Kelly Shrein is the 2022 Alaska Teacher of the Year. She has embraced her community in Anchorage, Alaska to create a more meaningful, authentic, and engaging curriculum. Students are constantly engaged in learning objectives that can have a direct impact on the local community. The authenticity of learning expands into her classroom conversations. The third-grade students are well-versed and able … Read More
Show 76: Summer PD Series, Show 76
Creating meaningful, real world experiences for students can be a huge undertaking. Our guest co-host Laura Boyd showcases amazing ways to facilitate these experiences involving the local community. We break down the strategies needed to start these experiences from the ground up. We also share the impact it can have on the way students approach learning in the classroom and … Read More
Community Members Supporting Schools
TL;DR: Community members can support schools a number of ways. They can Adopt-a-School, provide snack packs, gift cards, prayers, donations, reading time, angel trees, lunches, handwritten notes, and other donations. Social media can be a tool that community members use to support their local schools. Community Members Supporting Schools Community members have expressed concern that schools are failing communities and … Read More
The Gift of Contribution
TL;DR: There are so many ways we can contribute to the communities we find ourselves in. We will dive into these questions: How do you add value by your presence? And how do you add value through your words and actions? How much value do you add and how can you add more? How often do we show we value … Read More
Telling vs. Teaching
TL;DR: Telling is the feeding of information without any real background of what students are doing or why. Teaching is giving context, explaining the “why” and “how” of what you want students to know. More learning happens through the process of teaching. An example of telling vs. teaching is explained. In a recent conversation with one of my teachers, I … Read More
- Page 1 of 2
- 1
- 2