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1 | TOPIC | TITLE | AUTHOR | Published | Notes/ Big ideas | Links | ||||||||||||||||||||
2 | AFFINITY | THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING | Amanda Hartness | 2012 | racial affinity groups in school to close achievement gap | affinity | ||||||||||||||||||||
3 | AFFINITY | Nurturing Affinity Spaces & Game Based Learning | Gee & Hayes | 2012 | "We want to argue that human learning becomes deep, and often life changing, when it is connected to a nurturing affinity space. " pg 8 | nurturing affinity space | ||||||||||||||||||||
4 | AFFINITY | Good video game + Good Learning | James Paul Gee | 2013 | Affinity groups are powerful for bringing people of a shared passion together to create, teach, learn, problem solve. | spark | ||||||||||||||||||||
5 | AFFINITY | Personalization Through Small Learning Communities | Paul Astin | 2008 | small learning communituies - SLC- similar to Affinity groups | SLC- printed | ||||||||||||||||||||
6 | AFFINITY | Deeper Learning:A Collabrative Classroom is Key | Rebecca Alber | June 2017 | excellent ideas for training kids how to work effectlively in Colab groups- adapt for affinity groups | edutopia-colab groups | ||||||||||||||||||||
7 | COLLABORATIVE GROUPS | Collaborative learning and positive experiences: does letting students choose their own groups matter? | Keith Ciani et al | 2008 | Study analyzing student choice for group work vs. teacher choice. Conclusion = self determinination is a powerful driving force and yes, students prefer to pick their own groups. Betsy - see pdf on your computer. file:///Users/CAS/Downloads/CianiSummersEasterSheldon.pdf | collab | ||||||||||||||||||||
8 | CONNECT | What Schools Need to Know About Fostering School Belonging: a Meta-analysis | Allen, K., Kern, M.L., Vella-Brodrick, D. et al. | 2016 | Hattie's group- the realtionship with teacher is key | belonging | ||||||||||||||||||||
9 | CONNECT | Social-Psychological Interventions in Education: They’re Not Magic | David S. Yeager and Gregory M. Walton | 2011 | big impact belonging has on learning, brains release oxytocin | not magic | ||||||||||||||||||||
10 | CONNECT | Belonging as a Guiding Principle in the Education of Adolescents | Kelly A Allen & Terence Bowles | 2012 | belonging has an impact on cognitive performance and overall well being | |||||||||||||||||||||
11 | CONNECT | Mere belonging: The power of social connections. | Walton & Cohen | 2011 | ||||||||||||||||||||||
12 | ENGAGEMENT | Better Student Engagement | Jacylyn Whiting | Feb 2021 | great chart about SEL and egnagement*** EdSurge website | engagement | ||||||||||||||||||||
13 | ENGAGEMENT | Youth Truth Student Survey | July 2020 | Summary report from Youth Truth survey. Half of students feel stressed, anxious, or depressed and 50 % said they struggled to engage inthe learning, 41% reported lack of motivation about learning. | engagement & motivation | |||||||||||||||||||||
14 | OTHER | Sense and Senseability | James Paul Gee | 2020 | just a blog but Gee drops this idea that humans learn from experience and experience in the brain is actually a series of sensations!!! I like the idea because I have been thinking Atomic Habits in education and wondring if little tiny changes can add up to BIG shifts in education. | |||||||||||||||||||||
15 | OTHER | Teachers make A Difference, what research says | John Hattie | 2003 | list of effect size | |||||||||||||||||||||
16 | OTHER | 10 tips for Inquiry Based learning- Mindshift KQED | Katrina Schwarze | 2015 | INQUIRY BASED | |||||||||||||||||||||
17 | OTHER | Ron Ferguson on How Teacher Practices Influence Students' Mindsets | Ronald Ferguson | 2017 | helping teachers create healthy mindsets about students for engaement | mindsets | ||||||||||||||||||||
18 | SEL | Restarting and Reinventing School: Learning in the Time of COVID and Beyond | Abby Schachner, Linda Darling-Hammond, and Monica Martinez | 2020 | relationships are the key and schools need to change to a cohort mode for health reasons and educational reasons | |||||||||||||||||||||
