The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to’s from the front lines of school/teacher/student interactions. The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.
This chapter discusses cultural proficiency as a theoretical framework to develop culturally proficient global dual language teachers. The goal is to prepare them to teach in culturally proficient globally minded schools and classrooms.
This article explores the potential for facilitating the development of English Learners (Els) as Changemakers by using effective Second Language Acquisition (SLA) approaches in combination with experiential approaches. The intent is to contribute a theoretical framework and curriculum ideas for effective practice to help English language learners develop language, access content, and develop 21st century skills as Changemaker attributes.
This article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three first -year TESOL Master’s candidates volunteered to teach and design curriculum to immigrant community members on a weekly basis to meet their needs in ESL, and in areas such as health, education, community, housing, leadership, and autonomy. A key goal was to help empower students to become Changemakers who can advocate for themselves, their families, and their community.
This book shows readers why and how to connect essential social–emotional factors and critical cognitive aspects of learning for all students. Incorporating the latest research demonstrating that students really cannot learn well without social–emotional connections within their learning communities. Sections ground teachers in three interlocking aspects of instruction: The Heart of Teaching: Social–Emotional Learning (SEL); The Science of Teaching: Evidence-Based Instructional Practices; and 21st-Century Classroom Applications: Project-Based Learning and Digital Technologies. Blending the latest research in education, neuroscience, and cognitive psychology, this text is a practical resource that will assist K–12 teachers in creating an emotionally supportive classroom environment that makes a positive difference in student learning.
This article explores the area of developing school, family, and community partnerships, and the importance of elevating these partnerships. Implementation ideas considered include, but are not limited to providing professional development learning opportunities, inviting voices from all stakeholders involved, shifting the paradigm of family and community involvement from a deficit model to a resource-rich model, and promoting a more free flowing sharing of research-based practices between the research community and those who are in the frontlines of these partnerships.