October 23 12:00 PM Secondary Team Meeting @ TAC
October 24 NO ELEMENTARY TEAM MEETING This has been cancelled.
But age matters, according to this new analysis, as younger adults were more likely than older Americans to correctly categorize all five of the factual statements, and also more likely to do so for the five opinion statements.
When looking at the 10 statements individually, younger adults were not only better overall at correctly identifying factual and opinion news statements – they could do so regardless of the ideological appeal of the statements.
The fastest way to get your questions answered is to contact the right person!
McKenzie White (531) 299-9362 Instructional technology , ITL Program
PBS NewsHour Extra helps teachers and students identify the who, what, when, where and why-it-matters of major national and international news stories. In partnership with PBS LearningMedia, we are proud to bring you the Daily News Story which takes the best of the PBS NewsHour news program and pairs it with discussion questions, lesson plans and stories developed specifically for students.
Our lesson plans and resources help achieve Common Core State Standards goals and cover core academic subject areas ranging from civics and government to world affairs and education.
Engage your students today with This Week's News.
Need a little inspiration for the coming school year? How about a few fresh strategies for energizing your information literacy instruction and preparing your secondary learners for their academic experience?
A number of portals offer training and instruction for our students as well as a little retooling for us as professionals, all aligned with the ACRL (Association of College & Research Libraries) Framework for Information Literacy for Higher Education, which, of course, resonate with our own AASL National School Library Standards.
Here’s a little round-up of the portals designed to support critical information skills.
Explore digital media resources for teaching topics in K–12 earth and space science. These free resources emphasize student engagement with the core ideas and practices of the Next Generation Science Standards and are supported by rich contextual materials.
In today’s politically charged climate, school librarians may feel vulnerable when we raise questions about equity, inclusion, and social justice. On the other hand, we cannot and should not avoid this fundamental question: Who does my school library serve?
School libraries can be equity hubs. Scholars recognize equity as an interdisciplinary, system-wide goal, and school librarians are well placed to be equity leaders because of our connections to all learners. Paul Gorski and Katy Swalwell make an explicit call for interdisciplinary equity work in all content areas at all grade levels for students of all backgrounds. They remind us that “teaching for equity literacy is a political act—but not more so than not teaching for equity literacy” (2015, 39).
The National School Library Standards require school librarians to make equity a value that permeates the entire school library community. Creating displays to celebrate diversity is not enough. We cannot allow ourselves to approach diversity as a “social good,” in which isolated programs serve marginalized students without challenging the overall structures of oppression (Watt 2015, 9). Instead, the AASL Standards challenge us to embrace the systemic value of diversity as we work to remedy structural barriers to equity.
The current Nebraska Library Association President and Assistant Director of Gretna Public Library, Rebecca McCorkindale, has designed these fabulous graphics on inclusivity in libraries. Check out more of her designs with the link below.
"Good morning, ladies and gentlemen!" "Girls line up on the left and boys on the right." Repeated in classrooms every day, statements like these send a subtle message to students who might not relate to the gender binary: You're not included. Curriculum and instruction can reinforce that message, too, when gender stereotypes or inequities go unchecked in classroom texts, topics, and talk.
How, then, can teachers be more sensitive to the way gender is presented in their classrooms? By reflecting on how their own experiences with gender shape their practices and questioning the biases they see and hear, they can begin to shift the culture to be safer and more inclusive. These strategies can help teachers move from awareness to action.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).