developmental-Interaction Approach at Castle Bridge, a New York City Public School [Film]
No full textCastle Bridge, a public elementary school in New York City, implements Bank Street\u27s developmental-interaction approach to provide deeper learning experiences for children.https://educate.bankstreet.edu/faculty-staff/1052/thumbnail.jp