Project-based learning is an important and an effective teaching approach to challenge all learners, including those who are above grade level and need advanced instruction. But there is no one way to implement project-based learning, and teachers often find it difficult to integrate project-based learning into required units of study. Gather with other teachers who are implementing inquiry approaches to their curriculum in this series of virtual Professional Learning Communities (PLC) meetings.
In this course, participants will investigate how privilege and access intersects within the educational system through unsuspecting or intentional/unintentional behaviors. We will discuss how people use their privilege as a form of entitlement to gain access, popularly known as being a “Karen” or “Ken.” Participants will dissect and reflect on how this denies others access and perpetuates stereotypes, bias, and racism using historical structures, systems, and institutions to oppress. Together, we’ll develop skill in navigating spaces in more culturally responsive ways in order to begin dismantling structures that gate-keep marginalized or under-represented populations.
This webinar, presented by Dr. Ilene Schwartz & Ginger Kwan, is part of the School Mental Health Assessment, Research, and Training Center's 2021 Speaker Series.
This webinar, presented by Dr. Emma Elliott-Groves, is part of the School Mental Health Assessment, Research, and Training Center's 2021 Speaker Series.
This webinar, presented by Dr. Janine Jones, is part of the School Mental Health Assessment, Research, and Training Center's 2021 Speaker Series.
Community members will come together to co-create optimum learning environments that center students and their families.
Teachers have a unique perspective about what they need to improve their practice. The EduDesign Fellowship centers the knowledge, expertise, and curiosity of teachers across districts to design a year-round set of learning experiences with and for one another. Fellows are supported to address self-identified problems of practice and challenge one another as educators, learners, and agents of social justice.