EMPOWERING STUDENTS WHEN TEACHING REMOTELY

C.A.R.E.TEACHING AND LEARNING CERTIFICATE PROGRAM

CREATING, AUTHENTIC, RESPONSIVE, AND ENGAGED LEARNING IN A REMOTE SITUATION.

C.A.R.E. TEACHING AND LEARNING CERTIFICATE PROGRAM

■Participants attending all four webinars will earn a micro-credential certificate in Innovative Remote Teaching Practices with Civic-Mindedness. Illinois teachers will also receive CPDUs. 

■Library of Congress Teaching with Primary Sources Program

JOHN FONTANETTA

■DePaul University Adjunct Faculty Member■Program Director Our American Voice■Former Elementary School Principal■Former Middle School Assistant Principal■Former Middle School Social Studies Teacher

DR. DONNA KIEL

■DePaul University faculty■Former school principal■Former K-12 teacher and counselor

■Social studies teacher – Civics and Psychology■Serving at-risk students and communities

■Research area and expertise:■Emotional intelligence in teaching■Social emotional competencies■Neuroscience and emotion in teaching■Online and remote teaching best practices■Competency based learning

Suzy Evans● Former Elementary, Special Education Teacher, Assessment Specialist

● Our American Voice® Project Specialist, Civic Capitalism Program Manager

● Professional Learning Facilitator, Lexia Learning

● Adjunct Professor Inservice Teachers

Today’s Webinar AimsIdentify some of the problems remote learning has given usKeys to empowering studentsProven strategies for empowering studentsUsing inquiry to increase motivation and empowermentLook at an empowering lesson Creativity as assessment in remote learningChoice Boards for empowering students

Common Problems with Remote Learning

• Lack of Internet Connection

• Students Unable or Unwilling to Connect

• Students as Caretakers for Their Siblings During Lockdown ( When can the student join?)

• Lack of Motivation to Complete Tasks

• Student Support at Home

• Assessment - What Does it Look Like?

• Lack of face-to-face interaction

Empowerment

The process of becoming stronger and more confident, especially in controlling one’s life and claiming one’s rights

Five Keys to Empowering Students

https://www.ted.com/talks/david_hughes_learning_about_the_power_of_empowerment

David Hughes Ted Talk

◦Time ◦Failure◦Trust◦Support◦Celebrate

Empowering Students: Six Proven Strategies

◦ Let Students Lead

◦ Ask for Feedback

◦ Incorporate Self Assessment

◦ Prioritize Real World Applications

◦ Encourage Students to Share Their Work With An Audience

◦ Give Students Choices

◦ #7 Empower Parents

Tips for Getting Students to Respond Independently

• Start with an attention getter that does not require listening to the teacher for a long period of time, or help with directions• Primary Source Picture, Simple Story, Song, Short Text• Create a foundation for analysis• Model the procedure• Set small goals for meeting expectations - allow ample time• Compliment all responses while acknowledging higher level thinking • Offer choice as much as possible for demonstrating understanding (tap into student interests and

learning styles) • Age Appropriate Workload

◦ Citizen U® Empowering teachers to prepare tomorrow's citizens, today.

Citizen U® Empowering teachers to prepare tomorrow's citizens, today.

News, Perspective, BiasLesson Objective

Students think critically about how perceptions of events are shaped by the storyteller, then consider the importance of taking multiple perspectives into account when reviewing stories and drawing conclusions about events.

The True Story of The Three Little Pigs

https://www.youtube.com/watch?v=1Q01X8JU3GU&feature=youtu.be&t=28

Perspective

How is this version of The Three Little Pigs different that the one you remember as a younger child?

Why do you think the author wrote this version?

Which version of the story do you think is true? Why?

Primary Source Analysis Tool(Library of Congress)

http://www.loc.gov/teachers/primary-source-analysis-tool/

I see . . .I think . . .I wonder . . .

Library of Congress Website http://www.loc.gov

Events Happening Worksheet

https://primarysourcenexus.org/wp-content/uploads/2020/02/Event-Happenings.pdf

Student Primary Source Activity

Primary Source Pictures

Primary Source Pictures

Primary Source #1

Primary Source #2

The Boston MassacreGoogle “The Boston Massacre” and either write or record your answers to these questions:

1. What caused the fight?2. Who was fighting?3. When did the fight occur?4. Which picture do you believe?5. Which side would you defend at a trial?

Assessment ◦ Assess the “Big Concept”◦ Talk with an adult or classmate about how people find out about news and events related to

friends, school, community, and country (e.g., social media, websites, television news, magazines, newspapers, etc.). Then discuss why it is important to consider multiple perspectives when reviewing stories and drawing conclusions about events. ◦ Think about a situation in your own life when you may not have considered other

perspectives. How might you act differently in situations in the future?◦ Record an interview with either a British Soldier or a American Patriot to find our what really

happened at the Boston Massacre◦ Student Choice

Choice Boardshttps://catlintucker.com/2016/04/design-your-own-digital-choice-board/

◦Start by doing what is necessary◦Then do what is possible◦And suddenly you are doing the impossible ◦ St. Francis of Assisi

CLOSING

■CPDU information emailed■ If pursing the certificate, submit a 200

word essay on which practices you will integrate into your teaching and why.

■Recording posted on Citizen-u.org website■Evaluation will be emailed to you.