PBS Wisconsin’s Post

Day 1 Teaching Log: The first day of class is an opportunity—to communicate goals and expectations, to spark interest and enthusiasm, and to create connections and community. The 15 students in my Introduction to Cinema Studies class are an incredibly diverse group with representation from 4/5 the NYC boroughs, 7 US states outside of NY, and 2 countries outside of the US. They are specializing in a broad range of majors in areas including Acting, Communications & Media Studies, Creative Writing, Dance, Digital Journalism, Directing, Film & Media Production, Literature & Media Studies, Marketing, Psychology. On our first day, we took time to get to know each other and agree on community standards for classroom engagement. Imperatives that we agreed upon were to be brave and authentic; to listen, pause, and reflect; to ask questions; to challenge our own assumptions; to hold space for multiple truths; and to give ourselves and others the grace to make mistakes and to learn from them. We also acknowledged that it is okay to disagree. We put our community standards into practice on day 1, beginning with some low stakes questions: What makes a movie good? And, What makes a movie bad? Everyone had the chance to share their thoughts, and members of the classroom community made space for multiple viewpoints, ones that aligned but also contrasted with their own. I am looking forward to working with this terrific group! Together, we are setting the tone for a productive semester and creating a classroom culture where everyone feels seen, heard, respected, cared for, and valued on their respective learning journeys 💙  

Posting this in case this strikes you. Looking for some part time work? I know this group is passionate about helping students succeed. Students need advocates and support. Zero Dropouts is grounded on the belief that all students have the ability to be successful in education and life.  ZD focuses on supporting the continuum of education, specifically within schools and school districts, from elementary through to post-secondary and on to college completion. #getinvolved #opportunity #makeadifference #studentsuccess

High-quality content is vital to project-based instruction. Read this post by my colleague Samantha Kalman about her experiences in the classroom. #highqualitycontent #copyright #k12 #licensing

Do you have students who struggle to get started on assignments? This could be due to a deficit in the initiation executive function. In this article, PDI offers a great teacher tip on how to help students who struggle with initiation deficit.  #k12school #teachersoflinkedin

Teachers spend hours of preparation time attempting to find relevant, engaging content to meet local and state standards and to engage students. Add this to the demands of teaching, grading, and supporting students – especially in the post-pandemic educational environment. No task is an easy feat. See how the Annual Copyright License can support curriculum and instruction efforts: https://loom.ly/LFqpYSs #K12Education #EdTech #Copyright #HighQualityContent

Now, don't get me wrong—I’m all about vibrant colors and eye-catching photos. Visuals play a huge role in learning, and it’s crucial that, as creators, we make the experience as enjoyable as possible. This starts with ensuring that content is not only easy to understand but, more importantly, easy on the eyes. Reading in another language is challenging enough, so it's vital to set your learners up for success by minimizing any friction in the learning process. If your photo doesn’t provide enough negative space for text, consider adding a solid background behind the text to improve readability. Teachers, creators—what are some pet peeves you have when it comes to ESL content? #eslteacher #educationalcontentcreator #esl #esllearning #teacherlife

Highlighting: Film Teacher, J.T. Chaiyakam at Bridges Academy & Grad Student and Bridges Graduate School Of Cognitive Diversity In Education. The Bridges Graduate Program not only seeks to create the next generation of teachers and leaders in the 2e field, but is also making real impacts in the lives of your children. It is happening right now in the classroom at Bridges Academy in Los Angeles, CA; Seattle, WA; and internationally with our online program. Why do you love teaching 2e kids? I had a 20-year career in directing, writing, and acting. It had been incredibly fulfilling but also daunting. My journey with 2e students began unexpectedly through a Temp Service. Still, I quickly discovered the joy of working with a small group of students at a private school rather than forty students as a special education teacher. Witnessing students thrive and find joy in authentic experiences, such as scriptwriting and film, is immensely rewarding. Many students use film as a strength-based, talent-focused tool for self-expression, enhancing their executive functioning skills and fostering deeper understanding and engagement in other subjects. Why did you undertake additional education through BGS? Despite my extensive experience in film, I realized I needed to gain more knowledge about cognitive diversity, particularly in the 2e population. BGS has been instrumental in helping me understand the complexities and challenges these students face. It has given me valuable insights and strategies to support them in the classroom. Understanding how strengths can leverage challenges has transformed my teaching approach, enabling me to create a more tailored and effective curriculum. Learn more at: Bridges.edu

TEACHING ELLS GRADE-LEVEL CONTENT? Here are some scaffolding strategies and a free graphic organizers pack to use with your students. https://lnkd.in/gYpvj4y

A teacher may be said to possess different teaching styles – independent teaching, peer-teaching, subgroup teaching, whole class teaching, assignment-based teaching, project-based teaching, enquiry mode of teaching, teaching through demonstration, teaching with board work, blended mode of teaching, etc. She chooses one or the other for reasons that might be different – objective, time available, resources available, convenience, etc. Can we similarly not say that a learner might have different style of learning – visual, auditory and kinesthetic (the three broad categories) and chooses one or the other as suits? He may also choose to prefer one or the other style over a period of time and then change it. Branding a learner as one or the other type of learner in terms of learning style might be as reductive an act as that of branding a teacher as one or the other type of teacher in terms of teaching style. In fact, choosing a learning or teaching style is a complex decision-making process contingent upon the nature of the concept/skill/value to be learnt, objective of the learner, prior knowledge/experience of the learner, time and resources available to name a few.

Why are Administrators required to put together numerous teams for different non curriculum content topics? Why not one team discussing different non curriculum content topics? Those topics, many times, cross over each other. One topic has an intended outcome for the other. Fewer meetings. Team members would have the educational backgrounds and position responsibilities of the non curriculum content topics anyway. You wouldn't want me to teach certain subjects. Please do not assume others know the legal requirements/processes of mine. Why not a PLC for non classroom teaching positions? Organizational structures...a longer list of departments and committees do not make the intended outcomes better.