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Teaching Through a Social Justice Lens: A Unit of Study Designed for Second-Year Heritage Spanish Students
Get PDFChirhart, E. (2021). Teaching through a social justice lens: A unit of study designed for second-year heritage Spanish students. Research has demonstrated a positive relationship between social justice education and heritage Spanish students’ pride in their identities. The idea for this project originated from the need for a curriculum that honors heritage student knowledge and experiences while inspiring students to be advocates against injustice. The unit of study designed for this project addresses the research question: “How does teaching through a social justice lens impact heritage Spanish students?” Social justice standards and essential components of social justice education are implemented in the unit to ensure students analyze multiple perspectives, think critically, question longstanding practices and policies, and take action in their communities. The unit on education systems is intended for use with heritage Spanish students in grades 10-12 with a proficiency level of intermediate high or above. An overview, a calendar, an explanation of how the unit includes essential components of social justice education, lesson plans, materials, assessments, and grading rubrics are included for six weeks of study. Teacher instructions and materials are written in English wherever possible so that the unit is accessible to any teacher interested in teaching through a social justice lens
Increasing Student Creativity And Connection To Nature Through Equitable Nature-based Experiences During Middle School Distance Learning
Get PDFThis paper seeks to answer the question: How can middle school teachers increase student creativity and connection to nature through equitable nature-based experiences during distance learning? This paper reviews the history of nature based learning (NBL) and exploratory learning, and examines the positive outcomes of these practices. These benefits include increased engagement and interest in normally uninterested students (Dettweiler et al., 2015; Truong et al., 2016), improved grades (Camassao & Jagannathan, 2018), and reduced disruptive episodes and dropouts among “at risk” students (Ruiz-Gallardo et al., 2013 as cited in Kuo et al., 2019). Although many research studies have shown positive physical, social, emotional and academic benefits of NBL (Kuo et al., 2019), there are glaring equity issues in terms of representation and access to outdoor spaces based on gender (Clark, 2015), race (Finney, 2014), and socioeconomic status (Astell-Burt, 2014). A new equity issue arose when schools moved to distance learning models in response to the COVID 19 pandemic. This seven week digital nature journal curriculum addresses the need for creativity and connection to nature during distance learning for all students regardless of their background, prior experiences or access to outdoor space. By engaging each student through observation, inquiry and creation, this project will help to build a more connected, passionate and creative generation of student advocates that is desperately needed in our ever changing world
Trauma’s Effect On English Learners’ Language Acquisition: Best Practices For A Trauma-informed Classroom
Get PDFResearch studies found a positive correlation between trauma and educational outcomes, the greater the traumatic experience the worse a child performs in school. Based on the existing research, conclusions can be drawn to assume a correlation between trauma and academic performance for English learners (ELs). Traumas related to pre-migration, post-migration, and COVID-19 hurt our EL populations in their effort to acquire language and live a full life. ELs face trauma throughout their lives. Events such as witnessing death, combat, destruction of important places, and separation from loved ones, harm the mental health of children who seek to flee their home country for peace in the United States. After arrival in the United States, ELs encounter discrimination, harmful social and political discourse, immigration-related stress, and school belonging. Furthermore, the COVID-19 pandemic disproportionately affects students of color and minorities. COVID-19 traumatizes ELs and adds to the insurmountable trauma already experienced. Educators need trauma-informed strategies to support ELs’ journeys to heal and acquire language. The project is a trauma-informed curriculum that encourages healing and successful language acquisition amongst EL first graders suffering from trauma. In total, there are two units and each unit consists of six mini-lessons. The units support English language development standards (ELD) and meet first grade Minnesota English Language Arts (ELA) standards. This curriculum arms teachers with tools to help ELs heal and succeed in their language development while overcoming barriers from trauma. Researchers helped conclude the urgent need for trauma-informed practices. This will persist as more refugees and language learners enter our school systems. The project provides a trauma-informed curriculum to be used in multiple settings: EL classrooms, grade-level classrooms, intervention groups, SPED classes, and in social workers\u27 offices. ELs are pulled out many times during the school day, support is needed throughout their entire day. The curriculum contributes to a serious need for a trauma-informed curriculum for elementary ELs
Service-learning And Language Acquisition In Secondary English Language Learners
Get PDFThe driving question in this capstone is, how does service-learning promote academic success and language acquisition in secondary English language learners (ELLs)? Research shows service-learning makes learning more meaningful and increases student motivation across disciplines. While a growing number of studies have documented the benefits of using service-learning in the language classroom at the post-secondary level to aid in language acquisition, this pedagogy is not commonly used in the English Language (EL) classroom at the elementary and secondary level. Yet, ELLs across the United States are struggling both academically and socially. The goal of this project is to illustrate how EL best practices seamlessly align with the elements of the service-learning pedagogy. In addition to offering purposeful language practice, service-learning sets high expectations, engages students in the school and community, and gives students a voice. All of these elements are necessary in effective EL instruction. This project, a guidebook and 8-lesson unit in service-learning for ELLs, serves as a practical tool for educators to initiate service-learning in the EL classroom. It is meant to encourage educators and administrators to investigate what language, academic, and social gains might be possible in their classroom with the fusion of service-learning and EL instruction
Drag Magazine: A Study of Community
Get PDFThis research aims to understand the trans/drag community and its relationship to political activism and the lesbian and gay community in the 1970s and early 1980s. I aim to answer the following questions: How did Drag perceive the relationship between the gay/lesbian community and the trans/drag community? How did Drag function in the trans/drag community? How did Drag benefit its readers? Transgender individuals and drag queens were at the forefront of activism in the1960s during the Compton’s Cafeteria Riot and the Stonewall Inn Riots. Recently, there has been more attention to the critical transgender activism by Marsha P. Johnson and Sylvia Rivera. Still, there is little academic research on other drag queen activism historically between Stonewall and the start of the AIDS epidemic. I conducted archival research at the Tretter Collection at the University of Minnesota. To conduct my research on trans/drag activism, I examined the magazine Drag. In my research, I found that Drag played an important role in the building of a trans/drag community. During the 1970s, the trans/drag community was met with hostility from the gay and lesbian community, who often ostracized them from their activism. Drag created an expansive drag community that encompassed a wide spectrum of transfeminine/drag identities and provided support to that community
