How will your students prepare for active engagement in democracy?
Last spring Christie Nold, a 6th grade teacher at Frederick H. Tuttle Middle School, was at Burlington’s Jazz Fest listening to student musicians when she got some disturbing news: someone had spray-painted racist hate speech on her school’s campus.
Overwhelmed by her own emotions, Nold also knew that she had to find a way to help her students deal with their own understandings and emotions about the graffiti. Like Christie, many teachers are wondering how to address a recent rise in racism and white supremacy.
The birth of a YA teacher’s book club
“Sometimes you can do everything right and things will still go wrong. You’ve just got to keep doing right.”
–Starr’s mom, in The Hate U Give by Angela Thomas
A case study from one classroom
In part one, we explored how middle grade students are struggling to recognize fake news or sponsored posts and shared many tools for teachers looking to tackle this thorny issue.
But what does it really look like We sat down for a Q & A with Christie Nold, sixth grade educator and fighter of fake news.
Here’s her mini-unit on telling real from fake news.
Eminent education researcher speaks at UVM
Emily Nelson, Eastern Institute of Technology Hawkes Bay, New Zealand
Visiting New Zealand researcher Emily Nelson PhD spoke this past week to Vermont educators about how student voice — the concept that students need an active role in determining the course of their education — is a social justice issue and a fundamental right of students everywhere.
“When we talk about ‘students’,” Dr Nelson told the crowd, “what we really mean is ‘humans in a student role in a compulsory setting.'”
As I look at what I am reading and want to read this summer, it’s kind of all over the place. I’ll be reading about Vermont education, racial justice, and some fiction in the fantasy genre. Continue reading
Project-based learning is alive and well in rural Vermont
As part of The Cabot School‘s Exhibition of Learning earlier this spring, middle school students had a chance to share out some PBL research. Themed around the cultural landscape of the United States, the “See America” exhibit boasted a number of amazing students who showed off outstanding examples of how project-based learning can be applied to history and social sciences. Check out some of the highlights from the exhibition, below.