19 | SEL | School Climate and Student Engagement and Well Being in California 2017/2019. HEALTHY KIDS SURVEY RESULTS | Austin, G., Hanson, T., Zhang, G., & Zheng, C. (2020). Results of the Seventeenth Biennial State California Healthy Kids Survey, Grades 7, 9, and 11. WestEd. | 2020 | pdf of CHKS survey from 2019. Results of the Seventeenth Biennial State California Healthy Kids Survey, Grades 7, 9, and 11. WestEd. | survey results 2019 | ||||||||||||||||||||
20 | SEL | How research suppports SEL Q&A with Daniel Goleman | Betty Ray | 2014 | good oveview of SEL | edutopia | ||||||||||||||||||||
21 | SEL | Healthy Kids Survey pdf- SE Health Module | CDE & Dr. Michael Furlong, UCSanta Barbara | 2019 | this is a pdf of the SE Health module | survey | ||||||||||||||||||||
22 | SEL | Second Step Curriculum | Committee for Children | Great paragraph / lesson about belonging. Refers to Walton's research. | sel curriculum | |||||||||||||||||||||
23 | SEL | Middle Level Students’ Perceptions of Their Social and Emotional Learning:An Exploratory Study | David B. StrahanWestern Carolina University, School of Teaching and Learning Cullowhee, NC, USAstrahan@email.wcu.edu | 2020 | reflection and SEL | |||||||||||||||||||||
24 | SEL | Social Emotional Academic Development | ISA | super cool video of the power of self-reflection!!! in math | SEAD | |||||||||||||||||||||
25 | SEL | Implications for educational practice of the science of learning and devlopment | Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher | 2019 | comprehensive charge for what schools need to do to insure student success | SEL | ||||||||||||||||||||
26 | SEL | The role of oxytocin in social bonding, stress regulation and mental health: An update on the moderating effects of context and interindividual differences | MirandaOlffJessieL.FrijlingLauraD.KubzanskyBekhBradleyMarkA.EllenbogenChristopherCardosoJenniferA.BartzJasonR.YeeMirjamvanZuiden | 2012 | so interesting - oxytocin creates social bonding and trauma as a child will inhibit production of oxytocin- yikes! | oxytocin | ||||||||||||||||||||
27 | SEL | Teaching the Way Students Learn Best | The appropriate citation for this report is: Ancess, J., Rogers, B., Duncan Grand, D., & DarlingHammond, L. (2019). Teaching the way students learn best: Lessons from Bronxdale High School. Palo Alto, CA: Learning Policy Institute. | 2019 | **REVIEWED BY Zaretta Hammond, BUILDING COMMUNITY & KNOWING STUDENTS WELL PG 36. Supportive environment chart pg 71Structures for effective caring • Small school of 445 students • Small class sizes average 22 students; pupil–teacher ratio 12:1 • Advisory class 2–3 times per week • Interdisciplinary grade-level teams • Distributed Counseling approach in which everyone in the school takes collective responsibility for students’ academic, social, and emotional development and well-being, rather than compartmentalizing this responsibility to guidance departments | Learn best- printed part | ||||||||||||||||||||
28 | SEL | Maximize the Power of the Middle School Brain | Thomas Armstrong | 2017 | the special chemcial make-up of the middle school aged brain. "dopamine, which is associated with reward-seeking and risk-taking; serotonin, which is linked to mood, sleep, and appetite; and oxytocin, which is connected to social bonding." “adolescent brain-friendly practices’’ in the classroom. USE - art, imagination, laughter & humor, relate to personal lives, | Middle web | ||||||||||||||||||||
29 | SEL | The Power of the Adolesent Brain | Thomas Armstrong | 2016 | the adoles. brain needs to find belonging | book | ||||||||||||||||||||
30 | SEL | 5 ways to make your classroom trauma sensative | Thomas Armstrong | Jan 2020 | 5 things teacerhs can do to help kids cope w/ trauma | Trauma sens. | ||||||||||||||||||||
31 | SEL | HEALTHY KIDS SURVEY QUESTIONS | 2019 | a pdf of the questions | ||||||||||||||||||||||
32 | SEL | Culturally Responsive Teaching & The Brain, Promoting Authenic Engagement and Rigor Among Culturally and Linuistically Diverse Students | Zaretta Hammon | 2015 | pg 25 collectivism- our brains are wired for community b/b it means survival. shared workloads and resources. | |||||||||||||||||||||