Embedding Scientific Literacy In The Intermediate Elementary Classroom In Schools With High Underperforming Groups
Get PDFClark, M. How can educators embed scientific literacy into the intermediate classroom of disadvantaged groups? (2021) The achievement gap has been a widespread problem amongst minority groups, specifically African American students. The data reflects a continuous trend of underachievement caused by environmental factors at home and in school. As the state transitions to the 2019 Minnesota Science standards, teachers must learn to develop scientific literacy into the intermediate classroom and attempt to close the achievement gap amongst minority students. The capstone project uses the Sheltered Intervention Observation model, Marzano Framework, and A Framework for K-12 Science Education to answer the capstone question, How can educators embed scientific literacy into the intermediate classroom of disadvantaged groups? The capstone project is a three to four week fifth grade life science curriculum that focuses on active learning, cooperative learning, and digital learning
Promoting Student To Student Discourse In Mathematics Classrooms
Get PDFWithin mathematics education, teachers are constantly looking for ways to better support and engage their students. Secondary mathematics teachers can do a lot of different things to promote engagement and achievement. One idea that is often overlooked in traditional classroom settings is the power of discourse. Giving students the opportunity to talk to one another about their mathematical ideas and engage in conversations with their classmates can have a lasting impact on, not only their achievement in mathematics, but also their mindset. Chapter one of this Capstone gives background information about the author and why this topic is so important to them. The author also gives a look into their personal experience with discourse in the mathematics classroom. In chapter two, an extensive literature review is given, diving into the research question: How can I promote student to student discourse in mathematics classrooms? The author explores topics such as student engagement, mathematical discourse in the classroom, and current best practices to incorporate discourse. This chapter gives the reader a look at what the research says about the impact of discourse in the classroom and ways to intentionally incorporate discourse in either whole-group or small-group activities. Chapter three gives a description of the activity guides created for the capstone project and chapter four is a reflection on the work that was done. Every aspect of the paper and project was done with the research question in mind: How can I promote student to student discourse in mathematics classrooms? The project addresses this question with regards to a geometry classroom by utilizing the Understanding by Design Framework (Wiggins & McTighe, 2011). The activity guides provide geometry teachers with various activities, both whole-group and small-group, that intentionally incorporate student to student discourse to support mathematics instruction
Engaging Middle Schoolers: Teaching Strategies for Boosting Independent Reading Motivation in Middle School
Get PDFThis capstone investigates and describes the factors that impact adolescent reading motivation. With access to modern technology, limited resources at home, and a shift in teaching practices, adolescent readers do not find value in reading. Many guardians struggle with supporting their middle school readers at home due to social and economic factors. A combination of articles, studies, and assessments, help answer the question, What factors impact reading motivation in middle school students to help them identify as readers? Research concludes that creating a print-rich environment, giving access to high-interest books, building a positive relationship with family members, and giving students choice in what and how they learn increases independent reading engagement
Multi-Tiered Support Systems for Multilingual Learners: Structures that Inform Reading Instruction and Intervention
Get PDFMultilingual learners (MLLs also known as English Language Learners or ELLs) are a growing population in United States schools. The literature reviewed in this capstone explored the question: How does the research recommend designing a Multi-Tiered System of Support (MTSS) for Multilingual Learners (MLLs) to inform reading instruction? This capstone used the literature reviewed to create a series of three professional development sessions for adult staff in this midwest school to navigate the implementation of a system of support beginning with how data is used. The professional development sessions provided an overview of MTSS, explored culturally responsive teaching methods, investigated assessment data types and purposes, contrasted language difference versus learning disability, and included activities for staff to make informed decisions with data. This project provided foundational pieces for building a framework of support for schools that are navigating this process with high numbers of multilingual students. Key influences for the creation of this professional series were Kenneth C. William and Tom Hierck’s book on Professional Learning Communities; Austin Buffum, Mike Mattos, and Janet Malone’s book on Response to Intervention; and Eric M. Haas and Julie Esparza Brown’s book on supporting English Learners. The primary goal of this project is to help staff members learn to use universal screening data and English language proficiency data to set instructional goals and intervention decisions based on the trends within the data. These data structures inform decisions made for literacy support with MLLs
A Parent Focused Bilingual Literacy Program
Get PDFWhile theories and methods surrounding English language teaching are continually evolving, the goal is almost always the same: help students acquire the English they need to be successful in their communication at work and the community. Adult ESL programs are often focused on work and community but leave family communication out of the curriculum. Inclusion of the first language (L1) in adult-focused curricula can help improve the language acquisition of the second language (L2) and improve the overall literacy of the learners. Although many family literacy programs are being created or researched to improve child literacy in the home, and some bilingual family literacy programs have been created, few focus on the adults in the home. Using the backward design model from Wiggins and McTighe (2011) this bilingual literacy program was created to place the parents at the helm of fostering a positive bilingual environment in their home. The program was designed to be implemented through community programs and libraries but could be adapted for the public school setting as well. The take-home activities were designed to be simple and easily implemented at home so parents can feel confident participating and leading their families. This capstone project discusses relevant literature for creating a bilingual literacy program, the method used to do so, and a summary of limitations and suggested improvements