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This resource examines the difference between difficulty and complexity to aid the reader to determine their own working definition and understanding of rigor using Dr. Norman Webb’s Depth of Knowledge. This can be one way of developing a lesson or activity that scaffolds the thinking and in turn the learning to engage students at a higher cognitive level and application.
There can be no definitive guide to working with LGBTQ+ students. They are as diverse as New York City itself, and prepare as we might, unexpected situations arise and new best practices are developed over time.
The Office of Teacher Development, in partnership with Dr. Gholdy Muhammad, proudly presents "Cultivating Genius at Home: Culturally and Historically Responsive Lessons and Supports for Parents and Teachers", to support student learning across the Disciplines. Included in this collection are a series of videos with accompanying lessons and resources for identity development, skills, intellectualism and criticality.
27% of 8th graders were able to demonstrate an overall understanding when reading texts with grade-level appropriate content. This gap in scientific literacy skills limits students’ ability to leverage meaning-making from scientific texts to deepen their understanding of science concepts. Here are recommendations to strengthen the practice of engaging students with scientific text through text selection, instructional best practices, and cross-curricular collaborations.
The Office of Teacher Development, in partnership with Dr. Edmond Adjapong, proudly presents, "Cogenerative Dialogues (cogens). Cogenerative dialogues (cogens) are structured, reflective conversations between the teacher and a small group of dissimilar students that can help the teacher communicate effectively across cultural, social, ethnic and economic boundaries. Videos and a guide are included.
The Office of Teacher Development, in partnership with Dr. Jamila Lyiscott, proudly presents "The Racial Politics of Pandemic Pedagogy: Sustaining Racial Justice in Learning." This collection contains five professional learning modules modeled after the 5 A’s (Awareness, Agency, Actualization, Achievement, and Alteration) of Dr. Lyiscott’s Liberation Literacies Pedagogy.
Climate Science. How can schools take action on Climate Change? In this resource you will find information about the concepts of climate science, considerations for lesson planning across all subjects, lessons, projects for students, activities for families and community engagement.
Registered is intended for high school students. NYCDOE Civics for All and Social Studies team collaborated with Good Trouble Comics, a creative nonfiction team, to create Registered, a comic retelling of the passage of the 26th Amendment.
The educator’s guide to “Born on the Water,” could be used at elementary and secondary levels. The questions posed, are intentionally non-text specific, as it teaches students to think in ways that are generative and transferable. Teaching students to ask questions that they can ask of any text, including the text that is the world, empowers them to think deeply, whether or not they are in the presence of their teachers and caregivers.
This is a curated collection of Social Emotional Learning (SEL) resources. Social Emotional Learning (SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, and establish and maintain supportive relationships.
The Office of Teacher Development celebrates the histories, voices, experiences, contributions and resistance of diverse Asian American people. Knowing and teaching these histories and experiences is necessary for building educators’ cultural competence as well as for understanding and disrupting the historically rooted and ongoing patterns of violence, oppression and marginalization of Asian American communities.
This re-centering activities resource is meant to provide ideas when when regularly scheduled programming will not work and teachers have time. There may be a time when taking a break is necessary to re-center students minds and bodies. These re-centering activities are organized by low, medium and high-preparation time and can be one of the ways to expand student engagement with the content.
Introduction to cogenerative dialogues
Sustaining racial justice in learning with Dr. Jamila Lyiscott
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