33 | SEL | Culturally Responsive Teaching & The Brain, Promoting Authenic Engagement and Rigor Among Culturally and Linuistically Diverse Students | ZH | more Zaretta- pg 38 brain parts. pg 40 amygdala hijack, pg 44 hardwired for relationshipspg 47 familiarize yourself with common trgiiers- actions that promote belonging & engagement, | ||||||||||||||||||||||
34 | SEL | Culturally Responsive Teaching & The Brain, Promoting Authenic Engagement and Rigor Among Culturally and Linuistically Diverse Students | ZH | pg 47 brain needs to be part of a caring social community pg 48 brain scanns constantly except when we are in positive relationships. caring social community maximizes its sense of well being | ||||||||||||||||||||||
35 | SEL | Culturally Responsive Teaching & The Brain, Promoting Authenic Engagement and Rigor Among Culturally and Linuistically Diverse Students | ZH | pg 44 contact urge- oxytocin- the bonding hormone | ||||||||||||||||||||||
36 | SEL | Culturally Responsive Teaching & The Brain, Promoting Authenic Engagement and Rigor Among Culturally and Linuistically Diverse Students | ZH | pg 48 The oxytocin postive relationships tigger helps the amygdala stay clam so the prefronta; cortex can focus on HOT and learning. ...you have to focus on building positive relationships that students recognize based on their cultural schema. pg 49 Challenge and stretch come with learning the moves to do more strategic thinking and information processing. pg 50 state of relaxed alertness- excitement and anticipation we call engagement. pg 52 CRT is a mindset- a way of looking at the world pg 65 social interactions that activatethrreats in the brain. expelled from the tribe, embarassing oneself, control- someone telling you what to do, outside- loss of connection, equity- undeserved disadvantage pg 72 relationships are as important as curriculum | ||||||||||||||||||||||
37 | TEAMING | Small schools, big lessons: Small learning communities can help big-city public schools re-create the intimacy and personal attention of their small-town counterparts, boosting graduation rates and achievement | Bill McKinney, David M. Steglich and Jill A. Stever-Zeitlin | 2002 | Small high schools | |||||||||||||||||||||
38 | TEAMING | Foster ing SLC in your school | Brian Stack | 2019 | the pos of SLC in high school and also neg | |||||||||||||||||||||
39 | TEAMING | The Status of Programs and Practices in America's Middel Schools: Results from Two National Studies | C. Kenneth McEwin Melanie W. Greene | 2011 | Overview of what middle schools on the Schools to Watch list are doing as far as teaming, curriculum choices, etc. | middle school | ||||||||||||||||||||
40 | TEAMING | From High School to Learning Communities | Diana Oxley | 2008 | outlines the 5 domains for creating SLC in big highschools, the references are awesome. I wonder why this trend ended??? | SLC | ||||||||||||||||||||
41 | TEAMING | 5 Characteristics of Effective Teams | Elena Aguilar | 2015 | benefits of teaming for the teachers | edutopia | ||||||||||||||||||||
42 | TEAMING | The Affects if ID Teaming on Teachers & Students | Joanne Arhar | 1997 | Positive outcomes of ID teams for kids and teachers | |||||||||||||||||||||
43 | TEAMING | The Value of SLC, Education Week | Larry Ferlazzo | 2015 | Small learning communities in High schools | SLC | ||||||||||||||||||||
44 | TEAMING | Implementation Study of Smaller Learning Communities: Final Report | Lawrence Bernstein Mary Ann Millsap Jennifer Schimmenti Lindsay Page | 2008 | equity issues-very large high schools, over 1000 students, tend to be found in communities of color and poverty. SLC grant money was given by Fed to investigate the effcets of creating smaller schools in various ways- academies (math , engineering, art), school witthin a school , houses, etc. | small learn com. | ||||||||||||||||||||
45 | TEAMING | 5 Learning Outcomes of Teaming | Steven Mertens | 1999 | teaming | |||||||||||||||||||||
46 | TEAMING | The Impact of Teaming- Five Researched based Outcomes | Nancy Flowers | 1999 | teaming | |||||||||||||||||||||
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